Charlottes Web Novel Study 6e6cf

Novel Study Miss Lavender 3rd grade Created by Emily Lavender, 2014

Charlotte’s Web A Summary

Charlotte’s Web is a heartwarming book on friendship. This story about a little pig named Wilbur who was born a runt will have readers wanting more. Mr. Arable wants to kill Wilbur, until his daughter Fern decides she will take care of Wilbur. Fern spends her free time with Wilbur and loves him very much. Wilbur meets new barn animals that become some of his friends, including Charlotte. Charlotte befriends Wilbur and helps him deal with the shocking news that his life will end. Charlotte goes as far as coming up with an interesting plan that only this spider could carry out, with the help of Templeton the rat to help Wilbur escape death.

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Created by Emily Lavender, 2014

About the Author

! ! ! Elwyn Brooks White was born on July 11, 1899 in Mount Vernon, New York. E.B. White’s father was a piano manufacturer. He had two brothers and three sisters. E.B. White served in the Army during World War I. He attended and graduated from Cornell University. E.B. White loved to travel. E.B. White worked for The New Yorker, where he became a writer and editor for several years. ! As an adult, E.B. White lived on a farm, where he got most of his ideas for writing. E.B. White is most known for his children’s novels, Stuart Little (his first children’s novel!), Charlotte’s Web, and The Trumpet Swan. He received many awards and honors for his work. He received the Presidential Medal of Freedom, 1971 National Medal for Literature, the Laura Ingalls Wilder Medal, and a Newbery Honor Award. E.B. White ed away on October 1, 1985, at the age of 86. E.B. White is still ed and celebrated today by his outstanding literary work.


KEY VOCABULARY: Charlotte’s Web

runt- p. 1 a small, weak animal salutations- p. 35 greetings gullible- p. 67 easily to fool or trick unremitting- p. 53 continual, constant, around-the-clock versatile- p. 116 can easily move from one thing to another; able to do many different things loot- p. 123 a collection of valued objects slogan- p. 87 memorable saying sedentary- p. 61 not moving, staying in one place conspiracy- p. 49 a planning and acting together secretly, for an unlawful or harmful place updraft-p. 179 an upward current of air languish- p. 146 to become weak or feeble


Name:__________________________

Date: ___________

Charlotte’s Web Key Vocabulary Review:

Directions: Read the definition. Circle the correct word. 1. A small, weak animal. a. runt b. languish c. riot

d. slogan

2. To become weak or feeble. a. slogan b. tired c. languish

d. loot

3. An upward current of air. a. loot b. languish c. slogan

d. updraft

4. A planning and acting together secretly. a. runt c. languish d. conspiracy d. cage 5. Not moving, staying in place. a. loot b. sedentary c. conspiracy

d. tired

Directions: Match the definition to the correct word. 1. _____ Slogan 2. _____Loot 3. _____Salutations

a. collection of valued items b. memorable saying c. greetings

Directions: Use the following words in a sentence. 1. Versatile ___________________________________________________________________ _________________________________________________________ 2. Gullible ___________________________________________________________________ _________________________________________________________ 3. Unremitting ___________________________________________________________________ _________________________________________________________


Poems! * A list of poems included to discuss throughout the literature study for Charlotte’s Web Pigs by Charles Guigna Pigs are playful Pigs are pink Pigs are smarter than you think. Pigs are slippery Pigs are stout Pigs have noses Called a snout. Pigs are pudgy Pigs are plum Pigs can run But never jump. Pigs are loyal Pigs are true. Pigs don’t care for Barbecue. *Discussion: Give an example of a time where Wilbur is loyal in the book, Charlotte’s Web. Are there any other examples of loyalty in this book?


Spiders Webs Spiders webs are sticky Spiders weave them tight Spiders weave that silky string To make their webs just right!

Pig Behold the pig! It’s very big! Its color pink Is nice, I think! Its tail’s a beaut, So curly cute! And on the farm, It oinks with charm!

About the Author Quiz! Stuart Little

editor

Elwyn

86

Mount Vernon, New York

awards

Directions: Fill in the blanks using the correct words from the word bank. 1. The initial E in E.B. White stands for _______________________. 2. E.B White was born in __________________________________. 3. ______________________ was E.B. White’s first Children’s Novel. It was written in 1945. 4. E.B. White received several _______________ and honors for his outstanding literary work. 5. E.B. White ed away at the age of ________________.


Charlotte’s Web: FUNSIE! Craft/Activity: Paper Plate Pigs and Paper Plate Spiders! Materials Needed: black paper plates light pink paper plates permanent black markers googly eyes (large) dark pink paper red pipe cleaners black pipe cleaners glue


Summarizing: Five Finger Retells... Directions: With your pair and share partner, use the fiver finger retells strategies to summarize Charlotte’s Web.

With your pair and share partner, discuss the following and write about it in your writing journal.

Directions: Use these questions below to summarize Charlotte’s Web. Do this with your pair and share partner Questions

What you will say...

WHO is the story about?

The story is about _____.

WHAT is the problem?

The problem was that ___.

WHEN does it take place?

It was in the _______.

WHERE does it take place?

It happens on a _______.

HOW is the problem resolved?

The problem was solved when ________.


Name: ________________

Author Report E.B. White 3 Interesting Facts about the author’s life: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 2 books written by the author: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 1 question you would ask the author if you interviewed him: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________


Before Reading Charlotte’s Web:

Activity

Before reading Charlotte’s Web, discuss the similarities and differences about farms and cities. Have a Venn Diagram available on chart paper, the SmartBoard, etc. Have students brainstorm what they know about farms and cities. Then proceed to introduce the book, Charlotte’s Web. Discuss how this book takes place on a farm. Encourage students to keep a list of new things they learn about farms while reading Charlotte’s Web.



Visualization: Students create an image or picture in their minds while listening to a story that has strong visual images.

Visualization

Activity #1 ! The teacher will read a age from Charlotte’s Web. The teacher will ask the students to close their eyes and visualize an image/picture from what they hear. When the teacher is finished reading, he/she will ask the students to open their eyes and draw what they saw on a worksheet provided. The teacher will encourage students to use colors, words, phrases, and pictures. The students will then share their work. Visualization Activity #2 ! The teacher will read a age from Charlotte’s Web. The teacher will have a worksheet provided with an outline of a character from the book on it. The teacher will ask students to listen closely as he/she reads from the book. When the teacher is finished reading, he/she will ask the students to use the character and the space around to portray the character based on the age they just heard. The teacher will encourage students to use symbols, words, phrases, color, pictures, and shapes to complete this. The students will then share their work. (This activity is similar to a sketch-to-stretch activity.)


Visualization

Making

make to-text, world

Connections:

textand

Students

to-self, text-to-

text-

connections. Making Connections Activity #1 ! The teacher will have a Text-to-Text, Text-to-Self, and Text-toWorld chart on the SmartBoard (or on chart paper, white board, etc). The teacher will use this chart throughout the book. The students will have their own chart to keep throughout the novel study. Each week, the teacher will use this chart to help students make connections. This will be a whole-group activity. The students will keep a personal list, and the class will use the SmartBoard as their “class making connections chart.”


Making Connections Summarizing: Students being able to identify main ideas.

Summarizing Activity #1 ! Students will be given a summarizing graphic organizer. Students will work on their own to complete this graphic organizer. This activity is to be completed once the novel has been read. Students will determine the main ideas from the book, Charlotte’s Web. They will write the main ideas from the beginning, the middle, and the end of the book on their graphic organizer. Once students have completed the graphic organizer, the teacher will put the students into groups. In their groups they will compare each others graphic organizers to see who has the same main ideas. The groups will be asked to make a list of the main ideas they have in common. Then as a whole-group discussion, the class will decide which main ideas and key events were most important in the story.


Summarizing

Predicting: As students listen, they are predicting what will happen next. Predicting Activity #1 ! Students will be given a graphic organizer. Students will be asked to fill in what they predict will happen next. Then they will be asked to give reasons why they think this will happen based on what they have read so far. They will complete the graphic organizer and then discuss their predictions with their pair and share partner. Predicting Activity #2 ! The teacher will have a Predicting Poster hung in the classroom. During independent/silent reading time, the teacher will ask students to make a prediction of what they think will happen next based on their reading. Students will write their predictions on a post-it note and place it on the Predicting Poster. As a whole group, the class will discuss the predictions made. Predicting Activity #3 ! The teacher will put students in groups and ask them to create a 1-2 minute video recording their predictions of what they think will Created by Emily Lavender, 2014

Predicting happen next. The teacher will encourage creativity (ex: a newscaster). The teacher will play the videos for the class, this will begin the class discussion on predicting.

Questioning: Students ask questions before, during, and after they read. Questioning Activity #1 ! The students will be given a graphic organizer. Student will complete this on their own as they are reading. This graphic organizer will be given each week so student can record their questions. Students will fill in questions they have before, during, and after their reading. If their questions are answered, they will fill in the answers on the graphic organizer. Questioning Activity #2 ! Students will be given the worksheet, “Wonderful Wonderings.” Students will fill in the thought bubbles with wonderings they may have after their reading.


Questioning

Inferencing: Students use clues in the text and their own background

knowledge to deepen understanding about oral, written, and visual texts.

Inferencing Activity #1 ! Students will be given a graphic organizer. Student will fill in the chart with what they already know and new information they have learned from the text to draw inferences. This activity will Created by Emily Lavender, 2014

be

Making Inferences

done in groups. The groups will be asked to discuss and draw inferences and then present to the class.

Comprehension Strategies Created by Emily Lavender, 2014


About the Author


CLosing Activity To conclude the novel study on Charlotte’s Web, a class trip to Stone Hollow Farmstead will take place. This field trip will include touring the Grade A Dairy and Creamery, the vegetable gardens, the herb gardens, the chicken house, the honey bee hives and more. We will depart at 9:00am and return to the school by 2:00. Lunch will be provided by the school. The cost of this trip will be $10.00 per student. Students will complete the Field Trip Reflection after returning from the field trip. The students will be asked to make connections from the book, Charlotte’s Web.


Name: ______________________

Date: __________

Field Trip Reflection 1. Did you enjoy this field trip? What was your favorite part?

2. What new things did you learn?

3. Did you see or hear anything that we discussed in the book Charlotte’s Web? Practice making connections here.


Additional Resources


Opening/Closing Activity Charlotte’s Web


Reading Schedule


Weekly Schedules


Poem Activity:

Directions: Write an acrostic poem about Wilbur. Begin each line with a word that starts with the letter on that line. Use words that describe Wilbur.

W ______________________________ I ______________________________ L ______________________________ B ______________________________ U ______________________________ R ______________________________


Charlotte’s Web: Extension Project 1. Make a soundtrack to Charlotte’s Web.

2. Create a diorama of the farm in the book, Charlotte’s Web.

3. Make a video of your favorite scene in the video.

4. Create a storyboard of Charlotte’s Web on a poster.

**Choose one of the above to do your extension project. Be creative!


Charlotte’s Web Project Ideas


Miss Lavender’s Class List


Poem Activity


Genre Web


Charlotte’s Web Class Summary Project This project is designed to incorporate the comprehension strategy, summarizing. Each student will be assigned a chapter from the book, Charlotte’s Web. Each student will receive a graphic organizer and will be asked to take notes/fill out their graphic organizer for their assigned chapter. The students will take their notes and create a summary of their chapter. Their summary should be a few sentences. This will be the first draft. To help students understand what the assignment entitles, the teacher will complete the first four chapters (in class), the class will do four, and then from then on out, individual students will do their assigned chapter.

At the end of the novel, the students will be asked to make a final draft of their summary. The students will include a picture. The teacher will have the summaries bound together in order to keep in the classroom library.


Charlotte’s Web Chapter _______ Summary Name: ____________________________________

___________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Created by Emily Lavender, 2014

Summary Project Chapter Assignments: Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter

1- Miss Lavender 2-Miss Lavender 3-Miss Lavender 4-Miss Lavender 5-Class 6-Class 7-Class 8-Class 9-Joey 10-Ross 11-Rachel 12-Pheobe 13-Monica 14-Chandler 15-Derek 16- J.J. 17-David 18-Aaron 19-Penelope 20-Reid 21-Emily 22-Alex


Cross Curricular: Math Standard: 20.) Recognize area as an attribute of plane figures, and understand concepts of area measurement. [3-MD5]

Objective: When given an exit slip, students will be able to calculate the area of a rectangle or square with 100% accuracy. Activity: This activity is designed for a Geometry lesson. The teacher will review area. This particular activity is focusing on area of a rectangle and square. The teacher will discuss how animals on a farm sometimes stay in an animal pen. The teacher will discuss different shapes of animal pens, ask students if they have ever seen one, etc. Then using a SmartBoard, Elmo, or the white board, the teacher will review how to find the area of a rectangle and square. Prior to this lesson, the teacher will have set up “animal pens” around the classroom. The teacher will have measurements at each “animal pen station.” The students will work with a partner to find all of the “animal pen” areas. When the students have finished, they will discuss their answers. The teacher will provide and exit slip to see if the students have mastered this concept.


Name: ______________________ Date: __________ Area Exit Slip! Directions: Find the area of the “animal pens” below. 1. Find the area of Wilbur’s animal pen.

3 Answer: ________________________

2. Find the area of Templeton’s

9

animal pen.

4

4


Answer: ____________________

Cross Curricular: Science Standard: 8.) Identify how organisms are classified in the Animalia and Plantae kingdoms. Objective: When given a chart, students will be able to correctly classify a specific animal. Activity: The teacher will review content on Classifying Animals (content attatched). The teacher will have students choose an animal from the book Charlotte’s Web to begin and then add different animals. The students will plug in the information on http://animaldiversity.ummz.umich.edu/ site/index.html and then classify their animal using a chart given.


Writing Connection: “It is not often that someone comes along who is a true friend and a good writer. Charlotte was both.” -Charlotte’s Web Think about your friends. What do you like to do together? How would you describe your friends? What characteristics make a good friend? What makes a true friend?

Brainstorm Here:


Cross Curricular: Social Studies/Geography Standard: 1.) Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes. • Interpreting information on thematic maps (examples: population, vegetation, climate, irrigation) Objective: Activity


Cross Curriculum: Charlotte’s Web


SCIENCE LESSON www.mensaforkids.org

Lesson 2. Organizing the Animals: How It Happened Back in the 18th century, a Swedish man named Carolus Linnaeus thought it was important to organize living things, and he developed a system to do just that. He started out interested in plants, but he ended up ordering all life as he knew it. We still use the essence of his system today. Scientists are constantly refining the system based on new knowledge. Who knows? Maybe you will make a change in how animals are organized! Putting animals in order like this is called taxonomy. The taxonomists — people who name animals — use a book called the International Code of Zoological Nomenclature, or ICZN, to tell them the rules for classifying animals. Linnaeus’s system has seven levels: 1. Kingdom 2. Phylum 3. Class 4. Order 5. Family 6. Genus 7. Species Every animal on the planet, down to the most microscopic creature you can imagine, can be classified according to this system. You can the order the system comes in with one of the following phrases. The first letter of each word is the first letter of the level of classification. Pick the one you like the best and practice saying it five times. King Phillip, come out, for goodnessʼ sake! King penguins congregate on frozen ground sometimes. Keep ponds clean or frogs get sick. Let’s look at each level, and an example using one common animal. These levels start out broadly — that means the top levels have the most animals, and they get narrower and narrower as you go down. So, by the time you get to the species, there is only one animal in the group. You can imagine these levels as an upside-down triangle. Kingdom: Generally, scientists agree there are six kingdoms. The animal kingdom (called Kingdom Animalia) is just one of those. In case you’re interested, the others are Achaebacteria, Eubacteria, Protists, Fungi and Plants. Originally, Linnaeus only identified two kingdoms: plant and animal. Some scientists think that viruses should have their own kingdom, but currently they are not included under this system. Created by Emily Lavender, 2014

Phylum: Within the animal kingdom, the animals are divided into more than 30 phyla (which is the plural of ”phylum”). You might be interested in Phylum Chordata – it’s the one humans and all animals with backbones are in (do you see how “chordata” looks like the word “cord” – like spinal cord?). Phylum Arthropoda contains insects, spiders and other animals with segmented bodies, like shrimp. Arthropods have their skeletons on the outside of their bodies (think of the hard shell of a lobster) and other characteristics in common. Class: The third level of classification is class. For example, Phylum Chordata has classes in it like birds, mammals (Mammalia) and reptiles. Order: The next level, or rank, is order. Orders are smaller groups within the different classes. Lepidoptera is the order of moths and butterflies. Carnivora is the order within Mammalia that has the most diversity in animal size. Family: The fifth rank of classification is family. (When you get to this rank, people sometimes disagree about which family an animal belongs to, so you may find that different sources tell you different things. This can even happen with orders.) The family for dogs is Canidae. Genus: This rank looks like “genius,” doesn’t it? It’s the second-to-last rank, and a genus may have only one or two animals in it. If animals are in the same genus, they are really closely related. In fact, you may not be able to tell them apart just by looking at them! When we write the name of the genus, we capitalize it and italicize it. For example, the genus of dogs (and wolves, too!) is Canis. Species: If animals can breed together successfully, they are a species. When an animal is called by its scientific name, then that means it is being identified by its genus and species. We use a lowercase letter and italics for the species. The scientific name of dogs is Canis familiaris; however, the scientific name of wolves is Canis lupus.


Cross Curricular: Art Standard: Utilize a variety of processes and media in the production of artwork. Examples: producing a drawing using markers, crayons, creating a paining using watercolors and pastels on watercolor paper Objective: When given a piece of paper, students will be able to correctly use a Elmer’s glue and water color to create a spider web artwork. Activity: Students will be given a sheet of white paper. They will use Elmer’s glue to create their own spider web. The following day, students will use water color to create a background for their web. Students will be encouraged to think about the setting and theme of Charlotte’s Web when painting their background.


Resources (Bibliography) www.the3amteacher.blogspot.com www.wisagclassroom.org/teachers/docs/faces/Pork%20Plans.pdf http://animaldiversity.ummz.umich.edu/site/index.html Clip Art: Purchased from Apples ‘n’ Acorns Clip Art


Cross Curricular: Social Studies


Cross Curricular: Technology


Cross Curricular: Music


Opening Activity To begin the novel study on Charlotte’s Web, the students will learn all about E.B. White and his purpose for writing this novel. To begin, the teacher will ask students to brainstorm some ideas of why they think E.B. White wrote Charlotte’s Web. The teacher will record these. The teacher will review Author’s Purpose and the PIE (persuade, inform, entertain) poster. The class will research and decide what the author’s purpose of this book is. The teacher will use the Author’s Purpose Poster to help students and understand. Once the class has decided the author’s purpose, they will begin researching about E.B. White. They will read a short “About the Author” page and write notes, using the Author’s report activity sheet. The teacher will use a Voki to inform students of some random and fun facts about E.B. White. The teacher will make this exciting and engaging as this is the opening activity, setting up the novel study on Charlotte’s Web.


Dear Parents, We are beginning a novel study on Charlotte’s Web by E.B. White. Charlotte’s Web is a wonderful, heartwarming story of a friendship between a little girl, and a group of barnyard animals. Your child will be reading the majority of this novel in class, but will have some homework to do. Your child will be using the school’s copy of this book, so I ask that you make sure the book is returned daily from home and kept in good condition. For this novel study, we will be doing a lot of fun, interactive, and engaging activities! There will be one project that will need to be completed at home. Your child will be able to choose which project they want to complete (Project directions attached). When we finish our study, the students will present their projects to the class. We will have a great time listening and looking at all of the projects. I am looking forward to reading this novel with your children! I know they will love it! If you have any questions, please feel free to me.

,

Miss. Lavender


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