Curriculum / ELA / 3rd Grade / Alternate Unit 5: The Power of Friendship: Charlotte's Web / Lesson 8
ELA
Alternate Unit 5
3rd Grade
Lesson 8 of 29
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Describe Templeton and how the other characters feel about him.
Book: Charlotte's Web by E.B. White — Ch. 6
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Who is Templeton? How do the other characters feel about him? Why?
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Questions about the text that will help guide the students understanding
What main event happens in Chapter 6?
Describe the geese. How do they interact with Templeton? Why?
Why are the animals concerned about Templeton having the egg?
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
appalled
adj.
(p. 47)
caused someone to feel shock, fear, or disgust
disgust
n.
a strong feeling of dislike
shamelessly
adv.
(p. 44)
to do something without shame
decency
(p. 46)
polite and honest behavior that shows respect towards others
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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.
RL.3.4 — 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
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.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
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.3.5 — 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.3.6 — Distinguish their own point of view from that of the narrator or those of the characters.
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.
Next
Explain different characters' perspectives and reactions to a key event in a text.
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
Describe Wilbur by closely reading a text, participating in a class discussion, and writing a well-organized paragraph to support an idea.
RL.3.3SL.3.1W.3.1W.3.1.aW.3.1.bW.3.1.d
Analyze the significance of the words that Wilbur uses to describe Charlotte.
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
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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