Curriculum / ELA / 3rd Grade / Unit 5: The Power of Friendship: Charlotte's Web / Lesson 21
ELA
Unit 5
3rd Grade
Lesson 21 of 29
Jump To
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.
Book: Charlotte’s Web by E.B. White — Ch. 1-18
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe Wilbur and Charlotte’s friendship. How has it evolved? Why?
An example response to the Target Task at the level of detail expected of the students.
Enhanced Lesson Plan
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.
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.
SL.3.1.c — Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1.d — Explain their own ideas and understanding in light of the discussion.
W.3.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a — Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b — Provide reasons that support the opinion.
W.3.1.d — Provide a concluding statement or section.
Standards that are practiced daily but are not priority standards of the unit
L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
SL.3.1.b — Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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 20
Lesson 22
Defend an opinion about whether or not all members of the family have the same perspective about Wilbur.
RL.3.3
Analyze how the author uses the details of chapter two to deepen a readers understanding of each family members perspective of Wilbur.
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 the feeling of loneliness.
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 Wilbur uses to describe Charlotte and what this reveals about him.
Describe Templeton and how the others feel about him.
Explain different perspectives by analyzing different characters points of views and reactions to key events in a text.
Describe how Wilbur is feeling at the end of the chapter and why.
RL.3.2 RL.3.3
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 what terrible thing happened in the chapter and how it had a positive impact on the characters and the plot.
Describe how each character responds to the miracle and why they respond that way.
Explain why the animals want to save Wilbur.
Explain why the chapter is titled “Good Progress.”
Explain Fern’s mother’s perspective on Fern’s time in the barn and if Dr. Dorian has the same perspective.
Explain the significance of the chapter title “The Crickets”.
Analyze how Wilbur has changed and predict what Wilbur will do next.
Explain how Charlotte is changing and if Wilbur truly understands the change.
Explain how the fair has caused people to change and why.
Explain how everyone responds to the speech and why they respond that way.
Describe what happens to Charlotte at the fair ground and if she was lonely.
Explain how Wilbur continues to show his love and friendship for Charlotte even though she is no longer alive.
Determine the central message or lesson of Charlotte's Web and explain how it is conveyed 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 helped 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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
Join our Summer Institutes in July and August 2023.