· Web viewReview the Big Idea on p.146: ... hapter 14 (Vocabulary: fibs, incessant) ......

Language Arts Unit: Growing and Changing Timeframe: 8 weeks Grade: 2

Literature Core Text: Charlotte’s WebInformational Core Text: Science textbook

Materials:Chart paper or butcher paper, MarkersSome type of student note taking device, such as a composition book or stapled pagesStapled pages for a Diary of a Pig journal – see Appendix B for a cover pageGrey construction paper for Templeton booklet. (optional)

Supporting Texts:Point of View - Diary of a WormFriendship – HMR story: JuliusLife Cycles - Science textbook, frogs, butterflies, spiders, fish, ...

Reading Literature Standards:RL 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (Recount stories this quarter. Fables and folktales will be addressed in the next quarter.)RL 3 Describe how characters in a story respond to major events and challenges.

Reading Informational Text Standards:RI 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI 2 Identify the main topic of a multi- paragraph text as well as the focus of specific paragraphs within the text.RI 3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Writing Standards:W 1 Write opinion pieces in which they introduce the or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Supporting Standards:RL 6RI 5, 6

Essential Questions:R I 1: Why do readers ask and answer questions? How does our opinion shape the way we view informational text?R I 2: How do readers identify the topic of a text? How is informational text different from literature?R I 3: How do authors connect events, ideas, or concepts in informational text?R L 1: Why do readers ask and answer questions? How does our opinion shape the way we view a piece of literature?R L 2: How do readers identify the central message of a story?R L 3: How do characters respond to major events in a story? W 1: How do I form an opinion statement? How do I supply reasons for my opinion?

Summative Unit Assessments: Students will create six questions, one for each of the 5 W and H words, based on Charlotte’s Web. The questions must be ones that can be answered

using evidence from the story. (RL 1) Students may use their summaries. Choose one character and tell if you think it is a good friend. Write examples from your summaries and your character maps to support your opinion.

(RL1, W1) (Teachers may give a familiar blank graphic organizer to students.)

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WEEK 1Learning targets:RI1: Ask and answer 5 W’s & H questions to determine key details of informational text orally and in writing with sentence frames and question stems when necessaryRI2: Identify main topic of a single paragraph of informational textRI3: Describe the connection between a series of scientific ideas or concepts (e.g. life cycles) orally and in writing.

Standards:RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI2 Identify the main topic of a multi- paragraph text as well as the focus of specific paragraphs within the text.RI3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Science Book

Introductory UnitTasks

Introduce the science text . Read the Big Idea on p. viii: People learn about science by asking good questions and doing careful investigations.

Introduce the 5W and How questions. Create a chart or cards to display on your focus wall. (See Appendix B) Asking these questions helps us understand what we are reading.

Start an Unanswered Questions chart. (See Appendix B) Ask, “What questions do you have?” Guide students in looking back at the text to find the answers to their questions. If students begin to ask questions that cannot be answered by the text at this time, resist the urge to give them an answer. Explain that we often have

questions that don’t have an answer right away. So, we can post these on our chart. When we read and learn, we often find the answers to these questions. Then we can check them off our chart. (So rather than giving them all the answers, you are modeling how to question and find answers to their questions.)

Point out and discuss the structure of the text (table of contents, headings, pictures with captions, bold and highlighted words) to discuss their function in understanding the text.

Create an Informational Text chart . (See Appendix B)

Unit 2 - Lesson 1Tasks

Do a picture walk with pages 152-159 (You are not reading the text at this point, just observing.) Discuss elements of informational text: table of contents, illustrations, headings, bold print, captions, index, and glossary. Add to the unanswered question chart, “What questions do you have?” If the students have a tremendous amount of questions, they can write them on a

post-it note to put on the chart to save time. Think Pair Share- What life cycle looks most interesting? ( orally)

Use the sentence frame: The life cycle I think is most interesting is ___because _____.

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WEEK 2Learning targets:RI1: Ask and answer 5 W’s & H questions to determine key details of informational text orally and in writing with sentence frames and question stems when necessaryRI2: Identify main topic of a single paragraph of informational textRI3: Describe the connection between a series of scientific ideas or concepts (e.g. life cycles) orally and in writing.W1: Write an opinion including an opinion statement, one reason, and a concluding statement.

Standards:RI 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI 2 Identify the main topic of a multi- paragraph text as well as the focus of specific paragraphs within the text.RI3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.W 1 Write opinion pieces in which they introduce the or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Science Book Lesson 1: (divided into three parts)

Part 1: (Vocabulary: life cycle, adult, tadpole)Discussion Questions

Point to the “What” word on your focus wall. Remind students that we learn about science by asking good questions. What is the topic of this lesson? What items, events, or steps are listed?

Tasks Introduce the Big Idea on p.146 : Plants and animals change as they grow. The stages, or times, of their lives make up their life cycles.

Read science textbook p. 152-155 : life cycles of a cat and a frog. Discuss elements of informational text: table of contents, illustrations, headings, bold print, captions, glossary, index.

Refer to the Unanswered Question Chart: At the end of the lesson, teacher asks, “Can we answer any of yesterday’s questions?” If students answer any of the questions, cross off the question. Now ask, “What new questions do you have?” Help students find answers to their questions by rereading sentences from the text as necessary. As they come up with questions that cannot be answered at this time, write those questions on the Unanswered Questions chart. If the students come up with too many questions to chart at this time, they can write them on sticky notes to put on the chart.

Start a life cycle informational book with the frog. (See Appendix B for examples) Create a Table of Contents for frog, butterfly, and grasshopper. Use features such as illustrations, bold print, and captions.

Practice opinion statements. Teacher models: Is the life cycle of the cat interesting? The life cycle of the cat is interesting because_____. (Students repeat orally. The life cycle of the cat is not interesting because _________. (Students repeat orally.)

Students write opinion statements . Is the life cycle of the frog interesting? They choose one: The life cycle of the frog is interesting because_____. The life cycle of the frog is not interesting because _________.

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Part 2: (Vocabulary: larva, pupa)Discussion Questions

What is the topic of this lesson? (Remind students about question words.) What items, events, or steps are listed?

Tasks Review the Big Idea on p.146 : Plants and animals change as they grow. The stages, or times, of their lives make up their life cycles.

Read p.156-157 , life cycle of a butterfly.

Discuss elements of informational text: illustrations, headings, bold print, captions, glossary, index.

Unanswered Question chart: At the end of the lesson, teacher asks, “Can we answer any of the questions on our chart?” If students answer any of the questions, cross off the question. Now ask, “What new questions do you have?” Add to the Unanswered Question chart.

Add butterfly to life cycle book .

Practice opinion statements: (orally and/or written) Is the life cycle of the butterfly interesting? The life cycle of the ______is interesting because_____ . The life cycle of the ______ is not interesting because ____.

Part 3: (Vocabulary: nymph, similar, different)Discussion Questions

What is the topic of this lesson? What items, events, or steps are listed? Do they have to happen in this order? How are the life cycles the same? How are they are different?

Tasks Review the Big Idea on p.146: Plants and animals change as they grow. The stages, or times, of their lives make up their life cycles.

Read p.158-159, life cycle of a grasshopper.

Discuss elements of informational text: illustrations, headings, bold print, captions, glossary, index.

At the end of the lesson, teacher asks, “Can we answer any of the questions on our chart?”If students answer any of the questions, cross off the question. Now ask,

“What new questions do you have?” Add to the Unanswered Question chart.

Add grasshopper to life cycle book. Create sentence frames for students to respond orally and in writing. (You might add this to the life cycle book.)

________ and __________ are similar because _________.________ and __________ are different because __________.

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Add a glossary to the back of the Life Cycle book. Give students cards with the words you want in the glossary. They put them in alphabetical order, and then create the glossary.

The book is another assessment opportunity. (RI3)

CFA: Opinion writing: Which animal has the most interesting life cycle? State your opinion and provide a reason. (W1) Using any graphic organizer, student will write an opinion including an opinion statement, one reason, and a concluding statement. __________ has the most interesting life cycle because ____________ See rubric in Appendix C.

WEEK 3Learning targets:RL1: Ask and answer 5 W’s & H questions to determine key details orally and in writing.RL2: Identify major events in a story. Sequence and retell a story including sequence/temporal words.RL3: Identify challenges within major events.

Standards:RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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W1: Write an opinion including an opinion statement, one reason, and a concluding statement.

RL3 Describe how characters in a story respond to major events and challenges.W1 Write opinion pieces in which they introduce the or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Diary of a Worm (Vocabulary: perspective/point of view, central message) Note: The purpose of reading this book is for students to understand point of view.

Tasks Show the book, Diary of a Worm and ask students, “What questions can we ask?”

(What is a diary?, Why would a worm write a diary? Teacher models as necessary.) Teacher asks, “Is this fantasy or realism?” How do you know?

Read the story. Discuss how the worm is writing from the worm’s point of view. Find examples to support this. (e.g. On March 29th, the worm is trying to teach the

spider how to dig. On March 30th, the spider is trying to teach worm how to walk upside down.) On Diary days April 4th and 10th: identify challenges within major events by completing a sentence frame.

“On April ___, the worm’s challenge is _______.” On May 8th, why is that the worm’s worst nightmare?

Identify the central message (theme) of the text – we all see things from a different perspective/ point of view. (Use specific examples from the text.)

Orally retell the events of March 29th using temporal words and key details in sequence. You may have sentence strips or typed sentences prepared for the students to sequence in groups. They practice retelling the story in their groups. Teacher may start a chart for temporal words and linking words to use all year long. ( posted on focus wall)

Read Julius – story in HM anthology – to emphasize the theme of friendship.

Discussion Questions What words can we use to describe the characters? How do you know? Are they friends? How do you know?

Apply knowledge of point of view to Julius Students read and discuss the HM story Julius. Discuss the point of view/ perspective of Maya toward Julius. Discuss the point of view/ perspective of Maya’s parents toward Julius. Discuss friendship as a theme.

Charlotte’s Web

The writing focus for this quarter is opinion writing. Students have opportunities for process writing with the teacher to practice the elements of an opinion paragraph. This will prepare them for on-demand writing where they are to write a paragraph independently. Use a graphic organizer to help students organize the elements of the paragraph. See Appendix A for a blank OREO organizer and Appendix B for a sample: O = opinion, R = reasons, E = examples from the text, O = opinion restated in a

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different way. This organizer is flexible. You may have one reason, or two, or three, depending on the topic. (You may use an organizer you’d like.)

Chapter 1 (Vocabulary: runt, unfair, injustice)

Discussion Questions Who are the characters? What is the problem? Where and when is the story taking place? Describe the setting.

Tasks Provide student notebooks (composition book or stapled pages) for character maps, setting descriptions, and chapter summaries.

Begin a character map for Fern. (Appendix A has an advanced organizer. Appendix B has a sample kid-created organizer.) Reread parts of the chapter to identify character traits. (see Appendix D for a list of traits) Ask students to provide a word or phrase that describes Fern. Also ask students, “What evidence do you have?” “What did it say in the book?” Model

rereading portions of the text to find evidence.

Intro opinion writing by modeling Fern’s opinion using an OREO graphic organizer: O = opinion, R = reasons, E = examples from the text, O = opinion restated in a different way. This organizer is flexible. You may have one reason, or two, or three, depending on the topic. (see Appendix A for a blank organizer and Appendix B for a sample.) Demonstrate how to transfer the writing from the graphic organizer to lined paper. (You may choose to use another graphic organizer if desired.)

Start a chart for words that begin with un-. (Refer to Appendix B.)

At the end of the chapter, teacher asks, “What questions do you have?” Help students find answers to their questions by rereading sentences from the text as necessary. As they come up with questions that cannot be answered at this time, write those questions on an “Unanswered Questions chart” for Charlotte’s Web. If the students come up with too many questions to chart at this time, they can write them on sticky notes to put on the chart.

Optional – Use QAR categories to support thinking about creating questions and responding to them.

At the end of each chapter, students write two or three sentences in their notebooks summarizing key details from the chapter. Model this with a think aloud for them to copy.

Chapter 2 (Vocabulary: peered, vanished)

Discussion Questions How does Fern take care of Wilbur? What words can we use to describe Wilbur? How do you know? What else have we learned about Fern? 7 revised 5-29-14


Are Fern and Wilbur friends? How do you know?

Tasks Read through the part where Fern plays with Wilbur after she gets home from school.

Refer to perspective/point of view from Diary of a Worm. Caring for a pet – discuss Fern’s perspective/point of view and Wilbur’s perspective/point of view Start Diary of a Pig journal – Use the date April 21st to begin the journal. (Dates coincide with what is happening in the book.) Sample entry: I was born a runt. Fern brings me milk every day. I always watch her leave on the bus until it vanishes. I am happiest when she gets home

because she plays with me. Finish reading the chapter.

Begin a character map for Wilbur.

Add to Fern’s character map.

Start a chart for words that end in –ly. (Refer to Appendix B.)

At the end of the chapter, teacher asks, “Can we answer any of the questions on our chart?” If students answer any of the questions, cross off the question. Now ask, “What new questions do you have?” Help students find answers to their questions by rereading sentences from the text as necessary. Add to the Unanswered Question chart.

At the end of the chapter, students write two or three sentences in their notebooks summarizing key details from the chapter. Model this with a think aloud for them to copy.

Introduce the theme of friendship. Connect to the friendship between Wilbur and Fern.

Revisit Julius, connect the friendship between Maya and Julius and Wilbur and Fern.

This may be another point to briefly return to the differences between fantasy (Julius) and realism. You might share the realistic elements of Charlotte thus far. Even though this book is in the Fantasy genre, these first two chapters have several elements of realism. (farm life, little girl caring for a pig like her dolls, etc.)

WEEK 4Learning targets:RL1: Ask and answer 5 W’s & H questions to determine key details orally and in writing.RL2: Identify major events in a story. Sequence and retell a story including sequence/temporal words.RL3: Identify challenges within major events.W1: Write an opinion including an opinion statement, one reason, and a concluding statement.

Standards:RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL3 Describe how characters in a story respond to major events and challenges.W1 Write opinion pieces in which they introduce the or book they are writing about, state

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an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Chapter 3 (Vocabulary: discarded, relieved)

Discussion Questions How has the setting changed? How did the change in setting help solve the problem in the story? What is the new problem? Was it appropriate for the goose to encourage Wilbur to escape? Why or why not? Did Wilbur make a good choice to stay at the farm? Why or why not? How do we know if our friend's advice is good?

Tasks Add to Diary of a Pig – June 18th. You might stop reading after all the animals yell and Wilbur is described as being dazed and frightened. Complete the diary

entry and finish reading the chapter.

Students can describe the new setting in their notebooks.

Partners can orally practice forming opinion statements in response to the discussion questions: Yes, it was appropriate because ___________. No, it was not appropriate because _____________. Yes, he made a good choice because ____________. No, he did not make a good choice because ____________.


At the end of the chapter, students write two or three sentences in their notebooks summarizing key details from the chapter. Model this with a think aloud for them to copy.

Chapter 4 (Vocabulary: glutton, crafty)

Discussion Questions Why is Wilbur lonely? What is the difference between being lonely and being alone?

Tasks Optional: In their notebooks, students will fold one page vertically to have two columns. They write the schedule of Wilbur's day on the left and Templeton’s day 9 revised 5-29-14


on the right. Discuss similarities and differences and why they are different.

At the end of the chapter, teacher asks, “Can we answer any of the questions on our chart?”If students answer any of the questions, cross off the question. Now ask, “What new questions do you have?” Add to the Unanswered Question chart.

At the end of each chapter, students write two or three sentences in their notebooks summarizing key details from the chapter. Model this with a think aloud. They should start writing their own summaries after you discuss it.

Chapter 5 (Vocabulary: gnawing, detested, gloomily)

Discussion Questions What words can we use to describe Charlotte? How does Wilbur feel about what Charlotte eats?

Tasks Add to Diary of a Pig – June 20th. You might stop at the point where Wilbur is disgusted by Charlotte’s eating habits.

Start a character map for Charlotte.

Use details from the story to create a t-chart listing fantasy vs. real details about Charlotte.

Compare Charlotte's and Wilbur's opinions about food.

Orally or writing in student notebook - Foreshadowing/Predicting from page 41: I predict “she was to prove loyal and true to the very end” means _______.

At the end of the chapter, teacher asks, “Can we answer any of the questions on our chart?”

If students answer any of the questions, cross off the question. Now ask, “What new questions do you have?” Help students find answers to their questions by rereading sentences from the text as necessary. Add to the Unanswered Question chart.

At the end of each chapter, students write two or three sentences in their notebooks summarizing key details from the chapter. Model as needed.

Chapter 6 (Vocabulary: arrived)

Discussion Questions What words can we use to describe Templeton?

Tasks Start a character map for Templeton.

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Process writing - Opinion: Why isn't Templeton trustworthy? Use the OREO organizer or another organizer of your choice. Students must provide two reasons. (Two reasons = Double Stuff OREO.) Templeton is not trustworthy because ____________. One reason is ____________. Another reason is ________________. _____________ is why Templeton cannot be trusted.



At the end of each chapter, students write two or three sentences in their notebooks summarizing key details from the chapter. Model as needed.

Optional: Start a Seasons chart for the setting. (See Appendix B) Add details about the story such as Wilbur was born in the spring, Fern visits more often now because it is summer.


Standards:RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL3 Describe how characters in a story respond to major events and challenges.W1 Write opinion pieces in which they introduce the or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to

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connect opinion and reasons, and provide a concluding statement or section.Chapter 7 (Vocabulary: detest, loathe)

Discussion Questions The sheep gave some bad news. How does Wilbur react to the bad news? How does Charlotte react to the bad news?

Tasks Add to Diary of a Pig – July 9th.

Discuss vocabulary words as synonyms for hate. Begin to focus on shades of meaning- dislike, despise, detest, loathe, etc.

Chart each character’s actions/feelings about the bad news. (sheep, Charlotte, Wilbur) This is another opportunity to focus on perspective/point of view. (e.g. the sheep sees it a normal thing to happen, Wilbur is panicking, Charlotte is calm while thinking of a plan to save Wilbur.)



At the end of each chapter, students write two or three sentences in their notebooks summarizing key details from the chapter.

With a partner, students use their notebook summaries to retell the story so far. Model as needed.

Optional Extension: Opinion writing: Should the sheep have told Wilbur? Use the OREO organizer or any other organizer ( thinking maps etc)

Chapter 8 (Vocabulary: clever)

Discussion Questions What is the setting of this chapter? Why is Mrs. Arable worried about Fern? Why isn't Mr. Arable worried about Fern?

Tasks At the end of the chapter, teacher asks, “Can we answer any of the questions on our chart?”



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Chapter 9 (Vocabulary: boast, chuckled)

Discussion Questions What is the setting of this chapter? Wilbur doesn't learn how to spin a web. What does he learn instead?


Students describe this setting in their notebooks.

Spider body parts – draw a diagram and label. Include the spinnerets

Optional: Post a sentence frame: I would _______. Ask, “How would you save Wilbur's life?” Students use the frame to answer. As each child answers, write their responses on a chart, including who said it. Use “said” each time. (See Appendix B)

(Save this chart to teach alternatives for “said” in chapter 11.)



WEEK 6

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Learning targets:RL1: Ask and answer 5 W’s & H questions to determine key details orally and in writing.RL2: Identify major events in a story. Sequence and retell a story including sequence/temporal words.RL3: Identify challenges within major events.W1: Write an opinion including an opinion statement, one reason, and a concluding statement.

Standards:RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL3 Describe how characters in a story respond to major events and challenges.W1 Write opinion pieces in which they introduce the or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Chapter 10 (Vocabulary: delighted, miserable)

Discussion Questions Who caused the egg to explode? What words can we use to describe Avery?

Tasks Discuss vocabulary words as character traits of the goose vs. the rat.

Add to the character map for Templeton.

Optional continuation from chapter 9: There are several synonyms for "said" in this chapter. Create a chart to display them. (See Appendix B)



CFA: On demand Opinion writing: Whose actions led to Charlotte’s life being saved? (Tempelton, Avery, or the goose) Write your opinion and a reason. (RL 3, W 1) Students can use the OREO organizer. They need to transfer the writing from the graphic organizer to lined paper.

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Chapter 11 (Vocabulary: ordinary, common, unusual)

Discussion Questions How will Charlotte’s writing save Wilbur?


Optional: Add uttered, murmured, and whispered to the “said” chart. Revisit the chart “How would you save Wilbur's life?” Go over each sentence, cross out “said”, and ask students to choose a word from the said chart to

replace said in each sentence. Discuss how it helps us understand the sentence better. Students should also practice reading the sentences aloud. You will continue to add to the said chart throughout the unit for the students to use in their writing and speaking.



Chapter 12 (Vocabulary: creeping, quivered)

Discussion Questions The animals have a meeting. How have these characters changed?




Chapter 13 (Vocabulary: descend, ascend)

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Discussion Questions What did Charlotte weave in her web? How did Mr. Zuckerman react? How does Templeton help Charlotte? Do you think Fern heard the stories that Charlotte told?

Tasks Add to Diary of a Pig – August 15th.

Writing Process Practice: In your opinion, what is another word Charlotte could put in her web to describe Wilbur? Why? Based on last week’s CFA results, teacher models or students independently write an opinion response using OREO or other graphic organizer.

Add to Wilbur’s character chart.

Chart synonyms for "great". (You will use this for a writing piece after chapter 16.)



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Learning targets:RL1: Ask and answer 5 W’s & H questions to determine key details orally and in writing.RL2: Identify major events in a story. Sequence and retell a story including sequence/temporal words.RL3: Identify challenges within major events.W1: Write an opinion including an opinion statement, one reason, and a concluding statement.


Chapter 14 (Vocabulary: fibs, incessant)

Discussion Questions Why does Mrs. Arable go see Dr. Dorian? Is Dr. Dorian worried about Fern? Why or why not? Small groups discuss perspectives of Dr. Dorian, Mrs. Arable, and Fern. Groups of students act out the

perspectives of the three characters.




Chapter 15 (Vocabulary: versatile)

Discussion Questions What clues do we have from the story that summer is ending? What season is it now? Optional: Refer to seasons chart How did the characters in this chapter react to summer ending? (crickets, Lurvy, sheep, gander) What is Charlotte worrying about? At the end of the chapter, Wilbur says, “I knew you wouldn’t forsake me when I need you most.” What does he mean?




Optional: Make Templeton flip book. (See Appendix B)

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Chapter 16 (Vocabulary: cautiously, scampered)

Discussion Questions How is Templeton persuaded to go to the fair? Has Templeton changed? Provide evidence from the text to support.

Tasks Create shades of meaning for scampered. (See Appendix B)

Writing Process Practice: Write an opinion paragraph: Charlotte is a _____friend to Wilbur. Use the synonyms for great chart (Ch 13) to choose your word. Go back into the summaries to provide evidence. ( 2 reasons)

Optional: Add to Templeton flip book: “Templeton decided to go to the fair because _____________.” (See Appendix B)



Chapter 17 (Vocabulary: unloaded, sighed, scrambled)

Discussion Questions How has the setting changed? Who is Uncle? Why does Charlotte dislike Uncle?

Tasks Add to Diary of a Pig – Sept. 6th.

Optional: Add sighed to the said chart. Practice some sentences using sighed. This chart provides vocabulary for the students to use in their writing and speaking.

This chapter provides several words to add to the –ly chart.


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Chapter 18 (Vocabulary: satisfied)

Discussion Questions Why does Charlotte say she will never write another word in her web? (Ask after you read, "It is the last word I shall ever write.")

Tasks Optional: Add sneered to the said chart.

Optional: Model examples of riddles. Start Character Riddles flip book using words from the character maps. (see Appendix B)



Chapter 19 (Vocabulary: occupied, constructed, crouched)

Discussion Questions What is happening to Charlotte?

Tasks Optional: Add repeated and snarled to the said chart. Practice some sentences using repeated and snarled. This chart provides vocabulary for the students to use

in their writing and speaking.

At the end of each chapter, students write two or three sentences in their notebooks summarizing key details from the chapter

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Chapter 20 (Vocabulary: trembled)

Discussion Questions How has Fern changed since the beginning of the book? Who is affected by Wilbur’s prize? How?

Tasks Optional: Add bellowed to the said chart.



Chapter 21 (Vocabulary: mimicked)

Discussion Questions When the characters go to the fair, changes take place and they are not the same when they return home. How have they changed? How did Wilbur respond to Charlotte not being strong enough to go back to the farm? How did Templeton respond to Charlotte not being strong enough to go back to the farm? Has Templeton learned anything from Wilbur and Charlotte? Did Wilbur make the right decision to leave the fair? Why?

Tasks Add to Diary of a Pig – Sept.13th.

Optional: Add demanded, growled, mimicked, and complained to the said chart.



CFA: On demand opinion paragraph: “Templeton is/is not a good friend.” Use evidence from the story, providing two reasons. (RL 1, 3, W1)

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Chapter 22 (Vocabulary:

Discussion Questions After Charlotte dies, what changes on the farm? How does Wilbur continue to show his friendship for Charlotte? How does Wilbur feel when… -the spiders begin to hatch? -so many spiders leave? -he discovers three are left?

Tasks Diary of a Pig –March 21st. (It’s Spring again.)



Wrap up the unit Teachers may choose to do some of the optional activities from the unit this week.

Summative Unit Assessments: Students will create six questions, one for each of the 5 W and H words, based on Charlotte’s Web. The questions must be ones that can be answered using

evidence from the story. (RL 1) Students may use their summaries.

Choose one character and tell if you think it is a good friend. Write examples from your summaries and your character maps to support your opinion. (RL1, W1) (Teachers may give a familiar blank graphic organizer to students.)

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· Web viewReview the Big Idea on p.146: ... hapter 14 (Vocabulary: fibs, incessant) ......

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