Unit 5: The Power of Friendship: Charlotte's Web
Lesson 5 of 29
Describe how E.B. White creates the feeling of loneliness.
Book: Charlotte’s Web by E.B. White — Ch. 4
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What does the phrase “couldn’t bear it” from page 27 show about Wilbur?
Which detail from the text best supports the answer to Part A?
How does E.B. White create the feeling of loneliness?
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
"Rain upset Wilbur's plans." What were Wilbur's plans? What do his plans show about him?
What does the phrase "couldn't bear it" mean? What does the description show about Wilbur?
How did the other animals respond to Wilbur's request for friendship? How does this make Wilbur feel?
How does the illustration on page 31 contribute to the mood of the chapter?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
to put up with something difficult for a while
not warm or cheerful
not hopeful or promising
Enhanced Lesson Plan
— Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
— Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Standards that are practiced daily but are not priority standards of the unit
— 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.
— 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).
— Know and apply grade-level phonics and word analysis skills in decoding words.
— Read with sufficient accuracy and fluency to support comprehension.
— Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
— 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.
— 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).
— 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.
— 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.
— 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.
Defend an opinion about whether or not all members of the family have the same perspective about Wilbur.
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.
Writers combine sentences to make their writing more interesting.
Discussion & Writing
Describe Wilbur by closely reading a text, participating in a class discussion, and writing a well-organized paragraph to support an idea.
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.
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.
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.
Opinion Writing – 2 days
Explain which character helped Wilbur the most using the best supporting details from the text.
Analyze and debate unit essential questions by stating a claim and supporting the claim with evidence from the entire unit.
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