LU Title: Charlotte's Web

Author(s): Stacy Blodgett

Grade Level: 4

School Address: VVS
J.D. George Elementary
PO Box 108 E. Main St
. Verona, NY 13478

Subject Area: English Language Arts

School Phone/Fax: 315-363-2580

What declarative

Knowledge should students be 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.

The defining characteristics of spiders.

The growth of characters as the book progresses.

The motive of the characters as demonstrated through evaluation and reflection.

The fictional and non-fictional aspects of the book.

Understand and identify sequences of events.

Compare and contrast story events.

Relate story to personal life and experience.

Understand the use of context in vocabulary development.

Understand story problem and solution.

Evaluate characteristics of friendship.

Prior to the activity, students will collect spiders and bring them into school to be observed. Using magnifying glasses, students carefully observe all of the spiders brought in for observation. Students focus for their exploration will be a graphic organizer that highlights the following: specific characteristics (such as legs, body parts, and eyes). Students will also make a drawing of the spider's body parts that they observe.

Divide the book into three sections: beginning (Chapters 1-7), middle (chapters 8-14), and end (chapters 15-22). After reading each block of chapters, brainstorm as a class on chart paper (while students record on their own personal charts) the characteristics of each of the main characters (Wilbur, Charlotte, Fern, and Templeton).

Throughout the book, the teacher will identify certain character motives for students to evaluate and reflect upon.

Prior to the activity, a discussion and application of concepts of fiction and non-fiction will have occurred. Students will be provided with a T-Chart in which to record the fictional and non-fictional aspects of the book.

Divide the book into three sections: beginning (Chapters 1-7), middle (Chapters 8-14), and end (Chapters 15-22). After reading each block of chapters, record as a class the most significant events that occurred in those chapters. Students should be able to provide their significance to the story.

Throughout the book, the teacher will identify two characters or story elements for students to evaluate and compare and contrast.

Throughout the book, the teacher will identify certain experiences for students to reflect upon and relate to their personal lives and experiences.

Each time a student encounters a word that is unfamiliar; a small Post-it note should be placed over the word.

After reading the book, conduct a literature circle to discuss story elements as well as personal reactions to the story.

At the end of each chapter, students will record one characteristic of friendship as demonstrated by a specific act in the chapter.

Students will dictate their findings to their observation partner who will record their findings and descriptions in their Observation Journals. Students should switch roles so that each student has the opportunity to observe and record.

After brainstorming and recording the characteristics of each of the characters on their individual charts, students should select one character to write about.

Students will be provided with a Dialectical Journal in which to record their reactions and reflections of character motives identified by the teacher.

Students will be provided with a T-Chart in which to record the fictional and non-fictional aspects of the book.

After the class recording of information, students should record the most significant events on their own in the sequence which they occurred. By the end of the book, a list of significant events will have accrued in sequential order.

Students will be provided with a Venn Diagram in which to record their conclusions about specific characters and story events.

Students will be provided with a Dialectical Journal in which to record their reactions and reflections in relation to their own lives of experiences identified by the teacher.

At the end of each chapter, the student should go back through the chapter and record each unfamiliar word on the front of an index card.

Students should then use the dictionary to determine the definition of the word. Once the definition has been determined, the student should use the word in a sentence. The sentence should be recorded on the back of the index card.

Students will be provided with a copy of a Story Map in which to record setting, characters, problem, and solution.

After identifying the specific characteristic of friendship demonstrated, students should record the information on the page given to them by the teacher.

After students have had the opportunity to observe the spiders and record their findings, students should consult with an informational resource (such as using electronic data) to confirm their results by finding a photo of a spider and completing another graphic organizer like the one completed during observation. As a class, develop a statement describing the main features that distinguish a spider from other insects (spiders only have two body parts and eight legs, whereas insects have three body parts and six legs).

Students will use the descriptive words generated to write a paragraph describing one character at that stage in the book. The paragraph should begin, "In the beginning of the book, Wilbur…," or "In the middle of the book, Wilbur…," or "In the end of the book, Wilbur…" (depending on which particular part the student happens to be writing about). Each time this activity is completed, the student should use the same character. At the end of the book, all three paragraphs should be compiled into a narrative, hence demonstrating character growth and change over the course of the book. Responses should be word-processed.

Throughout the course of the book, the teacher will frequently identify important passages in the book. (Example - In reference to convincing Templeton to go to the fair, Templeton says, "That's enough! Don't tell me anymore, I'm going!") The student will record the passage in the left-hand column then in the right hand column place their response to the passage in terms of the character's motive.

At the end of each chapter, students should identify one fictional event or aspect and one non-fictional event or aspect and record the information in the appropriate column on the T-Chart.

Students will use a piece of 18" x 24" white construction paper folded into six blocks. Each block will represent a quilt square. After forming the six squares, students should draw a 1/2" border around each block. This will be used to create a representative border for each quilt square created. Each of the six sections will represent the following information: Title & author, main character(s), setting, beginning, middle and end of story. Each block should be graphically representative of the most significant elements of the story. When all students are done, display their quilts for all to enjoy!

Throughout the course of the book, the teacher will frequently identify two characters or story events to find likeness and differences between.

The student will record the two identified characters or story events on the Venn Diagram and fill in the Venn circles accordingly. (Whole class participation with teacher modeling will have occurred by this point.)

Throughout the course of the book, the teacher will frequently identify passages from the book (which may include experiences, events, or character feelings). The student will record the passage in the left-hand column and their response to the passage in the right hand column.

Before reading the book, students should design a paper bag (lunch size) to resemble the cover of Charlotte's Web. After each days index cards have been completed, the student should place the index cards in the bag. Periodically assess the child's understanding of the new vocabulary by pulling out any of the index cards and allowing the child to use the word in correct context either verbally or written.

After literature circle discussion, work together as a class to complete the Story Map. Allow students time to discuss each required field in the map together before coming back together as a class to complete the chart.

At the end of the book, students will select (7) acts of friendship demonstrated by the same character. (For example, (7) acts of friendship displayed and recorded by

Charlotte or Wilbur, etc.). These will be the clues for each page of the "Bubble Book." To construct a Bubble Book, you will need (9) pieces of paper, the Bubble Book pattern, scissors and crayons. First, trace each of the circles on single sheets of paper and cut out. Arrange the pages in the following order: Whole piece (no circles) circle pages in order from smallest to largest circle, and the last page should be another whole page without any circles. On the front whole page students should write in large letters, "CAN YOU GUESS WHAT I AM?" On the last whole page, students should write (at the bottom): "I am friendship" and draw a large (it must be large so that as the pages progress, more and more of the picture is revealed) picture of what friendship looks like. On each of the seven pages students should write clues (which are the events they identified as resembling acts of friendship). For example, a clue may be "I was shown when Wilbur carries Charlotte's egg sac back to the farm." Each page should have a representative border around its edges. When all (9) pages are done, the pages should be compiled into a book.

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.

Identify the defining characteristics of spiders.

Evaluate and reflect upon character motives.

Identify fictional and non-fictional aspects of the book.

Compare and contrast characters and story events.

Relate story to personal life and experience.

Identify story problem and solution.

Students will work collaboratively to complete a "KWLN" chart. (K - What they know, W - What they want to know, L - What they learn, N - What they now want to learn). Upon completion of the "KWLN" chart, students will have the opportunity to create a paper mache model of a spider to demonstrate their understanding.

Students will work individually to complete a Dialectical Journal recording both the teacher-identified passage and the student's response to the passage.

Students will work individually to complete a T-Chart recording one event from each chapter which is fictional and one event which is non-fictional.

Students will be provided with a T-Chart and a Venn Diagram.

Students will work individually to complete a Dialectical Journal recording both the teacher-identified passage and the student's reflection/personal connection to the passage.

Students will work together as a class to complete the Story Map identifying characters, setting, problem, events, and solution.

Students will be presented with a variety of expository resources (trade books, encyclopedias, On-line resources, etc.) in which they can work in cooperative groups to acquire information using the KWLN chart as the model. Prepare a paper mache mixture using 1 part glue to 3 parts water. Students should blow up a large balloon (8" or 12") and a smaller balloon (2" or 4") and cover both completely with newspapers. Allow both balloons to dry completely. When both balloons have dried, attach the smaller balloon to the pointed part of the larger balloon with a

Hot glue gun. Paper mache to secure and allow to dry again. When dry, attach 8 pipe cleaners for legs to the top of the large balloon. Create a hanger by securing a piece of newspaper to the top of the large balloon with paper mache (this will be used to suspend the spiders from the classroom ceiling with fishing line once complete). Once completely dry; allow students to paint their spiders. Hang from the ceiling when done.

Using the copy of the Dialectical Journal provided by the teacher, the student will record the passage and then respond to the passage identifying character motive.

Using the copy of the T-Chart provided by the teacher, the student will record in the appropriate column heading one fictional and non-fictional aspect or event at the end of each chapter.

After being provided with two compare/contrast characters or events from the teacher, students should create (or be provided with from the teacher) a T-Chart with each of the characters or events in one of the two columns. As a class or individually, students should brainstorm characteristics of the character or event and

record them in the appropriate column. After brainstorming, they should use their chart to place the characteristics on the Venn Diagram. The alike characteristics should be placed on the overlap of the circles. The different characteristics should be placed in the appropriate circles.

Using the copy of the Dialectical Journal provided by the teacher, the student will record the passage and then respond to the passage making a connection to their personal life.

Using the copy of the Story Map provided, students will complete the chart with the teacher as a facilitator and the collaboration of the entire class.

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.

…identifying the defining characteristics of spiders

…describing character growth

…reflecting upon character motive

…identifying fictional and non-fictional aspects of the book

…sequencing events

…comparing and contrasting characters

…comparing and contrasting events

…relating fiction to their own personal life and experiences

…using context in vocabulary development

…identifying problem and solution

…evaluating characteristics of friendship

…using a variety of graphic organizers (such as a Venn Diagram, Cognitive Web, T-Chart, KWLN Chart, Dialectical Journal, and Story Map)

Comparing

Inductive Reasoning

Deductive Reasoning

Constructing Support

Students will observe live spiders and record their findings in a KWLN chart. After recording their findings, students will use informational resources (such as using electronic data) to confirm their results by finding a photo of a spider. Students will develop a statement describing the main features that distinguish a spider from other insects.

Students will use the descriptive words to write a paragraph describing one character at each of the three stages in the book. At the end of the book, all three paragraphs should be compiled into a narrative demonstrating character growth and change over the course of the book. Responses should be word-processed.

Students will record teacher-identified passages in the left-hand column of a Dialectical Journal. In the right hand column students will place their response to the passage in terms of what they perceive as the character's motive.

After each chapter students will find one fictional and one non-fictional event and record the information in a T-Chart.

Students will use construction paper to form a quilt of six squares. In each square students will graphically represent title, author, main characters, setting, beginning, middle and end.

Students will use a Venn Diagram to compare and contrast teacher identified passages.

Students will use a Venn Diagram to compare and contrast teacher identified story events.

Students will use a Dialectical Journal to record passages from the book and the student’s reflection/personal connection to the passage.

Students will record unfamiliar vocabulary words on index cards with their definitions.

Students will use a Story Map to record setting, characters, problem, and solution.

Students will create a Bubble Book to show the different acts of kindness a specific character shows throughout the book.

Students will be actively engaged with a wide variety of graphic organizers to help them to organize their thoughts.

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.

Communicate with peers

Make personal connections

Identify literary elements

Evaluate characteristics of

Friendship

Create a PowerPoint

presentation

Comparing

Inductive Reasoning

Deductive Reasoning

Constructing Support

…Students will create a postcard to communicate with a friend. The postcard rubric will be used as an evaluation tool.

…Students will make personal connections to various events in the story. Teacher evaluation of completed Dialectical Journals will be used to evaluate success.

…Students will identify literary elements through the completion of a Story Map. The Story Map rubric will be used to assess student success.

…Students will create a Bubble Book, which will creatively show the student’s understanding of the characteristics of friendship. The Friendship rubric will be used to evaluate student understanding.

…As a culminating activity, students will create a PowerPoint presentation to share with classmates. (Prior to this activity, students will have had training in how to use PowerPoint). Included in the presentation will be all the elements required in the Story Quilt (title and author, main characters, setting, beginning, middle, and end). Students understanding will be assessed using the PowerPoint rubric.

Postcard

Story Map

Characteristics of Friendship

4

You organized and expressed your ideas very clearly.

You were thoughtful in your choice of your special friend.

Your writing is interesting and enjoyable.

You use

Grammar, spelling, punctuation and paragraphs correctly.

Your final product is neatly displayed.

You completed all five required elements of the Story Map correctly and accurately.

Your story map was extremely neat.

You display a solid understanding of the book Charlotte’s Web.

You accurately found 7 characteristic traits of friendship displayed by a character in the book.

Your bubble pages are neatly cut and assembled in the correct order.

Your clues all use proper grammar, spelling, and punctuation.

Your representative borders are colorful and neatly drawn.

Your PowerPoint presentation is organized in the correct sequence of title and author, main characters, setting, beginning, middle, and end.

Your PowerPoint presentation is interesting to viewers.

Your PowerPoint presentation shows a clear understanding of the PowerPoint Program and of the book Charlotte’s Web.

3

You organized and expressed your ideas somewhat clearly.

You were somewhat thoughtful in your choice of your special friend.

Your writing has some interesting and enjoyable points.

You use

Grammar, spelling, punctuation and paragraphs mostly correctly.

Your final product is displayed somewhat neatly.

You completed four required elements of the Story Map correctly and accurately but misunderstood one element.

Your story map was neat.

You display a firm understanding of the book Charlotte’s Web.

You accurately found most of the 7 characteristic traits of friendship displayed by a character in the book.

Your bubble pages are mostly neatly cut and assembled in the correct order.

Your clues mostly use proper grammar, spelling, and punctuation.

Your representative borders are mostly colorful and neatly drawn.

Your PowerPoint presentation is mostly organized in the correct sequence of title and author, main characters, setting, beginning, middle, and end.

Your PowerPoint presentation is somewhat interesting to viewers.

Your PowerPoint presentation shows a somewhat of an understanding of the PowerPoint Program and of the book Charlotte’s Web.

2

You attempted to organize and express your ideas clearly but it is not completely clear.

You need to be more thoughtful in your choice of your special friend.

Your writing needs some improvement to make it more interesting and enjoyable.

Your work needs editing for grammar, spelling, punctuation and paragraphs.

Your final product needs improvement to be neatly displayed.

You completed three required elements of the Story Map correctly and accurately.

Your story map was somewhat neat.

You display some understanding of the book Charlotte’s Web.

You accurately found a few of the 7 characteristic traits of friendship displayed by a character in the book.

Some of your bubble pages are cut and assembled in the correct order.

Some of your clues use proper grammar, spelling, and punctuation.

Some of your representative borders are colorful and neatly drawn.

Your PowerPoint presentation is somewhat disorganized in the correct sequence of title and author, main characters, setting, beginning, middle, and end.

Your PowerPoint presentation does not hold the interest of viewers for the entire presentation.

Your PowerPoint presentation does not completely show a clear understanding of the PowerPoint Program and of the book Charlotte’s Web.

1

You made little attempt to organize and express your ideas clearly.

You need to be more thoughtful in your choice of your special friend.

Your writing lacks in being interesting and enjoyable.

Your work needs editing for grammar, spelling, punctuation and paragraphs.

Your final product lacks in neatness.

You completed two or fewer required elements of the Story Map correctly and accurately.

Your story map lacks in neatness.

You display a lack of understanding of the book Charlotte’s Web.

You were unable to accurately find any characteristic traits of friendship displayed by a character in the book.

Your bubble pages are sloppily cut and assembled in the incorrect order.

Your clues do not use proper grammar, spelling, and punctuation.

Your representative borders are not colorful and neatly drawn.

Your PowerPoint presentation is disorganized in the correct sequence of title and author, main characters, setting, beginning, middle, and end.

Your PowerPoint presentation is not interesting to viewers.

Your PowerPoint presentation does not show a clear understanding of the PowerPoint Program and of the book Charlotte’s Web.