Curriculum / ELA / 3rd Grade / Alternate Unit 5: The Power of Friendship: Charlotte's Web / Lesson 6
ELA
Alternate Unit 5
3rd Grade
Lesson 6 of 29
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Describe Wilbur 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. 1-5
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Use evidence from the book to describe one of Wilbur's character traits.
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Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
Review all vocabulary from the previous lessons.
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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.
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.3.1 — 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.
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.
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.
Next
Analyze the significance of the words that Wilbur uses to describe Charlotte.
Compare and contrast the family members' perspectives of Wilbur.
Standards
RL.3.3
Analyze how the author uses the details of Chapter 2 to deepen the reader's understanding of each family member's 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.
L.3.1.hL.3.1.i
Describe how E.B. White creates a feeling of loneliness for the reader.
RL.3.3RL.3.4
RL.3.3SL.3.1W.3.1W.3.1.aW.3.1.bW.3.1.d
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.3.2RL.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.3.3SL.3.1SL.3.1.cSL.3.1.dW.3.1W.3.1.aW.3.1.bW.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.3.2SL.3.1W.3.1W.3.1.aW.3.1.bW.3.1.d
2 days
Explain which character helps Wilbur the most using the best supporting details from the text.
RL.3.3W.3.1W.3.1.aW.3.1.bW.3.1.d
Analyze and debate unit essential questions by stating a claim and supporting the claim with evidence from the entire unit.
SL.3.1SL.3.1.cSL.3.1.d
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