2_fourseasonswithcharlottesweb

Second Grade, The Four Seasons with Charlotte’s Web 2005 Colorado Unit Writing Project 1

THE FOUR SEASONS WITH CHARLOTTE’S WEB Grade Level: 2nd Grade Written by: Peggy Downs, The Pinnacle Charter School, Federal Heights, CO Length of Unit: 22 lessons (30 minutes each) I. ABSTRACT

In this unit, the teacher will read aloud one chapter per day of Charlotte’s Web, and students will complete a brief activity in prepared mini-books following the daily readings. The mini-books contain activities in reading response, comprehension, writing, and science (The Four Seasons). The only preparation needed is to copy and staple the mini-books.

II. OVERVIEW

A. Concept Objectives 1. Students will recognize literature that reflects the uniqueness and integrity of the

American experience. (Colorado Model Content Standards for Reading and Writing, Standard 6)

2. Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (Colorado Model Content Standards for Reading and Writing, Standard 4)

3. Students will understand the motion of Earth in relation to the Sun, including the concepts of day, night, and year. (adapted from Colorado Model Content Standards for Science, Standard 4.4, grade level expectations for K-4)

4. Students will be able to recognize the characteristics of seasons. (Colorado Model Content Standards for Science, Standard 4.4, grade level expectations for K-4)

B. Content from the Core Knowledge Sequence 1. Second Grade Language Arts: Reading and Writing: Reading Comprehension

and Response (p. 43) a. Recall incidents, characters, facts, and details of stories and other texts. b. Gain answers to specific questions from reading nonfiction materials,

and interpret information from simple diagrams, charts, and graphs. c. Explain and describe new concepts and information in his or her own

words. d. Demonstrate familiarity with a variety of fiction and nonfiction

selections, including both read-aloud works and independent readings. 2. Second Grade Language Arts: Fiction: Charlotte’s Web (p. 45) 3. Second Grade Science: Cycles in Nature: Seasonal Cycles (p. 59)

a. The four seasons and earth’s orbit around the sun (one year) b. Seasons and life processes

i. Spring: sprouting, sap flow in plants, mating and hatching ii. Summer: growth iii. Fall: ripening, migration iv. Winter: plant dormancy, animal hibernation

C. Skill Objectives 1. Students will use literary terminology such as setting, plot, character, problem,

and solution. (Colorado Model Content Standards for Reading and Writing, Standard 6, grade level expectations for K-4)

2. Students will use information from their reading to increase vocabulary and enhance language usage. (adapted from Colorado Model Content Standards, Standard 1)


3. Students will predict and draw conclusions about stories. (adapted from Colorado Model Content Standards, Standard 4)

4. Students will summarize text passages. 5. Student will apply information and make connections from reading. 6. Students will follow oral and written directions. 7. Students will use comprehension skills and strategies to understand what is read

in all content areas. III. BACKGROUND KNOWLEDGE

A. For Teachers 1. Teaching for Comprehension in Reading: Grades K-2, by Gay Su Pinnell and

Patricia L. Scharer B. For Students

None

IV. RESOURCES A. Unabridged copy of Charlotte’s Web, by E.B. White (all lessons)

V. LESSONS Lesson One: Before Breakfast (one day, 40 minutes) A. Daily Objectives

1. Concept Objectives a. Students will recognize literature that reflects the uniqueness and

integrity of the American experience. b. Students will apply thinking skills to their reading, writing, speaking,

listening, and viewing. 2. Lesson Content

a. Language Arts: Reading and Writing: Reading Comprehension and Response i. Recall incidents, characters, facts, and details of stories and other

texts. ii. Explain and describe new concepts and information in his or her

own words. iii. Demonstrate familiarity with a variety of fiction and nonfiction

selections, including both read-aloud works and independent readings

b. Language Arts: Fiction: Charlotte’s Web 3. Skill Objectives

a. Students will use literary terminology such as setting, plot, character, problem, and solution.

b. Students will use information from their reading to increase vocabulary and enhance language usage.

c. Students will predict and draw conclusions about stories. d. Students will summarize text passages. e. Student will apply information and make connections from reading. f. Students will follow oral and written directions.

B. Materials 1. Appendix A: The Four Seasons with Charlotte’s Web mini-book, copied and

stapled for students 2. Unabridged copy of Charlotte’s Web, by E.B. White


C. Key Vocabulary None

D. Procedures/Activities 1. Establish a routine for daily reading. After lunch or after recess can work well.

Be as consistent with your schedule as possible. 2. Tell students that you will be reading aloud at this time for the next several

weeks. 3. Write the title and author on the board. Show the cover of the book. Ask for a

show of hands for who has seen or heard of this book. Allow students to share any comments or questions.

4. Show a copy of the mini-book. Tell students that they will be working on activities in this book after you read. Browse through the book and point out a few activities that you think they might enjoy.

5. Explain that you expect them to listen carefully. Desks are clear, hands and feet are quiet. Reinforce your classroom expectations for good listening.

6. You may wish to turn the lights off during your reading. 7. Visualization Activity: Tell students to close their eyes. Tell them to imagine a

farm. The farm has pigs, cows, sheep, and horses. Give them a moment to build the image. Tell them to imagine the sounds on the farm. They might hear horses neighing, sheep baaing, tractor engine roaring, people working, etc. Let them imagine the smells on a farm: manure, hay, grass, fresh air, etc. Tell them to look for details on the farm: what kinds of trees do they see, how big are the animals, how clean/dirty is the barn?

8. When you feel they have built a strong image, allow students to share their ideas with the class or with a neighbor.

9. Tell students that this book is about life on a farm. In this book, a pig named Wilbur and a spider named Charlotte become friends.

10. Read chapter 1 aloud, explaining any unfamiliar language as you go, without interrupting the flow of the story.

11. Turn on the lights and distribute student copies of Appendix A: The Four Seasons with Charlotte’s Web mini-book. Have students take out pencils.

12. Allow students to write their names on the book. You may give them time to color the cover if you wish.

13. Turn to Appendix A: page 2. Explain that the first chapter was called “Before Breakfast.” Point this out on the page. Point out the “5 W’s” chart. Explain that we are going to figure out the 5 W’s of Charlotte’s Web. Ask for volunteers to complete each box. Write the answers on the board and have students copy them into their books. Possible answers: a. Who: Fern and Wilbur b. Where: Farm c. When: Spring d. What (happens): a baby pig is born and Fern wants to save it e. Why (it happens): Fern loves animals

14. Allow time for students to finish their work. 15. Tell students that the next chapter is called “Wilbur.” Ask for predictions about

what will happen next. E. Assessment/Evaluation

1. Collect the mini-books when finished. Review them for accuracy and completeness. Have students correct any errors. Stamp or sticker the approved work.


Lesson Two: Wilbur (one day, 30 minutes) A. Daily Objectives



listening, and viewing. c. Students will be able to recognize the characteristics of seasons.

2. Lesson Content a. Language Arts: Reading and Writing: Reading Comprehension and

Response i. Recall incidents, characters, facts, and details of stories and other



selections, including both read-aloud works and independent readings.

b. Language Arts: Fiction: Charlotte’s Web c. Science: Cycles in Nature: Seasonal Cycles

i. Spring: sprouting, sap flow in plants, mating and hatching 3. Skill Objectives



c. Students will predict and draw conclusions about stories. d. Students will summarize text passages e. Student will apply information and make connections from reading. f. Students will follow oral and written directions.

B. Materials 1. Appendix A: The Four Seasons with Charlotte’s Web 2. Unabridged copy of Charlotte’s Web, by E.B. White


D. Procedures/Activities 1. Review quiet listening expectations and turn off the lights if desired. 2. Remind students that today’s chapter is called “Wilbur.” 3. Explain that the setting of a story is when and where it happens. Ask volunteers

to describe the setting for Charlotte’s Web. (on a farm, in the spring) 4. Tell students that in today’s chapter, we will be hearing a lot about spring on a

farm. What do the students know about spring? Write their ideas on the board. Add the following details if not mentioned: sprouting, sap flow, mating, hatching.

5. Tell students you want them to listen for words that describe spring on the farm as you read.

6. Read Chapter 2 aloud. 7. Turn on the lights. Ask students to share any words they heard that describe

spring. Write their ideas on the board. 8. Distribute mini-books and have students take out their art supplies.


9. Explain that today’s work is about following directions. Read the directions aloud to the class, drawing an example on the white board for them to copy. Answer any questions.

10. Tell students that the next chapter is called “Escape.” Discuss their predictions. E. Assessment/Evaluation


Lesson Three: Escape (one day, 30 minutes) A. Daily Objectives











c. Students will predict and draw conclusions about stories. d. Students will summarize text passages. e. Student will apply information and make connections from reading.



D. Procedures/Activities 1. Remind students that today’s chapter is called “Escape.” 2. Remind students that the setting of the story is a farm, in the spring. Tell

students that in today’s chapter we will be hearing a lot about what the farm sounds like, smells like, etc. We will be imagining with our “five senses” as we listen.

3. Write these phrases from the book on the board and have students identify which sense is being used in each phrase: a. “ladders, grindstones, pitch forks…” (sight) b. “Run downhill! Run toward me! Run uphill!” (sound) c. “smelled of hay” (smell)


d. “shade of an apple tree” (feel) e. “a strip of potato skin” (taste)

4. Tell students you want them to listen for words that use the five senses as you read.

5. Read Chapter 3 aloud. 6. On the board, draw a chart similar to the one found on Appendix A, page 4. 7. Ask students to share any words they heard that use the five senses. Fill in the

chart with the words they suggest. 8. Distribute mini-books and have the students complete the chart, copying from

your work on the board. 9. Tell students that the next chapter is called “Loneliness.” Discuss their

predictions. E. Assessment/Evaluation


Lesson Four: Loneliness (one day, 30 minutes) A. Daily Objectives









a. Students will use information from their reading to increase vocabulary and enhance language usage.

b. Students will predict and draw conclusions about stories. c. Students will summarize text passages. d. Student will apply information and make connections from reading.



D. Procedures/Activities 1. Remind students that today’s chapter is called “Loneliness.” 2. Ask for volunteers to discuss loneliness – Have you ever felt lonely? What did it

feel like? What did you do?


3. Explain that today Wilbur gets lonely. Tell students to listen for words that tell how Wilbur felt.

4. Read Chapter 4 aloud. 5. Ask students to share any words they heard that describe how Wilbur felt. 6. On the board, write several complete sentences that describe how Wilbur felt.

For example: a. Wilbur felt sad because no one would play with him. b. Wilbur felt lonely because he didn’t have any friends to play with.

7. Distribute mini-books and have students turn to page 5. Have students make up their own sentences to describe how Wilbur felt, or let them copy the ones you wrote.

8. If students wrote their own sentences, allow several to share their sentences with the class.

9. Tell students that the next chapter is called “Charlotte.” Discuss their predictions.

E. Assessment/Evaluation 1. Collect the mini-books when finished. Review them for accuracy and

completeness. Have students correct any errors. Stamp or sticker the approved work.

Lesson Five: Charlotte (one day, 30 minutes) A. Daily Objectives















D. Procedures/Activities 1. Remind students that today’s chapter is called “Charlotte.” 2. Explain that we will finally get to meet Charlotte today. Ask students to tell you

what they think Charlotte will be like. Is she nice? Will she be Wilbur’s friend? 3. Explain that Charlotte and Wilbur are the main characters in this story. The main

characters are whom the story is mostly about. 4. Tell students you want them think about Charlotte and Wilbur as you read. What

words would you use to describe each of them? 5. Read chapter 5 aloud. 6. On the board, draw a chart like the one found on Appendix A, page 6. 7. Ask students to describe Charlotte and Wilbur in their own words. Fill in the

chart with the words they suggest. For example: a. Charlotte Wilbur

calm excited bloodthirsty hungry pretty messy clever curious

8. Distribute mini-books and have the students complete the chart, copying from your work on the board.

9. Tell students that the next chapter is called “Summer Days.” Discuss their predictions.



Lesson Six: Summer Days (one day, 30 minutes) A. Daily Objectives










i. Seasons and life processes a) Summer: growth

3. Skill Objectives a. Students will use literary terminology such as setting, plot, character,

problem, and solution.



c. Students will predict and draw conclusions about stories. d. Students will summarize text passages. e. Student will apply information and make connections from reading. f. Students will follow oral and written directions.



D. Procedures/Activities 1. Remind students that today’s chapter is called “Summer Days.” 2. Remind students that the setting for this story is a farm. In today’s chapter, we

will be hearing a lot about summer on a farm. What do the students know about summer? Write their ideas on the board. Add the following detail if not mentioned: growth.

3. Tell students you want them to listen for words that describe summer on the farm as you read.

4. Read Chapter 6 aloud. 5. Ask students to share any words they heard that describe summer. Write their

ideas on the board. 6. Distribute mini-books and have students take out their art supplies. 7. Explain that today’s work is about following directions. Read the directions

aloud to the class, drawing an example on the white board for them to copy. Answer any questions.

8. Tell students that the next chapter is called “Bad News.” Discuss their predictions.



Lesson Seven: Bad News (one day, 30 minutes) A. Daily Objectives



listening, and viewing. c. Students will understand the motion of Earth in relation to the Sun,

including the concepts of day, night, and year. d. Students will be able to recognize the characteristics of seasons.




own words.


iii. Demonstrate familiarity with a variety of fiction and nonfiction selections, including both read-aloud works and independent readings.

iv. Gain answers to specific questions from reading nonfiction materials, and interpret from simple diagrams, charts, and graphs.




c. Students will predict and draw conclusions about stories. d. Students will summarize text passages. e. Student will apply information and make connections from reading. f. Students will use comprehension skills and strategies to understand what

is read in all content areas. B. Materials

1. Appendix A: The Four Seasons with Charlotte’s Web 2. Unabridged copy of Charlotte’s Web, by E.B. White 3. Globe

C. Key Vocabulary 1. An orbit is the path a planet takes around the sun or that a moon takes around a

planet. The earth takes one year to orbit the sun. D. Procedures/Activities

1. Remind students that today’s chapter is called “Bad News.” 2. Ask volunteers to share any bad news they have heard. How did it make them

feel? 3. Read chapter 7 aloud. 4. Ask students: Ask students to think about the “problem” in this chapter. (Wilbur

finds out he will be killed at Christmas.) Explain that every good story has a problem, sometimes several problems, and a solution. How does Wilbur feel when he hears what will happen to him? What does Charlotte say to make him feel better? Explain that the solution to this problem will come from Charlotte. What do you think Charlotte will do to help?

5. Have students turn to page 8 in their mini-books. 6. Read the paragraph together. Use a globe to demonstrate the tilting and spinning

Earth. 7. On the board, draw four boxes and label them spring, summer, autumn, and

winter. 8. Have students suggest words that describe each season and write them in the

boxes. For example: spring summer autumn winter rainy dry windy snowy warm hot cool cold babies growing getting ready sleeping light green green orange and yellow brown

9. Distribute mini-books. 10. Have students choose three words for each season and copy them into their

books.


11. Tell students that the next chapter is called “A Talk at Home.” Discuss their predictions.



Lesson Eight: A Talk at Home (one day, 30 minutes) A. Daily Objectives














D. Procedures/Activities 1. Remind students that today’s chapter is called “A Talk at Home.” 2. Explain that in this chapter, we hear more about Fern. Ask volunteers to share

what they already know about Fern and write their ideas on the board. For example: a. girl b. likes animals c. doesn’t like her brother d. about 8 years old e. lives on a farm

3. Tell students that you want them to listen for words that describe Fern as you read this chapter.

4. Read chapter 8 aloud.


5. Ask volunteers to share any new information they learned about Fern and write their ideas on the board.

6. Distribute mini-books and have students take out their art supplies. 7. Have students turn to page 9 in their mini-books. Tell students to draw a picture

of Fern and color the picture. 8. Have students copy down at least four ideas from your list of descriptive words. 9. Now ask students to think about what Fern has done in this story. Ask volunteers

to give their answers in complete sentences and copy them on the board. For example: a. Fern watches over Wilbur. b. Fern listens to all the animals. c. Fern tell her mom about what the animals say at the barn.

10. Tell students to copy your sentences into the box on their page. 11. Tell students that the next chapter is called “Wilbur’s Boast.” Discuss their



Lesson Nine: Wilbur’s Boast (one day, 30 minutes) A. Daily Objectives















D. Procedures/Activities 1. Remind students that today’s chapter is called “Wilbur’s Boast.” 2. On the board, write Wilbur’s name, leaving room for adding a Venn diagram

later (see page 10 in mini-book). 3. Remind students that Wilbur is a main character in this story. Ask students to

suggest words that describe Wilbur. Write several below his name. For example, pig, four legs, friendly.

4. Tell students that today we will be learning more about Wilbur. Tell students you want them to listen for new words to describe Wilbur as you read.

5. Read chapter 9 aloud. 6. Ask for volunteers to share new words about Wilbur, and write them on the

board. For example, curious, eats slops, lives in barn, loves mud. 7. Draw a Venn diagram on the board, using Wilbur as your left circle. 8. Above the right circle, write “me” and over the intersection, write “both.” 9. Tell students that Venn diagrams are used to compare things. Ask a volunteer to

tell what we will be comparing today (Wilbur and Me). 10. Ask for ideas to add to the “Me” circle. As you take suggestions, look for any

ideas that could be put in the “Both” section. For example: Wilbur (Both) Me pig human four legs two legs friendly curious eats slops eats food lives in barn lives in house loves mud

11. Distribute mini-books and have students copy the work into their books. 12. Tell students that the next chapter is called “Explosion.” Discuss their



Lesson Ten: Explosion (one day, 30 minutes) A. Daily Objectives














D. Procedures/Activities 1. Remind students that today’s chapter is called “Explosion.” 2. Explain that in today’s chapter, many exciting events occur. Write the words

“cause” and “effect” on the board. Explain that a cause is an event that makes another event happen. Fill in the chart as you discuss. For example, when in rains (the cause), we have indoor recess (the effect). When you fall off your bike (the cause), you get a skinned knee (the effect). Ask students to offer their own suggestions, adding comments to clarify as needed. Write their suggestions on the board. Be sure each event leads directly to the effect. Cause Effect rain indoor recess fall off bike skinned knee etc. etc.

3. Read chapter 10 aloud. 4. Ask students to continue the chart with examples from the chapter. For example:

Cause Effect Goose gave Templeton the egg; Templeton hid the egg under the trough Avery fell in the pig pen; Avery broke the egg The broken egg smelled bad; Avery ran away and did not hurt Charlotte

5. Distribute mini-books and have students copy the work into their books. 6. Tell students that the next chapter is called “The Miracle.” Discuss their



Lesson Eleven: The Miracle (one day, 30 minutes) A. Daily Objectives




a. Language Arts: Reading and Writing: Reading Comprehension and Response


i. Recall incidents, characters, facts, and details of stories and other texts.

ii. Explain and describe new concepts and information in his or her own words.

iii. Demonstrate familiarity with a variety of fiction and nonfiction selections, including both read-aloud works and independent readings.






D. Procedures/Activities 1. Remind students that today’s chapter is called “The Miracle.” 2. Read chapter 11 aloud. 3. Have several volunteers retell the events of the chapter. Allow the first student to

share the beginning (Lurvy discovers the spider web), another to share the middle (Homer tells Edith about the web, then he tells the minister), and another student to discuss the end of the chapter (everyone comes to see the pig, work on the farm stops).

4. Ask volunteers to share what we know about Wilbur. For example, he’s a young pig, he’s friendly, he likes to play, he loves to eat, he lives in a barn.

5. Ask the class, What does the phrase mean, “Some pig!”? Write their ideas on the board. Ideas may include: he’s special, he’s smart, he’s funny, etc.

6. Using the ideas you wrote down, make up a good sentence to answer the question: Why is Wilbur “Some pig!”? For example, Wilbur is “some pig” because he is very smart and funny. Write your sentence on the board.

7. Distribute mini-books. Have students write their own one or two sentences on page 12, using the ideas on the board. Allow several students to share their sentences.

8. Tell students that the next chapter is called “A Meeting.” Discuss their predictions.



Lesson Twelve: A Meeting (one day, 30 minutes) A. Daily Objectives



listening, and viewing.












D. Procedures/Activities 1. Today’s chapter is called “A Meeting.” 2. Explain that today we will be creating an “acrostic poem” about Wilbur. 3. Write the letters of your name on the white board. For example:

M R S D O W N S

4. Tell students that an acrostic poem is one where we use each letter of the name in a new word or phrase that tells us more about that person.

5. Using your name, and words or phrases that describe you, show the class how to create an acrostic poem. For example, Marvelous Responsible Silly Dependable One of a kind Watchful Norwegian Super

6. Tell students that you want them to listen for words that describe Wilbur as you read this chapter. They will be creating an acrostic poem about Wilbur when you finish.


7. Read chapter 12 aloud. 8. Write Wilbur’s name on the board for an acrostic poem. 9. Take suggestions for a word or phrase to go with each letter. You may wish to

take several examples to get more variety. Write their ideas on the board. 10. Distribute mini-books and have students create an acrostic poem for Wilbur on

page 13. 11. Allow several students to share their poems with the class. 12. Tell students that the next chapter is called “Good Progress.” Discuss their



Lesson Thirteen: Good Progress (one day, 30 minutes) A. Daily Objectives













D. Procedures/Activities 1. Today’s chapter is called “Good Progress.” 2. Ask students to think about a time when they were working on a project that took

some time. Ask the following questions: a. How did you know when you were making progress? b. How did it feel when you were almost finished?



4. Ask students, “What did this chapter make you think about?” Take several answers. Write two or three model sentences on the board.

5. Distribute mini-books and have students answer the question on page 14. Remind students to write complete sentences.

6. Allow several students to share their answers with the class. 7. Tell students that the next chapter is called “Dr. Dorian.” Discuss their


1. Collect the mini-books when finished. Review them for accuracy and completeness. Have students correct any errors. Stamp or sticker the approved work

Lesson Fourteen: Dr. Dorian (one day, 30 minutes) A. Daily Objectives



listening, and viewing. c. Students will understand the motion of Earth in relation to the Sun,

including the concepts of day, night, and year. 1. Lesson Content






i. The four seasons and earth’s orbit around the sun (one year) 2. Skill Objectives



B. Materials 1. Appendix A: The Four Seasons with Charlotte’s Web 2. Unabridged copy of Charlotte’s Web, by E.B. White 3. Globe 4. Flashlight or other bright light source

C. Key Vocabulary 1. The earth rotates when it spins around like a wheel. It takes 24 hours to rotate

one complete time. D. Procedures/Activities

1. Today’s chapter is called “Dr. Dorian.” 2. Read chapter 14 aloud.


3. Ask students to think about Fern’s mother: a. Why was she worried about Fern? b. Why did she talk to Dr. Dorian? c. What do you think about Fern?

7. Tell students that we will be learning a little bit more about the Earth today. 4. Have students turn to page 14 in their mini-books. 5. Read the paragraph together. Use a globe to demonstrate the spinning Earth,

shining a flashlight or other light source onto the Earth to simulate day and night. Point out the different continents and discuss how one side of the Earth is experiencing day and the opposite side is in darkness.

6. On the board, draw two boxes and label them day and night. 7. Have students suggest words that describe each time of day and write them in the

boxes. For example: Day Night bright dark hot cool people work and play people sleep things grow things rest

8. Distribute mini-books and have students copy at least three words each describing night and day on page 15.

9. Tell students that the next chapter is called “The Crickets.” Discuss their predictions.



Lesson Fifteen: The Crickets (one day, 30 minutes) A. Daily Objectives








c. Language Arts: Fiction: Charlotte’s Web 3. Skill Objectives






D. Procedures/Activities 1. Today’s chapter is called “The Crickets.” 2. Write the following words on the board:

Responsibility Thoughtfulness Friendship Generosity Sense of Humor Problem Solving

3. Tell students that we will be “grading” a character on these character traits today. 4. Ask a volunteer to read the first word, Responsible. Ask students to share what

they think it means to be responsible. 5. Tell students to think of a character from a book you have read together. Name

the character and tell how you would grade that character for responsibility. a. A means always responsible b. B means mostly responsibly c. C means sometimes responsible d. D means rarely responsible e. F means never responsible

6. Discuss each character trait and practice grading the character. 7. Tell students that you want them to be thinking about these character traits as

they listen to you read. 8. Read chapter 15 aloud. 9. On the board, write Wilbur’s name and copy the chart on page 16. 10. Have students suggest a grade for Wilbur for each trait, and write comments on

the board. For example: Wilbur Responsible C he ran away from his pen, but he came back Thoughtfulness A he is polite and he cares about his friends Friendship A he is a good friend to Charlotte Generosity A he shares his food with Templeton Sense of Humor B he is funny but he doesn’t always understand Problem solving C he needs Charlotte’s help

11. Tell students it is very important to have a reason for each grade and to write the reason in the comments section.

12. Distribute mini-books and have students fill in the chart for their favorite character on page 16.

13. Have several volunteers share their responses, if time allows. 14. Tell students that the next chapter is called “Off to the Fair.” Discuss their




Lesson Sixteen: Off to the Fair (one day, 30 minutes) A. Daily Objectives












C. Key Vocabulary 1. Sequencing means to put the events of a story in the correct order.

D. Procedures/Activities 1. Today’s chapter is called “Off to the Fair.” 2. Tell students we will be working with “sequencing” today. Write sequencing on

the board. Explain the definition from the Key Vocabulary above. 3. Use an example from your daily classroom routine to help students practice

sequencing. For example, write the following events on the board ______ students hang up coats and backpacks ______ teacher takes attendance ______ bell rings ______ teacher greets students ______ class recites pledge of allegiance

4. Ask volunteers to identify which event occurs first and write a 1 on the line. Continue until all the events have been put in sequence. For example, __3____ students hang up coats and backpacks __4____ teacher takes attendance __1____ bell rings __2____ teacher greets students __5____ class recites pledge of allegiance

5. Explain that in today’s chapter, there are many events that occur as the family and animals prepare to go to the fair. Tell students you want them to listen carefully for the order in which the events occur.



7. Distribute mini-books and have students turn to page 17. 8. Working together, read the events and fill in numbers 1-8 to put the events in

sequence. Refer back to the chapter for any questions. Answer Key: 3 Charlotte decides to go with Wilbur to the fair. 5 Wilbur passes out. 7 The people all lift Wilbur’s crate into the truck. 1 Lurvy puts clean straw in Wilbur’s crate. 8 The Zuckermans and the Arables all go to the fair with a pig, a spider and a rat. 2 Mrs. Zuckerman gives Wilbur a buttermilk bath. 4 Old Sheep talks Templeton into going to the fair. 6 Lurvy splashes cold water on Wilbur.

9. Tell students that the next chapter is called “Uncle.” Discuss their predictions. E. Assessment/Evaluation


Lesson Seventeen: Uncle (one day, 30 minutes) A. Daily Objectives













D. Procedures/Activities 1. Today’s chapter is called “Uncle.” 2. Tell students that in this chapter we will meet a new pig named Uncle.


3. Tell students to listen carefully as you read and to think about what might happen next.

4. Read chapter 17 aloud. 5. Ask several students to share their predictions. 6. Ask the class to raise their hands if they think Uncle will win the prize. How

many think Wilbur will win a prize? (They are both correct.) 7. Distribute mini-books and have students answer the question on page 18.

Remind students to write complete sentences. For example, I think Wilbur will win a prize because he is nice.

8. Have several students share what they wrote. 9. Tell students that the next chapter is called “The Cool of the Evening.” Discuss

their predictions. E. Assessment/Evaluation


Lesson Eighteen: The Cool of the Evening (one day, 30 minutes) A. Daily Objectives











B. Materials 1. Appendix A: The Four Seasons with Charlotte’s Web 2. Unabridged copy of Charlotte’s Web by E.B. White


D. Procedures/Activities 1. Today’s chapter is called “The Cool of the Evening.” 2. Tell students to think about that phrase, “the cool of the evening.” What does it

mean?


3. Ask students to think about a really hot day in the summer – have them remember how it is sometimes so hot that it stays hot even during the night. Have volunteers share memories of hot summer nights (perhaps camping or having sleepovers).

4. Tell students to think about what happens when the weather cools down as autumn nears. Sometimes it is hot during the day, but it cools off in the evening. Explain that this is what the chapter is describing – that sense of hot days and cooler evenings that tells us autumn is coming.

5. Explain that this chapter shows us what the fair is like at night, when most of the people have gone home. Tell students that you want them to listen for interesting words as you read.

6. Read chapter 18 aloud. 7. Ask for volunteers to share the interesting words and phrases they heard. Try to

find the words they mention and read the exact quotation aloud when appropriate. Discuss how the language makes them feel.

8. Distribute mini-books and have students turn to page 19. 9. Read the quotation aloud. 10. Have volunteers point out the “interesting words” in the passage. Have students

use a pencil or crayon and circle the words. For example, Wilbur begged, cows rattle their chains, stars fade, cars whisper, my masterpiece.

11. Have several volunteers discuss how this passage makes them feel. 12. Tell students to write one or two sentences in their own words to show how this

passage makes them feel. Remind them to write complete sentences. For example, I feel excited to see Charlotte’s masterpiece. I think she must be very proud of it.

13. Allow several students to share their sentences. 14. Tell students that the next chapter is called “The Egg Sac.” Discuss their



Lesson Nineteen: The Egg Sac (one day, 30 minutes) A. Daily Objectives











i. Seasons and life processes a) Fall: ripening, migration

3. Skill Objectives a. Students will use information from their reading to increase vocabulary

and enhance language usage. b. Students will predict and draw conclusions about stories. c. Students will summarize text passages. d. Student will apply information and make connections from reading.



D. Procedures/Activities 1. Today’s chapter is called “The Egg Sac.” 2. Ask volunteers to review what has happened in the story so far. Use the

following questions or your own: a. Who are the main characters? b. What is the setting (when and where)? c. What is the main problem? d. What happened at the beginning? middle? almost the end?

3. Remind students that the setting for this story is a farm. In today’s chapter, we will be hearing a lot about autumn on a farm. What do the students know about autumn? Write their ideas on the board. Add the following details if not mentioned: plant dormancy, animal hibernation.

4. Tell students you want them to listen for words that describe autumn on the farm as you read.

5. Read chapter 19 aloud. 6. Ask students to share any words they heard that describe autumn. Write their

ideas on the board. 7. Distribute mini-books and have students take out their art supplies. 8. Explain that today’s work is about following directions. Read the directions


9. Tell students that the next chapter is called “The Hour of Triumph.” Discuss their predictions.



Lesson Twenty: The Hour of Triumph (one day, 30 minutes) A. Daily Objectives



listening, and viewing.













D. Procedures/Activities 1. Today’s chapter is called “The Hour of Triumph.” 2. Describe a time when you won a prize (real or imaginary). Tell the class how

you felt, modeling the use of interesting words. For example, I was astonished when I won the blue ribbon for my quilt. I felt proud and a little embarrassed when the judges made me come to the stands to accept my award.

3. Allow volunteers to share stories of a time when they or a family member won an award. Help students use strong feeling words to describe their emotions.

4. Tell students you want them to listen for words that describe how Wilbur and the Zuckermans and the Arables felt when Wilbur wins a prize.

5. Read Chapter 20 aloud. 6. Ask students to share any words they heard that describe how Wilbur and the

people felt. Write their ideas on the board. 7. Distribute mini-books and have students take out their art supplies. 8. Tell students to imagine the best award they can think of for Wilbur. It can be a

blue ribbon, a trophy, or a certificate. Encourage students to be creative, and to create an award that is special for Wilbur (not just a generic 1st place).

9. Have students draw the award on page 21 in their mini-books, and encourage them to decorate and color the drawings.

10. Allow several students to share their drawings with the class. 11. Tell students that the next chapter is called “Last Day.” Discuss their




Lesson Twenty-One: Last Day (one day, 30 minutes) A. Daily Objectives











c. Students will predict and draw conclusions about stories. d. Students will summarize text passages e. Student will apply information and make connections from reading.



D. Procedures/Activities 1. Today’s chapter is called “Last Day.” 2. Tell students that good books have more than just a few characters, a setting, and

a problem to solve – although these are all important factors. Explain that good books also have a theme, the big idea that the book is really about. Use examples from books your class has read or use the following examples: Story Theme Beauty and the Beast Love, keeping promises A Christmas Carol Forgiveness, learning from mistakes The Tongue-cut Sparrow Honesty, generosity

3. Tell students that you want them to think about themes in Charlotte’s Web as you read this chapter.

4. Read chapter 21 aloud. 5. Ask the class, What do you think Charlotte’s Web is mostly about – what is the

theme of the story? Allow students to share their thoughts. Answers should include friendship and cycles of life.

6. Write one or two good sentences to summarize the students’ suggestions. For example, Charlotte’s Web is mostly about Wilbur and Charlotte being friends. It is also about life on the farm and the four seasons.

7. Distribute mini-books and have students copy the sentences onto page 22.


8. Tell students that the next chapter is called “A Warm Wind.” It is the last chapter in this book. Discuss their predictions.



Lesson Twenty-Two: A Warm Wind (one day, 30 minutes) A. Daily Objectives










i. Winter: plant dormancy, animal hibernation 3. Skill Objectives



c. Students will predict and draw conclusions about stories. d. Students will summarize text passages e. Student will apply information and make connections from reading. f. Students will follow oral and written directions.



D. Procedures/Activities 1. Today’s chapter is called “A Warm Wind.” 2. Tell students that in today’s chapter, we will be hearing a lot about winter on a

farm. What do the students know about winter? Write their ideas on the board. Add the following details if not mentioned: plant dormancy, animal hibernation.

3. Tell students you want them to listen for words that describe winter on the farm as you read.

4. Read Chapter 22 aloud.


5. Ask students to share any words they heard that describe winter. Write their ideas on the board.

6. Distribute mini-books and have students take out their art supplies. 7. Explain that today’s work is about following directions. Read the directions


8. Ask volunteers to share their favorite scene from Charlotte’s Web. Encourage students to give details to help other students remember the scenes. Share your favorite scene with the class.

9. On the back cover, page 24, have students draw their favorite scene from the book. Encourage details and coloring.



VI. CULMINATING ACTIVITY

A. Appendix B: Comprehension Blocks 1. Distribute copies of Appendix B to students, copied 2-sided with the rubric on

back. 2. Explain to the class that each student needs to choose two activities from the

menu for their final project. 3. Describe each menu activity and answer any questions. 4. Provide art supplies for students who choose box number 6. 5. Have students mark the boxes they have chosen to work on and staple the

Comprehension Blocks page to their final work. 6. Use the rubric on the back of the Comprehension Blocks to grade student work.

VII. HANDOUTS/WORKSHEETS

A. Appendix A: Four Seasons with Charlotte’s Web Mini-book (for all lessons, copied two-sided and cut in half, then stapled into booklets)

B. Appendix B: Comprehension Blocks, Culminating Activity VIII. BIBLIOGRAPHY

A. Jones, B. and M. Lodge. Ready-to-Use Independent Reading Management Kit. Jefferson City, MO: Scholastic Professional Books, 2000. ISBN 0-439-04238-0

B. Pinnell, G.S., and P.L. Scharer. Teaching Reading for Comprehension: Grades K-2. Jefferson City, MO: Scholastic Professional Books, 1996. ISBN 0-439-54258-8

C. Robb, L. Reading Strategies That Work. Jefferson City, MO: Scholastic Professional Books, 1996. ISBN 0-590-25111-2

D. Vogt, G. Earth. Brookfield, CT: The Millbrook Press, 1996. ISBN 1-56294-602-1 E. Walpole, B. I Wonder Why the Sun Rises. New York: Kingfisher, 1996.

ISBN 1-85697-690-4 F. White, E.B. Charlotte’s Web. New York: Harper and Row, 1952.

ISBN 0-590-30271-X


Appendix A, page 1

by:

________________________________________

Appendix A, page 1

by:

________________________________________


Appendix A, page 2

CHAPTER 1: BEFORE BREAKFAST The 5 W’s

Who

Where

When

What

Why

Appendix A, page 2

CHAPTER 1: BEFORE BREAKFAST The 5 W’s

Who

Where

When

What

Why


Appendix A, page 3

CHAPTER 2: WILBUR Following Directions

SPRING

1. Draw a large tree in the box.

2. Color the leaves of the tree light green.

3. Color the bark brown.

4. Draw two pink apple blossoms on the tree.

5. Add green grass below the tree.

6. Draw one yellow butterfly floating to the

right of the tree.

7. Draw a brown bird’s nest in the tree with

three blue eggs.

8. Draw a gray cloud on the left of the tree.

Appendix A, page 3

CHAPTER 2: WILBUR Following Directions

SPRING


2. Color the leaves of the tree light green.


4. Draw two pink apple blossoms on the tree.


6. Draw one yellow butterfly floating to the right of the tree.

7. Draw a brown bird’s nest in the tree with three blue eggs.

8. Draw a gray cloud on the left of the tree.


Appendix A, page 4

CHAPTER 3: ESCAPE The Five Senses

Sight

Sound

Smell

Feel

Taste

Appendix A, page 4

CHAPTER 3: ESCAPE The Five Senses

Sight

Sound

Smell

Feel

Taste


Appendix A, page 5

CHAPTER 4: LONLINESS Writing Activity

Write one or two sentences that describe how Wilbur feels. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix A, page 5

CHAPTER 4: LONLINESS Writing Activity

Write one or two sentences that describe how Wilbur feels. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix A, page 6

CHAPTER 5: CHARLOTTE Main Characters

Charlotte Wilbur

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Appendix A, page 6

CHAPTER 5: CHARLOTTE Main Characters

Charlotte Wilbur

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________


Appendix A, page 7

CHAPTER 6: SUMMER DAYS Following Directions

SUMMER


2. Color the leaves of the tree green.


4. Draw two small red apples on the tree.


6. Draw a squirrel climbing up the trunk.

7. Draw an empty bird’s nest in the tree.

8. Draw a sun shining on the left of the tree.

Appendix A, page 7

CHAPTER 6: SUMMER DAYS Following Directions

SUMMER


2. Color the leaves of the tree green.


4. Draw two small red apples on the tree.


6. Draw a squirrel climbing up the trunk.

7. Draw an empty bird’s nest in the tree.

8. Draw a sun shining on the left of the tree.


Appendix A, page 8

CHAPTER 7: BAD NEWS Four Seasons

Why do we have seasons? We have seasons because of the way the Earth moves around,

or orbits, the sun. It takes one year for the Earth to go all the way

around the sun. The Earth is tilted. When the North Pole is tilted

toward the sun, people in America are having summer, and people in

Australia are having winter. When the North Pole is tilted away from

the sun, we are having winter and they are having summer.

Spring Summer Autumn (Fall) Winter

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

Appendix A, page 8

CHAPTER 7: BAD NEWS Four Seasons

Why do we have seasons? We have seasons because of the way the Earth moves around,

or orbits, the sun. It takes one year for the Earth to go all the way

around the sun. The Earth is tilted. When the North Pole is tilted

toward the sun, people in America are having summer, and people in

Australia are having winter. When the North Pole is tilted away from

the sun, we are having winter and they are having summer.

Spring Summer Autumn (Fall) Winter

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________


Appendix A, page 9

CHAPTER 8: A TALK AT HOME Fern

Draw a picture:

Fern

Write words to describe Fern: _______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Write three things that Fern does in the book. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix A, page 9

CHAPTER 8: A TALK AT HOME Fern

Draw a picture:

Fern

Write words to describe Fern: _______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Write three things that Fern does in the book. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix A, page 10

CHAPTER 9: WILBUR’S BOAST Venn Diagram

Wilbur (Both) Me

Appendix A, page 10

CHAPTER 9: WILBUR’S BOAST Venn Diagram

Wilbur (Both) Me


Appendix A, page 11

CHAPTER 10: EXPLOSION Cause and Effect

Cause Effect

Appendix A, page 11

CHAPTER 10: EXPLOSION Cause and Effect

Cause Effect


Appendix A, page 12

CHAPTER 11: THE MIRACLE Writing Activity

“Some Pig” What does that mean? Write one or two sentences to explain why Wilbur is “some pig.”

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix A, page 12

CHAPTER 11: THE MIRACLE Writing Activity

“Some Pig” What does that mean? Write one or two sentences to explain why Wilbur is “some pig.”

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix A, page 13

CHAPTER 12: A MEETING Acrostic Poem

W

I

L

B

U

R

Appendix A, page 13

CHAPTER 12: A MEETING Acrostic Poem

W

I

L

B

U

R


Appendix A, page 14

CHAPTER 13: GOOD PROGRESS Writing Activity

Write something this chapter made you think about.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix A, page 14

CHAPTER 13: GOOD PROGRESS Writing Activity

Write something this chapter made you think about.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix A, page 15

CHAPTER 14: DR. DORIAN Day and Night

Why do we have day and night? The Earth spins day and night, but we can’t feel it moving. It

takes 24 hours for the Earth to spin, or rotate, one complete time.

When one side of the Earth has daylight, the other side has night. As

the Earth spins away from the sun, it gets darker where we live. It

can be very cold. This is night. As the Earth spins some more, our

side of the Earth moves back into the sunlight and we have morning. Day Night

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

Appendix A, page 15

CHAPTER 14: DR. DORIAN Day and Night

Why do we have day and night? The Earth spins day and night, but we can’t feel it moving. It

takes 24 hours for the Earth to spin, or rotate, one complete time.

When one side of the Earth has daylight, the other side has night. As

the Earth spins away from the sun, it gets darker where we live. It

can be very cold. This is night. As the Earth spins some more, our

side of the Earth moves back into the sunlight and we have morning. Day Night

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


Appendix A, page 16

CHAPTER 15: THE CRICKETS Grade a Character

Character’s Name _____________________________

Category Grade Comments

Responsibility

Thoughtfulness

Friendship

Generosity

Sense of Humor

Problem solving

Appendix A, page 16

CHAPTER 15: THE CRICKETS Grade a Character

Character’s Name _____________________________

Category Grade Comments

Responsibility

Thoughtfulness

Friendship

Generosity

Sense of Humor

Problem solving


Appendix A, page 17

CHAPTER 16: OFF TO THE FAIR Sequencing

Charlotte decides to go with Wilbur to the fair.

Wilbur passes out.

The people all lift Wilbur’s crate into the truck.

Lurvy puts clean straw in Wilbur’s crate.

The Zuckermans and the Arables all go to the fair with a pig, a spider, and a rat.

Mrs. Zuckerman gives Wilbur a buttermilk bath.

Old Sheep talks Templeton into going to the fair.

Lurvy splashes cold water on Wilbur.

Appendix A, page 17

CHAPTER 16: OFF TO THE FAIR Sequencing

Charlotte decides to go with Wilbur to the fair.

Wilbur passes out.

The people all lift Wilbur’s crate into the truck.

Lurvy puts clean straw in Wilbur’s crate.

The Zuckermans and the Arables all go to the fair with a pig, a spider, and a rat.

Mrs. Zuckerman gives Wilbur a buttermilk bath.

Old Sheep talks Templeton into going to the fair.

Lurvy splashes cold water on Wilbur.


Appendix A, page 18

CHAPTER 17: UNCLE Writing Activity

Write a sentence to tell what you think will happen next. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix A, page 18

CHAPTER 17: UNCLE Writing Activity

Write a sentence to tell what you think will happen next. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix A, page 19

CHAPTER 18: THE COOL OF THE EVENING Writing Activity

“Please tell me what it is,” begged Wilbur.

“I’ll tell you in the morning,” she said. “When the first light comes into the sky and the sparrows stir and the cows

rattle their chains, when the rooster crows and the stars fade, when early cars whisper along the highway, you look

up here and I’ll show you something. I will show you my masterpiece.”

from Charlotte’s Web by E.B. White Think about what Charlotte says. How does this make you feel? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix A, page 19

CHAPTER 18: THE COOL OF THE EVENING Writing Activity

“Please tell me what it is,” begged Wilbur.

“I’ll tell you in the morning,” she said. “When the first light comes into the sky and the sparrows stir and the cows

rattle their chains, when the rooster crows and the stars fade, when early cars whisper along the highway, you look

up here and I’ll show you something. I will show you my masterpiece.”

from Charlotte’s Web by E.B. White Think about what Charlotte says. How does this make you feel? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix A, page 20

CHAPTER 19: THE EGG SAC Following Directions

AUTUMN


2. Color the leaves of the tree red, orange and yellow.


4. Draw two large red apples on the tree.

5. Add light brown grass below the tree.

6. Draw three leaves on the ground.

7. Draw two wild geese flying across the sky.

8. Draw lines across the picture to show the wind is blowing.

Appendix A, page 20

CHAPTER 19: THE EGG SAC Following Directions

AUTUMN


2. Color the leaves of the tree red, orange and yellow.


4. Draw two large red apples on the tree.

5. Add light brown grass below the tree.

6. Draw three leaves on the ground.

7. Draw two wild geese flying across the sky.

8. Draw lines across the picture to show the wind is blowing.


Appendix A, page 21

CHAPTER 20: THE HOUR OF TRIUMPH Art Activity

Design an award for Wilbur. Color and decorate it.

Appendix A, page 21

CHAPTER 20: THE HOUR OF TRIUMPH Art Activity

Design an award for Wilbur. Color and decorate it.


Appendix A, page 22

CHAPTER 21: LAST DAY Writing Activity

What do you think this story is really about? Write a sentence or two to explain your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix A, page 22

CHAPTER 21: LAST DAY Writing Activity

What do you think this story is really about? Write a sentence or two to explain your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Appendix A, page 23

CHAPTER 22: A WARM WIND Following Directions

WINTER

1. Draw a large tree with bare branches in the box.

2. Add ten brown leaves to the tree.


4. Add brown grass beneath the tree.

5. Draw a pile of old brown leaves to the right of the tree.

4. Draw a squirrel sleeping on a branch.

5. Draw three apples on the ground.

6. Color the sky gray.

Appendix A, page 23

CHAPTER 22: A WARM WIND Following Directions

WINTER

1. Draw a large tree with bare branches in the box.

2. Add ten brown leaves to the tree.


4. Add brown grass beneath the tree.

5. Draw a pile of old brown leaves to the right of the tree.

4. Draw a squirrel sleeping on a branch.

5. Draw three apples on the ground.

6. Color the sky gray.


Appendix A, page 24

MY FAVORITE SCENE Art Activity

Draw a picture of your favorite scene from Charlotte’s Web.

Appendix A, page 24

MY FAVORITE SCENE Art Activity

Draw a picture of your favorite scene from Charlotte’s Web.


Appendix B, page 1

COMPREHENSION BLOCKS Charlotte’s Web

by E. B. White Directions:

• Choose two activities to complete. • Write your answers on separate paper. • Staple your answers to this page. • Use complete sentences and your best handwriting.

Activity Menu

1. Describe the story’s problem and how it was solved. Give examples and details from the story.

2. What did the author want you to think about the main character (Wilbur or Charlotte)? What clues in the story lead you to think this way? Write a few sentences to explain.

3. Write a summary of the story. Be sure to include key events from the beginning, middle, and end of the story.

4. Tell what the story reminds you of in your own life. Write several sentences to explain.

5. Show how two characters are alike and how they are different. You may use a Venn diagram or write a paragraph.

6. Make a map showing the setting of this story. Be sure to include the farmhouse, Wilbur’s pen, and the barnyard.

7. What part of the story was the funniest? the saddest? the most exciting? Write several sentences to describe.

8. Make a colorful illustration of an exciting scene in this book.

9. Imagine Charlotte kept a journal. What would she write about? Design a journal for Charlotte and write several entries for her.


Appendix B, page 2 Grading Rubric

Novice 1 point

Developing 2 points

Proficient 3 points

Advanced 4 points

Appearance Inadequate, not neat

Needs more attention to detail

Attractive; neat Eye catching; beyond

expectations Connections Insufficient Limited Critically thinks;

makes personal connections

Analyzes; supports personal

connections to the topic

Content depth Needs more information

Needs to add depth or

elaboration

Accurate; covers topic well

Precise; complex content

Creativity Used others’ ideas

Typical or clichéd response

Creative; added to more typical

ideas

Unique ideas or response; novel,

fresh Totals

Total Score _____________

Total Score % Score Total Score % Score

16 100 10 67 15 100 9 60 14 93 8 53 13 87 7 47 12 80 6 40 11 73 5 33

Rubric adapted from Assessment: Time-Saving Procedures for Busy Teachers, by Bertie and Jeffrey Kingore.

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