Curriculum / ELA / 3rd Grade / Unit 5: The Power of Friendship: Charlotte's Web / Lesson 25
ELA
Unit 5
3rd Grade
Lesson 25 of 29
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Explain how Wilbur continues to show his love and friendship for Charlotte even though she is no longer alive.
Book: Charlotte’s Web by E.B. White — Ch. 22
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Wilbur continue to show his love and friendship for Charlotte, even though she is no longer alive?
An example response to the Target Task at the level of detail expected of the students.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
frantic
adj.
overcome with fear and worry
Enhanced Lesson Plan
RL.3.2 — Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
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.3.7 — Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
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 24
Lesson 26
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
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 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.
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
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