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Running head: CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 1
Charlotte’s WebLiterature Focus Unit
Teacher: Jessica Davis
Grade Level: Third
Developed Spring 2015
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 2
Table of Contents
Charlotte’s Web: Book Information Guide
Book Summary
Author Study: E.B White
Massachusetts Curriculum Frameworks Addressed
Literature Focus Unit: Day-by-Day Overview
Literature Focus Unit: Goals
Literature Focus Unit: Daily Plans
Literature Focus Unit: Activities
Daily Activities (Optional)
Charlotte’s Web Bookmarks
Letter to Farmer Zuckerman
County Fair Flyer
Spider Webs
Video
Literature Focus Unit Checklist
Materials Master List
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 3
Charlotte’s WebE.B. White
Book Information Guide
Book: Charlotte’s Web
Author: E.B. White
Illustrator: Garth Williams
Publisher: Harper Collins, October 15, 1952
ISBN: 9780064400558
Book Awards:
Newbery Medal
Reading and Interest Levels:
Lexile Measure: 680L
Guided Reading Level: R
Grade Level Equivalent: 4.9
Interest: Grades 3 – 6
Genre: Children’s Fictional Novel; Classics
Theme: Building relationships, friendships, animation
Book Summary:
Charlotte’s Web is a story about a little pig named Wilbur and his friendship with a spider named
Charlotte. Being the runt of the litter, it was predicted that Wilbur “would never amount to
anything.” A young girl named Fern takes pity on the pig and nurtures him until he is strong.
When Wilbur is sent to live on Zuckerman’s farm, he quickly learns that he is doomed to be
slaughtered. Charlotte, the clever spider, comes up with a plan to save her dear friend Wilbur’s
life.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 4
Author Biography
E.B. White is the author of the award winning
children’s books Charlotte’s Web and Stuart
Little. He was born in New York and graduated
from Cornell University, then went on to work for
The New Yorker magazine. After writing
seventeen books of prose and poetry, along with
several adult books, he decided to try writing
children’s books. White drew much of his
inspiration for Charlotte’s Web from the farm in
Maine that he lived on. He also describes a time
when he felt pity on a pig that was about to be
slaughtered; this gave him the idea to write about
Wilbur. Many of White’s own farm animals have
been incorporated into his stories.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 5
Massachusetts Curriculum Frameworks
English Language Arts
Strand: Reading Standards for Literature
Key Ideas and Details
RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the
text.
RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
Craft and Structure
RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing
literal from nonliteral language.
RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza; describe how each successive part builds on
earlier sections.
RL.3.6 - Distinguish their own point of view from that of the narrator or those of the characters.
Integration of Knowledge and Ideas
RL.3.MA.8.A - Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and
elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia).
Range of Reading and Text Complexity
RL.3.10 - By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 6
Strand: Reading Standards for Informational Text (Spider Webs)
Key Ideas and Details
RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
Strand: Reading Standards: Foundational Skills
Phonics and Word Recognition
RF.3.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words.
Fluency
RI.3.4 - Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression
on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Strand: Writing Standards
Text Types and Purposes
W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
d. Provide a concluding statement or section.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 7
Production and Distribution of Writing
W.3.8 - Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
Strand: Speaking and Listening Standards
Comprehension and Collaboration
SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under
discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link
their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
SL.3.2 - Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail.
Presentation of Knowledge and Ideas
SL.3.6 - Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 36–37 for
specific expectations.)
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 8
Strand: Language Standards
Conventions of Standard English
L.3.1 - Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement.*
g. Form and use comparative and superlative adjectives and adverbs, and choose between
them depending on what is to be modified.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.
L.3.2 - Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding
suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 9
Knowledge of Language
L.3.3 - Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written
English.
Vocabulary Acquisition and Use
L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known
word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless,
heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root
(e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases.
Science and Technology/Engineering
Strand: Life Science (Biology)
Characteristics of Plants and Animals
3.1 - Classify plants and animals according to the physical characteristics that they share.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 10
Literature Focus Unit: Day-by-Day Overview
Day 1 Introduction
Activity (Bookmarks)
Vocab: Ch. 1 – 2
Day 7 Spelling Test
Review - Questions
Vocab: Ch. 13-15
Day 2 Read Ch. 1-2
Characterization
Vocab: Ch. 3 – 4
Day 8 R. C. 13-15
Response Questions
Activity (Flyer)
Vocab: Ch. 16 – 18
Day 3 Read Ch. 3-4
Response Questions
Vocab: Ch. 5 – 7
Day 9 R. C. 16-18
Plot/Sequence
Vocab: Ch. 19-22
Day 4 Read Ch. 5-7
Characterization
Vocab: Ch. 8 – 10
Day 10 R. C. 19-22
Main Idea & Details
Unit Review
Day 5 Read Ch. 8-10
Fact and Opinion
Vocab: Ch. 11-12
Day 11 Unit Test
Activity (Spider Web)
Day 6 R. C. 11-12
Problem/Solution
Activity (Letter to Farmer
Zuckerman)
Day 12 Spelling Test
Activity (Video)
Compare/Contrast
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 11
Literature Focus Unit: Goals
Students will engage in a guided reading lesson involving activities that target aspects of
Blooms Taxonomy: comprehension, analysis, knowledge, evaluation, and synthesis.
Students will be able to make text-to-text, text-to-world, and text-to-self connections.
Students will learn more about the theme of friendship and how it is multidimensional:
qualities of a good friend, unlikely friends, and making sacrifices for a friend.
Students will develop group collaboration skills as they complete activities tied to their
guided reading story.
Students will work with elements of fiction in writing, being able to identify underlying
themes of Charlotte’s Web.
Students will meet standards in English Language Arts and Science and
Technology/Engineering.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 12
Literature Focus Unit: Daily Plans
Day 1: Introduction (No Homework)
Procedure:
1. Inform students of the lesson procedures
o Introduce students to the book
o Build background knowledge (Ask questions)
o Preview the book more
o Vocabulary Review: Chapters 1 and 2
o Activity: Make bookmarks
2. Introduce students to the book: Charlotte’s Web
o Look at the front cover
o Look at the back cover
o Examine the pictures
o Read the story summary on the back – what does it tell us about the book?
o Flip through the book – what do the pictures tell us?
o Make a prediction (call on students to give their predictions orally)
o Discuss story setting based on the front cover
3. Build background knowledge
o Who has visited a farm? What did you see? What did you like most about farm life?
What did you like the least?
o What is a friend? What do you like about
your best friends? Why do you think they
like you?
o Have you ever considered an animal a friend
and not just a pet?
Spider
pretty websscary
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 13
o What do you know about spiders? (Make a spider “web” on the
board – see example)
4. Preview the book more
o How many chapters are in this book? – 22 chapters
o Look at the title of each chapter. Which chapter do you think will be the most interesting
and why?
5. Vocabulary Review: Chapters 1 and 2
o Pass out Reader Response Journal Packets and Vocabulary student packets
o Introduce vocabulary for chapters 1 and 2 (use Vocabulary web packet and vocabulary
cards)
o Go over the definitions and sentences together
o Fill in antonyms, synonyms, and part of speech on the handout
6. Bookmark Activity
o Each student will receive a bookmark cutout for Charlotte’s Web to color/design
(laminate when finished)
Objectives:
o Given class time, students will be able to accurately participate in pre-reading activities
for Charlotte’s Web by E.B. White, by contributing to conversation regarding the book at
least once during the class period.
o Give class time, students will be able to create Charlotte’s Web bookmarks that
accurately display their understanding of introductory information and vocabulary for
chapters 1 and 2 of the book.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Their answers
to questions and performance in pre-reading activities will determine their understanding
of introductory information and vocabulary for chapters 1 and 2.
eat flies
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 14
o Formal: See objectives above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Whiteboard
o Dry erase markers
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o Crayons/Markers for bookmarks
o Bookmark templates
o Web graphic organizers
Notes:
Teacher Reflections:
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 15
Day 2: Chapters 1 and 2 (No Homework)
Procedure:
1. Inform students of lesson procedure
***Make connections (sticky note activity)
o Review vocabulary for chapters 1 and 2
o Focus skill: Characterization
o Read chapters 1 and 2 (Whole class – Read aloud)
o Complete Characterization Web in Reader Response Journal packet (whole class/small
group/partners)
o Vocabulary Review: Chapters 3 and 4 (Whole class)
2. Review Vocabulary Cards for chapters 1 and 2
o Use vocabulary cards for chapters 1 and 2 to review words
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Characterization
o As students read, they should look for character traits of Fern. Look for evidence from
the story to support the trait.
4. Read chapters 1 and 2 (Whole class)
o Read chapters 1 and 2 aloud to the whole class
o Use the Reading Guide Questions to engage students and build comprehension
5. Characterization Web
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 16
o Work together as a whole class to complete the characterization web of Fern in the
Reader Response Journal packets (whole class/small group/partners)
6. Vocabulary Review: Chapters 3 and 4
o Introduce vocabulary for chapters 3 and 4 (use Vocabulary web packet and vocabulary
cards)
o Go over the definitions and sentences together
o Fill in antonyms, synonyms, and part of speech on the handout
Objectives:
o Given class time, students will be able to read chapters 1 and 2 of Charlotte’s Web and
use the information to accurately complete the Characterization chart in their Reader
Response Journals.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 1 and 2 of
Charlotte’s Web and the vocabulary for chapters 3 and 4.
o Formal: See objective above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Reading Guide Questions handout
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o Whiteboard
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 17
o Dry Erase markers
o Sticky notes
Notes:
Teacher Reflections:
Day 3: Chapters 3 and 4 (Homework: Spelling 3x Each)
Procedure:
1. Inform students of lesson procedure
***Make connections (sticky note activity)
o Review vocabulary for chapters 3 and 4
o Focus skill: Response Questions
o Read chapters 3 and 4 (Small group)
o Complete Response Questions in small groups
o Vocabulary Review: Chapters 5, 6, and 7 (Whole class/Small group)
2. Review vocabulary cards for chapters 3 and 4
o Use vocabulary cards for chapters 3 and 4 to review words
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Response Questions
o As students read chapters 3 and 4 in small groups, look for answers to the response
questions in the Reader Response Journal packets.
4. Read Chapters 3 and 4 (Small groups)
o Students will read chapters 3 and 4 in predetermined small groups
o Students will use the response questions in their Reader Response Journal packets to
guide comprehension
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 18
5. Response Questions
o Students will work in their small groups to answer the Response Questions in their
Reader Response Journal packets
6. Vocabulary Review: Chapters 5, 6, and 7 (Whole class/Small group)
o Introduce vocabulary for chapters 5, 6, and 7 (use Vocabulary web packet and vocabulary
cards)
o Go over the definitions and sentences together or in small groups
o Fill in antonyms, synonyms, and part of speech on the handout
Objectives:
o Given class time, students will be able to read chapters 3 and 4 of Charlotte’s Web and
use the information to accurately complete the Response Questions in their Reader
Response Journals.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 3 and 4 of
Charlotte’s Web and the vocabulary for chapters 5 – 7.
o Formal: See objective above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Spelling List (Cover chapters 1 – 12)
o Reader Response Journal packets
o Vocabulary student packets
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 19
o Vocabulary cards
o Small group list
o Whiteboard
o Dry Erase markers
o Sticky notes
Notes:
Teacher Reflections:
Day 4: Chapters 5, 6, and 7 (Homework: Skill Page)
Procedure:
1. Inform students of lesson procedure
***Make connections (sticky note activity)
o Review vocabulary for chapters 5, 6, and 7
o Focus skill: Characterization
o Read chapters 5, 6, and 7 (Whole class – Guided reading)
o Complete Characterization Web (Partners)
o Vocabulary Review: Chapters 8, 9, and 10 (Whole class/Small group)
2. Review Vocabulary for chapters 5, 6, and 7
o Use vocabulary cards for chapters 5, 6, and 7 to review words
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Characterization
o As students read, they should look for character traits of Charlotte. Look for evidence
from the story to support the trait.
4. Read Chapters 5, 6, and 7 (Whole class – Guided Reading)
o Students will read chapters 5, 6, and 7 as a whole class
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 20
o Use the Reading Guide Questions to engage students and build comprehension
5. Characterization Web
o Students will work with partners to complete the characterization web of Charlotte in the
Reader Response Journal packets
6. Vocabulary Review: Chapters 8, 9, and 10 (Whole class/Small group)
o Introduce vocabulary for chapters 8, 9, and 10 (use Vocabulary web packet and
vocabulary cards)
o Go over the definitions and sentences together or in small groups
o Fill in antonyms, synonyms, and part of speech on the handout
Objectives:
o Given class time, students will be able to read chapters 5 – 7 of Charlotte’s Web and use
the information to accurately complete the Characterization chart in their Reader
Response Journals.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 5 – 7 of Charlotte’s
Web and the vocabulary for chapters 8 – 10.
o Formal: See objective above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Reading Response Questions handout
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 21
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o Whiteboard
o Dry Erase markers
o Sticky notes
Notes:
Teacher Reflections:
Day 5: Chapters 8, 9, and 10 (Grammar Page)
Procedure:
1. Inform students of lesson procedure
***Review Homework
***Make connections (sticky note activity)
o Review vocabulary for chapters 8, 9, and 10
o Focus skill: Fact and Opinion
o Read chapters 8, 9, and 10 (Small group)
o Complete Fact and Opinion worksheet
o Vocabulary Review: Chapters 11 and 12 (Whole class/Small group)
2. Review vocabulary cards for chapters 8, 9, and 10
o Use vocabulary cards for chapters 8, 9, and 10 to review words
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Fact and Opinion
o As students read, they will be on the lookout for examples of fact and opinion throughout
the chapters.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 22
4. Read Chapters 8, 9, and 10 (Small groups)
o Students will read chapters 8, 9, and 10 in predetermined small groups
o Students will ask themselves thought questions as they read to help build comprehension
5. Fact and Opinion
o Students will work in their small groups to write down examples of fact and opinion on
the worksheet in their Reading Response Journal packets
6. Vocabulary Review: Chapters 11 and 12 (Whole class/Small group)
o Introduce vocabulary for chapters 11 and 12 (use Vocabulary web packet and vocabulary
cards)
o Go over the definitions and sentences together or in small groups
o Fill in antonyms, synonyms, and part of speech on the handout
Objectives:
o Given class time, students will be able to read chapters 8 – 10 of Charlotte’s Web and use
the information to accurately complete the Fact and Opinion chart in their Reader
Response Journals.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 8 – 10 of Charlotte’s
Web and the vocabulary for chapters 11 and 12.
o Formal: See objective above.
Resources/Materials:
o Book copies of Charlotte’s Web
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 23
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o Small group list
o Whiteboard
o Dry Erase markers
o Sticky notes
Notes:
Teacher Reflections:
Day 6: Chapters 11 and 12 (Study for Spelling Test and Comprehension Page)
Procedure:
1. Inform students of lesson procedure
***Review Homework
***Make connections (sticky note activity)
o Review vocabulary for chapters 11 and 12
o Focus skill: Problem/Solution
o Read chapters 11 and 12 (Whole class – Read aloud)
o Complete Problem/Solution Worksheet
o Activity: Letter to Farmer Zuckerman
2. Review vocabulary cards for chapters 11 and 12
o Use vocabulary cards for chapters 11 and 12 to review words
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Problem/Solution
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 24
o Students will be on the lookout for problems and solutions as we read through the
chapters together.
4. Read Chapters 11 and 12 (Whole class – Read aloud)
o Read chapters 11 and 12 aloud to the whole class
o Use the Reading Guide Questions to engage students and build comprehension
5. Problem/Solution
o Work as a whole class to complete the Problem/Solution worksheet in the Reader
Response Journal packets.
6. Activity: Letter to Farmer Zuckerman
o Students will work independently to write persuasive letters to Farmer Zuckerman to not
kill Wilbur. The letters must be from the perspective of another character (i.e. Fern, Mrs.
Zuckerman, Charlotte, the goose, etc.)
Objectives:
o Given class time, students will be able to read chapters 11 and 12 of Charlotte’s Web and
use the information to accurately complete the Problem/Solution chart in their Reader
Response Journals.
o Given class time, students will be able to write a Letter to Farmer Zuckerman, giving
accurate evidence from the book as to why Farmer Zuckerman should not kill Wilbur.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 11 and 12.
Additionally, their comprehension will be assessed through their ability to complete the
Letter to Farmer Zuckerman activity.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 25
o Formal: See objectives above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Reading Response Questions handout
o Reader Response Journal packets
o Vocabulary student packets
o Letter to Farmer Zuckerman templates
o Whiteboard
o Dry Erase markers
o Sticky notes
Notes:
Teacher Reflections:
Day 7: Spelling Test, Review Questions, and Complete Activities (No Homework)
Procedure:
1. Inform students of lesson procedure
***Review Homework
***Make connections (sticky note activity)
o Spelling Test Chapters 1 – 12
o Review Questions
o Complete Activities and Extra Work
o Vocabulary Review: Chapters 13, 14, and 15 (Whole class)
2. Spelling Test Chapters 1 – 12
o Students will take the initial spelling test for week one of the Charlotte’s Web unit
3. Review Questions
o Students will work with partners to answer story questions (on pocket chart pigs)
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 26
o Students will then work with their partners to complete the vocabulary “extras” – (Parts
of speech, synonyms, antonyms, illustrations) and the chapter by chapter questions
4. Complete Activities and Extra Work
o Students will be allowed to work in partners and small groups to finish some of the extra
work (chapter by chapter questions, finishing vocabulary “extras” in the vocabulary
packet, etc.).
5. Vocabulary Review: Chapters 13, 14, and 15 (Whole class/Small group)
o Introduce vocabulary for chapters 13, 14, and 15 (use Vocabulary web packet and
vocabulary cards)
Objectives:
o Given class time and a spelling test, students will be able to accurately spell words from
Charlotte’s Web and third grade sight words.
o Given class time, students will be able to accurately answer story questions and chapter-
by-chapter questions using the pocket charts pig and chapter questions handout.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Additionally,
their ability to answer story questions will be monitored to ensure mastery of objectives
and content knowledge.
o Formal: See objectives above.
Resources/Materials:
o Spelling test
o Reader Response Journal packets
o Vocabulary student packets
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 27
o Chapter-by-Chapter Question packets
o Book copies of Charlotte’s Web
Notes:
Teacher Reflections:
Day 8: Chapters 13, 14, and 15 (Spelling 3x Each)
Procedure:
1. Inform students of lesson procedure
***Review Homework
***Make connections (sticky note activity)
o Review vocabulary for chapters 13, 14, and 15
o Focus skill: Response Questions
o Read chapters 13, 14, and 15 (Whole class – Guided reading)
o Answer Response Questions (Whole class/Small group)
o Vocabulary Review: Chapters 16, 17, and 18 (Whole class/Small group)
o (If time) Activity: County Fair Flyer
2. Review Vocabulary for chapters 13, 14, and 15
o Use vocabulary cards for chapters 13, 14, and 15 to review words
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 28
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Response Questions
o As students read, they need to be on the lookout for examples of problems and their
solutions throughout the chapters.
4. Read Chapters 13, 14, and 15 (Whole class – Guided Reading)
o Students will read chapters 13, 14, and 15 as a whole class
o Use the Reading Guide Questions to engage students and build comprehension
5. Response Questions
o Work as a whole class to complete the Response Questions in the Reader’s Response
Journal.
6. Vocabulary Review: Chapters 16, 17, and 18 (Whole class/Small group)
o Introduce vocabulary for chapters 16, 17, and 18 (use Vocabulary web packet and
vocabulary cards)
o Go over the definitions and sentences together or in small groups
o Fill in antonyms, synonyms, and part of speech on the handout
7. Activity: County Fair Flyer
o As class time allows, students can create County Fair flyers to tell why people should go
and see Wilbur. (See activity directions for more information)
Objectives:
o Given class time, students will be able to read chapters 13 – 15 of Charlotte’s Web and
use the information to accurately complete the Response Questions in their Reader
Response Journals.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 29
o Given class time, students will create County Fair flyers to accurately portray reasons
why people should go to the fair to see Wilbur.
Assessment:
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 13 – 15 of
Charlotte’s Web and the vocabulary for chapters 16 – 18.
o Formal: See objectives above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Spelling List (Cover chapters 13-22)
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o County Fair flyer templates
o Crayons/Markers for flyers
o Whiteboard
o Dry Erase markers
o Sticky notes
Notes:
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 30
Teacher Reflections:
Day 9: Chapters 16, 17, and 18 (Skill Page)
Procedure:
1. Inform students of lesson procedure
***Review Homework
***Make connections (sticky note activity)
o Review vocabulary for chapters 16, 17, and 18
o Focus skill: Plot/Sequence
o Read chapters 16, 17, and 18 (Small groups)
o Complete Plot/Sequence Worksheet (Whole class/Small group)
o Vocabulary Review: Chapters 19, 20, 21, and 22 (Whole class/Small group)
2. Review Vocabulary for chapters 16, 17, and 18
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 31
o Use vocabulary cards for chapters 16, 17, and 18 to review words
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Plot/Sequence
o As students read, they need to be on the lookout for the order of which events in these
three chapters happen
4. Read Chapters 16, 17, and 18 (Small groups)
o Students will read chapters 16, 17, and 18 in small groups
o Students will ask themselves thought questions as they read to help build comprehension
5. Plot/Sequence
o Work in small groups to put the events from the chapters in order on the worksheet in
students’ Reader Response Journals
6. Vocabulary Review: Chapters 19, 20, 21, and 22 (Whole class/Small group)
o Introduce vocabulary for chapters 19, 20, 21, and 22 (use Vocabulary web packet and
vocabulary cards)
o Go over the definitions and sentences together or in small groups
o Fill in antonyms, synonyms, and part of speech on the handout
Objectives:
o Given class time, students will be able to read chapters 16 – 18 of Charlotte’s Web and
use the information to accurately complete the Plot/Sequence worksheet in their Reader
Response Journals.
Assessment:
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 32
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 16 – 18 of
Charlotte’s Web and the vocabulary for chapters 19 – 22.
o Formal: See objective above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o Small groups list
o Whiteboard
o Dry Erase markers
o Sticky notes
Notes:
Teacher Reflections:
Day 10: Chapters 19, 20, 21, and 22 (Grammar Page)
Procedure:
1. Inform students of lesson procedure
***Review Homework
***Make connections (sticky note activity)
o Review vocabulary for chapters 19, 20, 21, and 22
o Focus skill: Main Idea and Details
o Read chapters 19, 20, 21, and 22 (Whole class – Guided reading)
o Complete Main Idea and Details Worksheet (Whole class/Small group)
o Unit Review (Discussion, questions, and summary strips)
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 33
2. Review Vocabulary for chapters 19, 20, 21, and 22
o Use vocabulary cards for chapters 19, 20, 21, and 22 to review words
o Have students review the definitions in their Reader Response Journal packets
3. Discuss focus skill: Main Idea and Details
o As students read, they need to be on the lookout for the main idea of the story and details
to support the main idea
4. Read Chapters 19, 20, 21, and 22 (Whole class – Guided reading)
o Students will read chapters 19, 20, 21, and 22 as a whole class
o Use the Reading Guide Questions to engage students and build comprehension
5. Main Idea and Details
o Work as a whole class to complete the Main Idea and Details worksheet in their Reader
Response Journals
6. Unit Review (Discussion, questions, and summary strips)
o As a whole class, discuss the story, review questions, and go over the story summary
strips
Objectives:
o Given class time, students will be able to read chapters 19 – 22 of Charlotte’s Web and
use the information to accurately complete the Main Idea and Details worksheet in their
Reader Response Journals.
Assessment:
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 34
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to complete activities will determine their understanding of chapters 19 – 22 of
Charlotte’s Web.
o Formal: See objective above.
Resources/Materials:
o Book copies of Charlotte’s Web
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o Whiteboard
o Dry Erase markers
o Sticky notes
Notes:
Teacher Reflections:
Day 11: Unit Test and Spider Webs (Study for Spelling Test and Comprehension Page)
Procedure:
1. Inform students of lesson procedure
***Review Homework
***Make connections (sticky note activity)
o Unit Test
o Early Finishers: Activities Packet
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 35
o Activity: Spider Webs
2. Unit Test
o Students will take the unit test to wrap up the Charlotte’s Web unit
3. Early Finishers: Activities Packet
o Students who finish the test early, and are waiting for others to finish, will work on some
activities in the Activities Packet
4. Activity: Spider Webs
o Teach students more about the different types of spider webs that spiders make (Using a
book and pictures)
o Go over the directions with students – think about a qualities they look for in friends;
write it on the center of the parchment paper; trace a web onto the parchment paper
around the word; go over the lines with glitter glue
o See activity description for more information
Objectives:
o Given class time, students will be able to demonstrate their knowledge and
comprehension of the book, Charlotte’s Web, by accurately completing the Charlotte’s
Web unit test.
o Given class time, students will be able to create spider webs with glitter glue that are
modeled after the different types of webs spiders make.
Assessment:
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 36
o Informal: Students’ participation will be monitored throughout the lesson. Their ability
to appropriately complete the unit test and create a spider web will be considered.
o Formal: See objectives above.
Resources/Materials:
o Unit tests
o Activities packets
o Spider Web directions
o Book about spiders
o Spider web templates
o Pencils
o Parchment paper
o Glitter-glue
Notes:
Teacher Reflections:
Day 12: Charlotte’s Web: The Movie (No Homework)
Procedure:
1. Inform students of lesson procedure
o (Morning): Spelling Test Chapters 13 – 22
o Focus Skill: Compare and Contrast
o Activity: Charlotte’s Web: The Movie
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 37
2. Spelling Test Chapters 13 – 22
o Students will take the spelling test for week two of the Charlotte’s Web unit
3. Discuss focus skill: Compare/Contrast
o Inform students that as they watch the movie, they need to write down similarities and
differences between Charlotte’s Web: The book and Charlotte’s Web: The movie
4. Activity: Charlotte’s Web: The Movie
o Students will watch Charlotte’s Web
Objectives:
o Given class time, students will be able to accurately compare and contrast Charlotte’s
Web: The book and Charlotte’s Web: The movie.
Assessment:
o Informal: Students’ attention and participation will be monitored throughout the lesson.
o Formal: See objective above.
Resources/Materials:
o Charlotte’s Web: The Movie
o Compare/Contrast handouts
Notes:
Teacher Reflections:
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 38
(Last Day: Overall Unit Notes and Teacher
Reflections)
Notes:
Teacher Reflections:
Literature Focus Unit: Activity Descriptions
Daily Activities (Optional)
o Post “Make a Connection” question from the Reader Response Journal packet on the
board during morning work time. Students will receive sticky notes to write their answers
on and to post on the connections board.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 39
o Pig Pocket Chart Questions will be posted in the classroom, and as time allows, students
will answer the questions as a whole class, in small groups, and independently.
o Add to the character chart to help
students keep track of who the
characters are.
1. Charlotte’s Web - Bookmarks
During day one of the unit, the teacher will pass out bookmarks for the students to color/design.
They will be instructed to use the images on the front and back covers of the book, as well as the
predictions we made in class, to write down words that could describe the story and/or
characters. Instruct students to use the front and back sides of the bookmark to draw images,
write words, or ask questions about the book. Inform students that they can use their bookmarks
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 40
to keep their place in the story as we read it the next couple of weeks, and they can also use the
bookmarks to follow along the lines as we read.
Source:
Superteacherworksheets.com
Components:
Bookmark handouts (on cardstock)
Markers
Crayons
2. Letter to Farmer Zuckerman
The students will write a persuasive letter to Farmer Zuckerman (on a letter template) to not kill
Wilbur. The students will be instructed to write the letter from the perspective of another
character in the book and to provide supporting details form the text to support their arguments
for why he should keep Wilbur alive. The teacher will give a mini-lesson on how the letter
should be formatted.
Components:
o Letter to Farmer Zuckerman letter template
3. County Fair Flyer
Students will create County Fair flyers to help save Wilbur. The teacher will begin by asking
students ways in which Charlotte tries to save Wilbur’s life in the story. We will discuss how she
uses her web to tell people how great Wilbur is. The teacher will then ask the class to give
examples of other ways that we can convey messages to the public (newspapers, television,
flyers, etc.). Then the teacher will reveal to the students that they are going to create flyers for
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 41
the County Fair to help save Wilbur’s life. The teacher will show an example of what the flyer
should look like and explain that they should include adjectives like Charlotte uses in her webs
(they must use different adjectives than Charlotte), a picture, as well as details like when and
where to see Wilbur. The teacher will show the class pictures of different flyers and explain that
they are made to catch people’s attention. The teacher will explain what a slogan is and tell the
students that they are often used on flyers to draw people in. Students will then use markers or
colored pencils to create their flyer.
Source:
o Charlotte’s Web book bag project (developed by Sarah Brule)
Components:
o Flyer paper
o Flyer examples
o Drawing/coloring utensils
4. Spider Webs
For this activity, students will learn about spiders and their webs. The teacher will introduce the
topic by asking students to give examples of ways in which humans communicate with each
other. Next, ask the class how Charlotte communicates and how this is similar to some of the
ways that we communicate as humans. The teacher will then ask students what they know about
spiders and their webs. What is spider “silk?” What do spiders use their silk for (catching prey,
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 42
traveling, creating shelter, protecting their eggs and young, etc.)? The teacher will read a book to
the students about spiders, which will introduce the different types of webs (spiral orb, tangle or
cobwebs, funnel, sheet, tubular, triangle, dome, and tent) and how they are created. After
reading, the teacher will ask students to name different types of webs that they can remember
from the story. The teacher will then reveal to students that they are going to create their own
webs to communicate like Charlotte does in the story Charlotte’s Web. However, instead of
choosing words to describe Wilbur, they will be choose a word that describes a quality they look
for in a good friend (i.e. kind, caring, helpful, happy, friendly, etc.). The students will then chose
from the types of webs that they studied and will model their own web after one of them.
Templates for each type of web will be provided to help them. Give students parchment paper
and instruct them to choose an adjective that describes the quality they look for in a friend. Have
them write the word in the middle of the paper with a pencil. Then, they can sketch out their
webs around the word. When students finish drawing on their webs, students will trace over the
lines and letters with glitter-glue. Let them dry overnight, and then the next day, students can
peel them off of the parchment paper to be hung in the classroom.
Source:
o Charlotte’s Web book bag project (developed by Sarah Brule)
Components:
o Book about spiders
o Spider web templates
o Pencils
o Parchment paper
o Glitter-glue
5. Charlotte’s Web: The Movie
After finishing the book, the students will watch the movie Charlotte’s Web. Students will fill
out the compare/contrast handout to compare the book and the movie. They will be encouraged
to have discussion afterwards about the similarities and differences. Students will also have the
opportunity to act as critics, telling what they liked and disliked about the similarities and
differences between the book and the movie.
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 43
Source:
o Charlotte’s Web book bag project (developed by Sarah Brule)
Components:
o Charlotte’s Web: The Movie
o Compare/Contrast handouts
Checklist for Charlotte’s Web Literature Focus Unit
Name: ________________________________ Date Completed: _____________________
Chapters
____ 1 – 2
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 44
____ 3 – 4
____ 5 – 7
____ 8 – 10
____ 11 - 12
____ 13 - 15
____ 16 – 18
____ 19 – 22
Classroom Activities
____ Charlotte’s Web Bookmark
____ Letter to Farmer Zuckerman
____ County Fair Flyer
____ Spider Webs
____ Charlotte’s Web: The Movie
Extra Activities
____ Practice Spelling Words
____ Make a connection (Sticky Notes on board)
____ Finish pages in Reader Response Journal
____ Finish vocabulary packet pages (synonyms, antonyms, illustrations)
____ Answer pocket chart pig questions
____ Answer chapter-by-chapter questions
Materials Master List
o Book copies of Charlotte’s Web
o Whiteboard
o Dry erase markers
CHARLOTTE’S WEB: LITERATURE FOCUS UNIT 45
o Reader Response Journal packets
o Vocabulary student packets
o Vocabulary cards
o Crayons/Markers for bookmarks
o Bookmark templates
o Web graphic organizers
o Sticky notes
o Spelling List (Cover chapters 1 – 12)
o Small group list
o Letter to Farmer Zuckerman templates
o Spelling test
o Chapter-by-Chapter Question packets
o Spelling List (Cover chapters 13-22)
o County Fair flyer templates
o Crayons/Markers for flyers
o Unit tests
o Activities packets
o Spider Web directions
o Book about spiders
o Spider web templates
o Pencils
o Parchment paper
o Glitter-glue
o Charlotte’s Web: The Movie
o Compare/Contrast handouts