A Literary Analysis of Charlotte's Web - Author(s): Mary Lou Kallies - Grade Level: 3 - Subject Area: English Language Arts - This unit is designed to increase student reading comprehension and understanding of literary elements in a classic children's novel -- Charlotte's Web by E.B. White. This unit should prove valuable in aiding students' understanding and appreciation of classic children's literature as well as aiding them to reach higher standards as established by the New York State Learning Standards.

Planning Guide

Creating Learner-Focused
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LU Title: A Literary Analysis of Charlotte's Web	Author(s): Mary Lou Kallies
Grade Level: Elementary, Grade 3	School Address: General Herkimer School, Keyes Road, Utica, New York 13502
Subject Area: English Language Arts	School Phone/Fax: 315-792-2160

CONTENT KNOWLEDGE

Declarative	Procedural
Students will identify and describe main charters of story: Fern Arable, Wilbur and Charlotte	Students will sequence main events of story
Students will identify setting of story: the farm	Students will make a multi-media presentation showing main literary elements (characters, setting, plot, theme) of the story
Students will describe plot of story (main events)
Students will identify theme of story: friendship

ESSENTIAL QUESTIONS

How do the literary elements contribute to the appeal of a story?
How does setting affect the telling of story?

INITIATING ACTIVITY

Teacher will conduct a Word Webbing Activity at the blackboard. First, the teacher writes the word "farm" on the board and then calls on students to add words or phrases around this central word which are conceptually linked to launch the reading of Charlotte's Web, a story which takes place on a farm. Then, teacher will introduce new book to students entitled "Charlotte's Web", preview story concepts and explain culminating task goad of this unit.

Connection to State Learning Standards

Content Area: English Language Arts (from NYS English Language Arts Learning Standards)

Level: Elementary, Grade 3

Benchmarks: "Students will present information clearly…in oral and written form…"

Benchmarks: "Students will understand the literary elements of setting, character, plot, [and] theme…

Standard: E.L.A.#1: Students will read, write, listen and speak for information and understanding.

Standard: E.L.S.#2: Students will read, write, listen and speak for Literary Response and Expression.

Unit Theme:

A Literary Analysis of

Charlotte's Web

Standard: E.L.A.#3: Students will read, write, listen and speak for Critical Analysis and Evaluation.

Standard: E.L.A.#4: Students will read, write, listen, and speak for Social Interaction.

Benchmarks: "Students will monitor and adjust their own oral and written presentations to meet criteria for competent performance"

Benchmarks: "Students will listen attentively and recognize when it is appropriate for them to speak…".

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

1.) Students will identify and describe main characters of story: Fern Arable, Wilbur and Charlotte; 2.) explain plot (main events) of story; 3.) describe setting of story: the farm; and 4.) explain theme of story: friendship.

Word Webbing Activity

Reading aloud of class set of novels -- Charlotte's Web by E. B. White

Writer's Workshops with Mini-Lessons on Writing Process, Grammar and Mechanics, and Oral Presentation

Note taking with graphic organizer

Think-Pair-Share Strategy adapted from DOL Learning Unit

Graphic Organizer for Literary Elements

Word Webbing Activity

Note taking

Writing process strategies and Oral Presentation strategies review & Rubric review to clarify goals/objectives of unit (Written Book Report Checklist/Rubric & Oral Presentation with Visuals Checklist Rubric, adapted from Utica City School District Technology and Curriculum Integration Plan, Dec. 1998)

Teacher will launch unit with Word Webbing Activity at blackboard (focusing around the central word of "farm") and calling on students utilizing Think-Pair-Share strategy to link concepts and activate background knowledge prior to reading. Also, teacher will introduce/preview novel and explain culminating activity.

As class reads the novel, teacher will monitor reading and understanding through questioning and activities focusing on identifying literary elements: main characters, plot, setting, and theme of friendship throughout story. Also, teacher will aid students to understand critical role of Charlotte, the message writer, who saves Wilbur's life with her writing.

Teacher will also present mini-lessons on report writing and oral presentation strategies to prepare for culminating project. Teacher will share rubrics to aid students to understand objectives of the unit and means of assessment.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

1.) Students will sequence events of the story, and 2.) Students will create a multi-media presentation showing main literary elements of the story.

Graphic Organizers of Literary Elements

Note taking

Mini-Lessons presented with students using Think-Pair-Share strategy to organize information/data (with focus on graphic organizers for literary elements) and creating multi-media presentations

Teacher will present samples of different forms of graphic organizers for organizing literary elements and call on students to orally sequence main events (plot) of Charlotte's Web. Then, teacher will set up learning centers in the classroom so students will have learning experiences to reinforce their understanding of the story. Center 1: Teacher has written main events on sentence strips for students to take turns sequencing to increase understanding of the plot of the story; Center 2: Writing Center -- supplies and question guideline provided at center for students to write story summaries (word processors/computers included if available); and Center 3: Multi-media Center for idea gathering, artwork and creation of class multi-media presentation. Note: final presentation utilizing video equipment if available).

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Students will be extending and refining their understanding of analyzing the main literary elements of the story; thus, increasing student's story comprehension with special emphasis on plot development/story summary.

Comparing
Classifying

Inductive Reasoning

Deductive Reasoning
Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

Teacher will show graphic organizers of various forms to aid students to gather and link main literary elements/concepts. Then, students will summarize main literary elements demonstrating their knowledge/understanding in a final written summary.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Oral Presentation-Student presents summary report & project speaking slowly, clearly with correct volume	Presenter is attentive to audience-waiting for quiet before speaking, looking at and responding to audience	Content: summary report includes clearly stated: topic sentence, supporting details, and conclusion	Content: summary report specifies: title, author, setting, main characters, plot, theme of story & creative message
Weights	Weighted the same	Weighted the same	Weighted the same	Weighted the same
4
3	Proficient -- Student shows proficiency meeting all Element 1 specifications	Proficient -- Student shows proficiency meeting all Element 2 specifications	Proficient -- Student shows proficiency meeting all Element 3 specifications	Proficient -- Student shows proficiency meeting all Element 4 specifications
2	In Progress -- Student is in progress meeting some of Element 1 specifications	In Progress -- Student is in progress meeting some of Element 2 specifications	In Progress -- Student is in progress meeting some of Element 3 specifications	In Progress -- Student is in progress meeting some of Element 4 specifications
1	Not Yet -- Student does not yet meet any Element 1 specifications	Not Yet -- Student does not yet meet any Element 2 specifications	Not Yet -- Student does not yet meet any Element 3 specifications	Not Yet -- Student does not yet meet any Element 4 specifications

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]Please see above, used the previous rubric form for this unit.	[ ]
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Score Point 2	Score Point 1
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Have You Considered These Yet?

Learn to Learn Skills:

Students may require mini-lessons on writing/oral presentation strategies/content/process.

Assessment Modifications:

Rubrics utilized in unit were adapted from Utica City School District Technology and Curriculum Integration Plan, Dec. 1998 Edition.

Unit Schedule/Time Plan:

Approximately 2-3 Weeks

Written Overview:

This unit is designed to increase student reading comprehension and understanding of literary elements in a classic children's novel -- Charlotte's Web by E.B. White. This unit should prove valuable in aiding students' understanding and appreciation of classic children's literature as well as aiding them to reach higher standards as established by the New York State Learning Standards.