Curriculum / ELA / 3rd Grade / Alternate Unit 5: The Power of Friendship: Charlotte's Web / Lesson 2
ELA
Alternate Unit 5
3rd Grade
Lesson 2 of 29
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Analyze how the author uses the details of Chapter 2 to deepen the reader's understanding of each family member's perspective of Wilbur.
Book: Charlotte's Web by E.B. White — Ch. 2
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does the author use the details of Chapter 2 to deepen the reader's understanding of each family member's perspective on Wilbur?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Why does the author start the chapter with the statement, "Fern loved Wilbur more than anything" (p. 8)? What evidence does the author include to support it?
On page 9, why is Fern enchanted? What does it mean to be enchanted?
What is Wilbur like? What kinds of details does the author include to describe Wilbur?
What does Mr. Arable decide about Wilbur? Why?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
enchanted
adj.
(p. 9)
something that is so interesting that it holds your attention
relieved
feeling less fearful or worried
amused
v.
(p. 10)
entertained someone in a pleasant way
vanish
to disappear
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RL.3.3 — Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Standards that are practiced daily but are not priority standards of the unit
L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.6 — Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.4 — Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 — Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 1
Lesson 3
Compare and contrast the family members' perspectives of Wilbur.
RL.3.3
Explain how Wilbur's interactions with the goose help the reader get a better understanding of who he is.
Writing
Writers combine sentences to make their writing more interesting.
L.3.1.h L.3.1.i
Describe how E.B. White creates a feeling of loneliness for the reader.
RL.3.3 RL.3.4
Discussion & Writing
Describe Wilbur by closely reading a text, participating in a class discussion, and writing a well-organized paragraph to support an idea.
RL.3.3 SL.3.1 W.3.1 W.3.1.a W.3.1.b W.3.1.d
Analyze the significance of the words that Wilbur uses to describe Charlotte.
Describe Templeton and how the other characters feel about him.
Explain different characters' perspectives and reactions to a key event in a text.
Describe how Wilbur is feeling at the end of the chapter and why.
RL.3.2 RL.3.3
Describe Wilbur and Charlotte's relationship by closely reading a text, participating in a class discussion, and writing a well-organized paragraph to support an idea.
RL.3.3 SL.3.1 SL.3.1.c SL.3.1.d W.3.1 W.3.1.a W.3.1.b W.3.1.d
Describe the key event that happens in the chapter and how it impacts the characters.
Compare and contrast how the characters respond to the miracle and why they respond the way that they do.
Explain the change in the animals' relationships with Wilbur.
Explain why the chapter is titled "Good Progress".
Describe Wilbur and Charlotte's relationship by closely reading a text, participating in a class discussion, and writing a well-organized essay to support an idea.
Compare and contrast Mrs. Arable's perspective and Dr. Dorian's perspective about Fern's time in the barn.
Explain the significance of the setting in moving the plot forward.
Analyze how characters react to the conflict in this chapter.
Explain how Charlotte is changing and if Wilbur truly understands the change.
Describe a conflict that arises in the chapter and how it is solved.
Explain how everyone responds to the speech and why they respond that way.
Describe what happens to Charlotte at the Fair Ground.
Explain how Wilbur continues to show his love and dedication to Charlotte even though she is no longer alive.
Determine the central message or lesson of Charlotte's Web and explain how it is developed through the key details in the text.
RL.3.2 SL.3.1 W.3.1 W.3.1.a W.3.1.b W.3.1.d
Opinion Writing – 2 days
Explain which character helps Wilbur the most using the best supporting details from the text.
RL.3.3 W.3.1 W.3.1.a W.3.1.b W.3.1.d
Discussion
Analyze and debate unit essential questions by stating a claim and supporting the claim with evidence from the entire unit.
SL.3.1 SL.3.1.c SL.3.1.d
Assessment
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