Arlene Link



Charlotte’s Web: Discovering FriendshipIdentification InformationDiscovering FriendshipGrade 3 English Language ArtsApproximately 4 weeksOverviewThis thematic language arts unit on discovering friendship will be taking place within a 4-week period in a grade three classroom environment. The students will use several forms of text, with a central focus on the novel, Charlotte’s Web by E.B. White. Students will research, present, and reflect on information on a variety of forms. The unit is organized in a way that students are able to reflect on key concepts and respond to the text after an interactive read aloud of the novel. This allows students to connect with characters in the story, the events, and the friendships which are formed. In this unit, students will have the opportunity to explore the theme of friendship from the perspective of an outsider. The students will begin this unit by taking part in a school field trip to the farm. This allows students to connect the new information we will be learning to their experience on the farm. The students will complete a research project on spiders using selected informational books and websites. The cycle of seasons, character development, and spider life cycles will also be integrated into this unit. Students will learn how to be a true friend through a number of themed activities ranging from personal reading log entries to creating and writing their own friendly letter. This unit is a project-based unit and allows students to work on assignments at their own pace. Students will be provided with a checklist to keep track of the work they complete throughout the unit. Students are encouraged to ask the teacher and peers for feedback. The revision and editing process will be implemented when students work on individual poems and friendly letters prior to handing in a final copy. The final part of this unit involves group work, where students will demonstrate their comprehension abilities, vocabulary, and enjoy sharing their learning experience with others. Students will appreciate diversity and reflect on friendship using the knowledge they have learned from the unit. A film study will be the final activity where students compare and contrast a film version of the story with the novel. This activity will act as a review for the unit. Literature will be used as the foundation for learning in this unit in addition to activities incorporated from across the curriculum. Students will be creating dioramas, participating in reader’s theatre, completing surveys, and connecting the various life cycles. RationaleThe unit provides a thorough approach to understanding friendship and other themes connected to the novel, Charlotte’s Web by E.B. White. The unit is fulfilling much of Alberta’s curriculum objectives with a particular final emphasis on General Outcome #5: Students will listen, speak, read, write, view, and represent to respect, support, and collaborate with others. The content used in this unit encourages students to appreciate diversity and become a true friend. Not only does this unit contain the necessary information students need to know and learn involving the concept of friendship, but it also provides students with the opportunity to personally explore a particular text and strengthen their literacy skills along the way. Friendship is the solid foundation in both the novel Charlotte’s Web and the book Owen and Mzee. The theme of this unit is specifically correlated to general outcome #5 in regards to the importance of respecting others, a strong community, and working with others. Students will discover what it means to become a true friend and how to reach out to others. The activities were chosen based on their ability to incorporate more than one general learning outcome simultaneously. This unit is introduced and finished with a KWL chart enabling students to view what they have learned and reflect on their discoveries. The activities are designed to provide the students some degree of choice; therefore, each student is presented with the opportunity to express their understanding in a unique form. Throughout the unit, students are required to use multiple strands of the language arts curriculum in the activities. Gardner’s theory of multiple intelligences is also taken into consideration regarding the chosen activities for this unit. The culminating activity is a film study comparing the novel and the film using a Venn diagram. Since the students have previously learned about various types of poems, the poetry unit is an excellent precursor to the activities which involve cinquain and acrostic poems. This unit can also be closely aligned with the science unit of animal life cycles given that the topic explored involves the life cycle of a friendly spider. Students will also re-examine the unit of seasons in the social studies curriculum with emphasis on the correlation of life cycles to seasonal changes. Student learning will be made more authentic and engaging with the connections being made to other areas of the curriculum.Resources/ MaterialsResources for TeachingNovelsWhite, E.B. (2006). Charlotte’s Web. HarperCollins. White, E.B. (1974). Stuart Little. HarperCollins Supplemtary novel resourceRende, C. and Rende, T. 2006. Novel ideas: E. B. White’s stuart little. USA. New Learning Publishing Picture BooksBuckley, C. (2009). Tarra & Bella: The elephant and dog who became best friends. Putnam Juvenile.Hatkoff, I., Hatkoff, C. and Kalumbu, P. (2006). Owen and Mzee: The true story of a remarkable friendship. Scholastic Books.Non-fictionBerger, M. (2003). Spinning spiders. New York, NY: HarperCollins PublishersBishop, N. (2007). Spiders. Scholastic Inc. Simon, S. (2003). Spiders. New York, NY: HarperCollins Publishers FilmWilliams, B., Bronfman E. M., Kerner, J. (Producers), & Winick, G. (Director). (2006). Charlotte’s Web [Motion picture]. United States: Paramount Pictures and Walden Media.PoemsEmmett, L. “Friendships” Cinquain Websites:Bio Kids: Kids' Inquiry of Diverse Species ed studiesSmithsonian National Zoological Park: Friends of the National Zoo 'Veggie' spider shuns meat diet – web clip ’s Web Paramount Pictures Film Website letter from E.B. White to readers. 2010. HarperCollins Publishers. E.B. White. 2010. HarperCollins Publishers. for PlanningHarel, J and Moore, B. (1992) Novel study for ages 9-12: E. B. White’s charlotte’s web. Tree House Press Inc.Resource Development Services (1999). Charlotte’s web by E. B. White: A novel study. Edmonton Public Schools.Greco, M. Charlotte’s Web: Literature notes, ideas, and activities. (1992). Frank Schaffer PublicationsCharlotte’s Web Facilitator’s Guide: Become a true friend. (2006) F.I.L.M. Tompkins, G. (2009). 50 literacy strategies: Step by step. (3rd ed.). Boston, MA: Ally & Bacon/Pearson.Phillips, L. (1999). Collections: Assessment handbook. Scarborough, ON: Prentice HallAlberta Program of Studies for English Language Arts and ScienceTompkins, G. E., Bright, R. M., Pollard,M.J., and Winsor, P.J.T. (2005). Language Arts, content and teaching strategies. Toronto, ON: Pearson Prentice Hall Hurst, C.O. and Otis, R. (2000). Friends and relations: Using literature with social themes grades 3-5. Greenfield, MA: Northeast Foundation for ChildrenWebsites:Abcteach: The educators online resource. 2001-2011. world: The educator’s best friend. 1996-2011 Below are all the intended learner outcomes that will be covered within this unitGENERAL LEARNER OUTCOMES: Students will listen, speak, write, view, and represent to...explore thoughts, ideas, feelings, and prehend and respond personally and critically to oral, print, and other media texts.manage ideas and information.enhance the clarity and artistry of communication.respect, support, and collaborate with others.SPECIFIC LEARNER OUTCOMES1.1 –Discover and ExploreExpress ideas and develop understanding –completed through exclusion brainstorming reading log entry and the spider’s field guide activity.1.2 –Clarify and ExtendConsider ideas of others –this will be done through group work and continual classroom discussion during interactive read aloud on big ideas of the novel Combine ideas –students will create plot profiles and organized clustersExtend understanding –students will be encouraged to ask questions throughout the unit in all activities to clarify misunderstandings2.1 –Use strategies and CuesUse prior knowledge –accomplished through exclusion brainstorming activityUse comprehension strategies –predictions completed in reading log, conclusions from survey, cloze procedure, and tea partyUse textual cues –reader’s theatreUse references –this will be completed when defining chosen words for the word wall2.2– Respond to TextsExperience various texts –cloze procedure, reading log entry, open-mind portraits, and reader’s theatreConstruct meaning from texts –reading log entries throughout unit and the farm diorama2.3 –Understand Forms, Elements, and TechniquesUnderstanding techniques and elements –open-mind portraits, story board, and plot profile2.4 –Create Original TextStructure texts –open-mind portraits and plot profile3.1– Plan and FocusFocus attention –plot profilePlan to gather information –plot profile3.2 –Select and FocusAccess information –spider’s field guide project using the internet and selected spider books3.3 –Organize, Record, and EvaluateEvaluate information –spider’s field guide project (research component)4.1 –Enhance and ImproveAppraise own and others work –poem activity, friendly letter, and spider’s field guideEnhance artistry - appreciating the author’s use of words worksheet4.2 –Attend to ConventionsAttend to grammar and usage –spider’s field guide, the crickets poem, and appreciating the author’s use of words worksheet,Attend to spelling – words used in reading logs which are on the word wall, open-mind portraits, and the tea partyAttend to capitalization and punctuation –spider’s field guide and the crickets poem4.3 –Present and SharePresent information –farm diorama and story board will be displayed outside of the classroom as well, thus giving students the opportunity to present their project to students outside of the classroom.Use effective oral and visual communication –reader’s theatre, open-mind portraits, tea party5.1 –Respect Others and Strengthen Community Appreciate diversity –reading log entries, Venn diagram, and diversity activity with responseCelebrate accomplishments and events –the culmination activity; showcase student projects such as the farm diorama, open-mind portraits, and poemsUse language to show respect –completed through the various group activities such as reader’s theatre, cloze procedure, and Venn diagrams5.2 –Work Within a GroupCooperate with others –reader’s theatre, tea party, Venn diagram, and story boardWork in groups –tea party, reader’s theatre, and Venn diagramEvaluate group process – reader’s theatre and tea partyLearning Activities and Instructional StrategiesIntroductoryStudents’ first exposure to the unit will take place on a field trip to a farm. Students will write about what the word “friendship” means to them. Book Talk on Owen and Mzee—Introduce students to the book, summarize without giving away the ending, mention the topic/theme and read a short excerpt regarding friendship. Prompted entry will be written in reading log.Exclusion brainstorming—Present students with a list of words to read, and student’s identify the words on the list that relate to the topic as well as those that don’t belong. This activity focuses on vocabulary, comprehension, and content areas. Students will be introduced to key vocabulary words, develop a purpose for reading, and decide which words are related to the farm.Introduce students to the novel, Charlotte’s Web. A section of “A letter from E.B. White to readers” will be read to students. Developmental/On-GoingWord wall—Words will continually be added to the wall throughout the unit after being discussed as a class. Interactive Read-Alouds—This activity will be used while reading the novel to students to talk about big ideas, briefly explain technical terms, and emphasize connections. Specific points are planned to ensure time for predictions and suggesting connections.WEEK 1Reading Logs—Students will write their reactions and opinions throughout the unit. Students will clarify misunderstandings, explore ideas, and deepen their comprehension. Reading Logs will be completed periodically with prompts presented to guide writing. No attention to conventions will be made for reading logs to ensure students focus on the process of writing and reflection not the result. Students will develop writing fluency while completing routine entries. Prompts for entries can be found in the AppendicesDouble Entry Journals: Focus on comprehension, writing, and content areas. Students will create one column for quotes and one column for reflection in an entry. Student selected quotes will indicate their view about what is important in the text and the reflection will reveal student understanding. Teacher selected quotes and associated prompts will be provided as well. Students may chose to write a question, make another connection, or relate to personal background knowledge as a response.KWL chart—Students individually create a flip chart and brainstorm what they know about spiders and what they want to know. Introduce goals to answer W column. Play study—Wilbur defines play as “to have fun, to frolic, to run and skip and make merry”. Discuss what play means as a class and whether their definition has changed over time. What do they think their parents’ definitions might be? Is play synonymous with having fun? Groups of students will survey students in grades above and below them to learn their definitions of fun. They will then create a graph depicting their results of the survey and draw conclusions from the information collected. This should be a review of previous mathematics lessons.Spiders Field Guide—Students will research spiders and connect their findings to the story. Students will begin by researching information about spiders using websites and books provided to label parts of a spider. Students will specifically research how spiders spin their webs and the different kinds of webs spiders can make. WEEK 2Story board—Students will be divided into small groups to create their story board and each group works on a different chapter. They will make a poster with a detailed illustration of the events in the chapter. The Crickets poem (haiku and cinquain)—Students will use guides to assist them with writing poems. This should be review from the previous unit. Provide students with an example of a friendship cinquain poem. Students will be given the opportunity to choose between a haiku poem or a cinquain poem in addition to the required acrostic poem. Students will ask another student to revise and assist with the editing process prior to handing in. Appreciating the Author’s Use of Words—Verbs are used to show movement in chapters 9-12 and students will complete a worksheet replacing ordinary verbs with more exciting ones. This offers the students with the chance to expand their vocabulary and details when writing their own sentences later. Students may choose to check which verbs E.B. White used. Ask the students why his words were so good and if they used some of the same ones he used. Farm diorama—Students will create a diorama of the Zuckerman’s farm using an empty shoebox. Clarify to students what should be included in the diorama such as the animals and their location. WEEK 3Friendly Letter—Students will write a thank-you note to a friend and tell that person some of the reasons they value him or her. Students will revise and edit prior to their final copy which will be submitted for a grade. Copies will be returned to the student to give to the friend. Plot profile—Students write a reflection about the story’s plot development in their reading logs. After reading each chapter, students will mark a graph to track the tension of excitement in the story. The plot profile will be discussed as a class when the novel is complete. Students will learn about plot development and the conflict situations in which characters are involved. Conflict will also be discussed upon final review. Organized Map Cluster—Students will design a story map of the following: main characters, setting, problem, solution, and any other categories they wish to include. Seasonal Character Changes—Similar to life cycles, seasons too, go around in circles. Students will select one of the characters in Charlotte’s Web and show how that character’s life changes with the four seasons. Open-mind portraits—Students are encouraged to think more deeply about the characters in the story and reflect on the events from the characters point of view. Students will show the characters thoughts at key points on “thinking pages” in the story through illustrations and writing. WEEK 4 (day 1)Reader’s Theatre—Students each assume a part, rehearse by reading and rereading their character’s lines in the novel, and then do a performance for their classmates. Students will be given the opportunity to enjoy reading good literature, engage with the text, interpret characters, and bring the text to life. Fluency and reading comprehension are the focus for this activity. Charades—Students will be grouped into teams where they choose a key word or key part of the story. The activity will be structured to ensure appropriate topics and no repetition. This will be a non-graded activity giving the students the opportunity to share with other students their favourite scene or interesting word without worrying about the evaluation of their performance. Culminating Cloze Procedure—Students will pair with each other and select their favourite excerpt from Charlotte’s Web. Character names, facts related to setting, or key events will be deleted. After checking with the teacher, students will then trade and complete their partner’s cloze activity. Diversity activity—In this activity students will be asked to compare two eggs in their shells and later without their shells. Students will be asked a series of focus questions relating to diversity and the saying: “Don’t judge a book by its cover”. Students will learn how Wilbur sees Charlotte for her kindness, not her appearance or spider-like habits. This activity will summarize character traits by incorporating diversity and friendship. KWL chart—Students reflect on what they have learned throughout the unit regarding spiders. Learning monitored by checking the L column. Tea Party—Teacher ready-made cards with friendship excerpts from the story will be provided to students in groups until they can read it fluently. Students pair up and take turns reading excerpts. While in pairs, students discuss and comment on the texts. After 10-15 min a class discussion is made about several excerpts. This activity focuses on fluency, vocabulary, oral language, comprehension, and content areas. The activity reviews the big ideas of the unit, summarizes the events of the story, and may focus on an element of story structure. Venn diagram—Students will compare and contrast the Charlotte’s Web movie to the novel with a partner. Assessment and Evaluation PlanStudents will be provided with a graded rubric for the farm diorama based on the inclusion of characters and items evident in the readings. The cloze procedure activity will be collected and used to assess the student’s understanding of the novel. Grading is done by using a percentage. Clusters will be assessed using the assessment master from Collections: Assessment handbook (3) pg. 32Listening, speaking, reading, writing, viewing, and representing criteria checklists will be adapted as necessary to assess student’s meeting curricular criteria. Collections: Assessment handbook (3) pg 38-49Assessment of reading, participation, research activities, reading logs, and enrichment activities will be accomplished by using the “Novel study assessment rubric” from Resource Development Services, Edmonton Public Schools pg. 69-70.Poems will be assessed based on their syllable pattern, structure, and creativity. The story board activity will be assessed by developing a rubric with students. The survey will be evaluated based on appropriate conclusions and proper data presentation. Should the words found on the word wall be used in the activities, students will be evaluated based on correct spelling. Self-assessment of group work will be completed. Students will read statements, think about how each makes them feel, write their response below them, and finally discuss their answers with someone else. The “Self-assessment of group work” handout from Harel and Moore (pg.61) will be used.Peer-assessment will also be completed for the group activities. The “assessment inventory of cooperative learning” handout will be used for this evaluation. Copies will be distributed accordingly to ensure that each student is evaluated by all the members of the group. (Harel and Moore, 1992) pg. 62Journals will be collected but will not be graded on conventions. Words that are present on the word wall at the time of writing the entry will be assessed for correct spelling. Logs will be graded according to a rubric.The editing and revision process, conventions, and legibility will be evaluated according to a rubric for the friendly letter activity. The spider’s field guide will be assessed based on correct information and presentation.Open-mind portraits will be graded on accuracy of events (comprehension), creativity, the reasoning behind choice of inclusion, and evidence of key points in the story. Students will be evaluated based on the items incorporated in their Venn diagram and the number correct. Each student will complete a survey of the unit study to assist with evaluation of my teaching. Students will be given the opportunity to express what they enjoyed about the unit, what they would have changed, and what they did not like. They may choose to accomplish this in any form they prefer. Students may also write down any further questions they have about the unit in this evaluation as well. Extension Enrichment/Special Consideration/Differential InstructionEnglish Language LearnersKWL charts—Students will participate in groups when developing background knowledge and vocabulary. Illustrations in the chart will also support learning. Reader’s theatre—Students gain valuable reading practice in a relaxed, small group setting. High frequency words may be practiced in this activity; learners increase their reading speed, read with expression, and learn how to phrase and chunk words. Shared reading—Students are given the opportunity to listen to a fluent English speaker read aloud while they follow along joining in reading familiar words when they can. There is no pressure to perform so students can feel comfortable in this setting. Students may use visual representation to convey meaning of words. Clusters will help students learning important words for writing.Areas of strong emphasis in specific chapters may be read twice to assist with the cognitive and linguistic demand on English learners. Struggling writers may share ideas with a reading buddy while completing reading logs or other activities. Students in this situation are encouraged to think individually prior to working in pairs. Amount of group work may be increased to assist with stuggling readers and writers. The Think, Pair, Share teaching strategy may also be incorporated into the lesson plans. Students who have completed all the assigned activities will be given the option to complete an independent novel study on Stuart Little also written by E. B. White. The student will be provided with a package of chapter activities and a rubric for completing a final book summary. Students who finish daily activities early will complete a crossword puzzle using the vocabulary from the corresponding chapters in the novel. Students will also be given the opportunity to create their own crossword and trade with a partner. The Venn diagram activity meets specific learning outcome 2.2 for the grade four curriculum: Students will compare similar oral, print, and other media texts and express preferences, using evidence from personal experiences and the texts. Therefore, students will be provided with the option to work together or individually. The movie will be periodically paused to have a class discussion on the main ideas or differences to assist with understanding. Connections to Other Areas of Curriculum and/or Other Language UnitsThe activities involving haiku, cinquain, and acrostic poems are incorporated into this unit which provides an excellent sequel to the previous poetry unit. Students will create poems, primarily introduced in the previous unit, which are correlated to the novel and theme.As a component of the art curriuclum, students will be using three of the four major components of visual learning: depiction, composition, and expression. These specific learning objectives will be accomplished by incorporating a farm diorama and storyboard activities into the unit. Reader’s theatre is one of the eleven dramatic forms of expression in the drama curriculum. In this activity, students will develop vocal and interpretive skills, empathy, appreciation for enjoyment of literature and effective communication skills.The section on spiders is connected to the science unit on animal life cycles. Students will study the life cycle of spiders through research and a variety of related activities. As an element of the social studies curriculum, students will associate the cycle of seasons with characters in the story.The survey completed by students will incorporate the mathematics curriculum. Students will represent information and data in the form of graphs. Drawing conclusions from graphical data is a component of the general outcome: collect, display and analyze data to solve problems. Students will complete research on provided websites related to the novel study. ICT general learning outcomes that are connected to this unit are provided below. P.2 - Students will organize and manipulate data.C.7 - Students will use electronic research techniques to construct personal knowledge and meaning.C.4 - Students will use organizational processes and tools to manage inquiry.Plan for accompanying bulletin board/displayThe bullentin board will contain a word wall adjacent to a variety of student work completed throughout the unit. The shelf below will contain various artifacts from the fieldtrip (if possible) and any other items of interest related to the unit. ReflectionsTo be completed following teaching the unit. Appendices (continued on the next page)Assignment ChecklistWelcome to “Charlotte’s Web” Novel StudyThis is a checklist for all the activities you will be doing during our unit. This checklist will help keep you organized. Each activity has a box where you will place a checkmark when you have completed the item. When I have reviewed your activity, I will place a checkmark in my box. Think of this checklist as a “To Do” list to be completed by the end of our unit. Enjoy your novel study and, most of all, have fun!ActivityCompleted by YOUReviewed my MEJournal Entries for week 1 Journal Entries for week 2Journal Entries for week 3KWL chartSurvey on FunSpiders Field GuideStory BoardThe Crickets poem (haiku/cinquian) & acrostic poemFarm dioramaFriendly LetterOrganized story map clusterSeasonal Character ChangesOpen-mind PortraitsCloze procedureVenn DiagramLetter to ParentsDear Parent(s)/Caregiver(s),Charlotte’s Web: Discovering Friendship is the new unit we are studying over the next few weeks in Language Arts. We will be reading the novel, Charlotte’s Web and discussing various topics throughout the unit with a particular emphasis on friendship. The processes of listening, speaking, reading, writing, viewing, and representing are important strands of the language arts curriculum that your child will be using during our exploration of becoming a true friend. Your child will be completing a number of activities one of which involves creating a farm diorama. Students will need an empty shoebox and any items to include which they believe can be found on the Zuckerman’s Farm. This activity invites students to be creative. Please send an empty shoebox (or any small box) to school with chosen items by next Monday. You may wish to assist the students in collecting various leaves, twigs, pebbles, and other items from the outdoors to place in their diorama to create a special effect. The possibilities are endless, and your child can be your guide. Students will be provided with some class time to complete this activity and will be given the choice to finish at home as well. We are looking forward to our new unit on discovering friendship which wil provide lots of learning and lots of fun!Please do not hesitate to contact me with questions and/or concerns. Sincerely, 139700114300___________________________________Reading Log PromptsIntroductionThe word “friendship” means something a little different to everyone. Write a paragraph of what friendship means to you.Being a friend sometimes means doing something extraordinary by giving more than you thought you ever could. This could be time, energy, money, or health. Tell about a time where either you or a friend did something for someone else that was extraordinary.Developmental/On-goingChapter 4- Double Entry- “Do you want a friend, Wilbur? I’ll be a friend to you. I’ve watched you all day and I like you.” What would happen if you said those words to a person who you wanted to be their friend? What would you say? How do you know if someone wants to be your friend?Chapter 5- Double Entry- “Wilbur was merely suffering the doubts and fears that often go with finding a new friend” Chapter 6- Compare Charlotte, as she is described on page 41, to Templeton, as he is described on page 46. Chapter 10- What do you think Charlotte plans to do with the area she has chosen in the middle of her web?Chapter 18- What do you suppose Charlotte is making for herself?Chapter 19- When you are an old person and look back on your life, what do you think your “magnum opus” will be?Chapter 22- What is your favourite spot for watching the seasons change? Write a few sentences describing these changes. Use the kind of detail you think E. B. White might have used. CulminatingWhat do you think will happen to the characters now? Continue the novel with a prediction in a short paragraph. Literary NotesIn the classic novel, Charlotte’s Web, E.B. White tells the memorable story of a pig named Wilbur, a little pig who becomes famous with the help of a clever, beautiful grey spider named Charlotte A. Cavatica. Born as a runt of the litter, Wilbur struggles for survival from the very beginning. He is saved by a friendly little girl, Fern, who nurses him like an infant. Five weeks pass, Wilbur’s diet grew and Mr. Arable, Fern’s Father, wanted to sell the pig. Wilbur is sold to Mr. Zuckerman who is Fern’s Uncle. The remainder of the story, for the most part, takes place on Mr. Zuckerman’s farm.Fern makes regular visits to the farm to visit Wilbur and the other animals. Wilbur learns the true meaning of friendship at the Zuckerman’s farm when he meets Charlotte. Despite their apparent differences, Charlotte offers to be Wilbur’s friend. When it is revealed that Wilbur is being fed more food more a reason, Charlotte creates a plan to save Wilbur’s life. With the help of his dear and dedicated friend Charlotte, a rat named Templeton, and the other barn animals, Wilbur becomes the prize- winning pig of the County Fair. Friendship, devotion, and genuineness, bind this heartwarming story together and demonstrate the diversity of friends. ................
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