LESSON PLAN: Charlotte's Web Third Grade Differentiated Lesson Plan
This unit focuses on reading Charlotte's Web with understanding and fluency. The students will be able to write and communicate for a variety of purposes. Students will be reviewing spiders and everything they do. Poetry will be incorporated in the understanding of spiders. They will learn about emotions through the characters and relate it to themselves and their feelings. They will learn about friendship, predicting, problem solving, and cooperation. All of the activities will be completed in cooperative learning centers.
Beth Hoffman
June 30, 2010
Charlotte’s Web
Know: This unit focuses on reading with understanding and fluency. It also focuses on different ways to write and communicate for a variety of purposes. Students will review and understand about spiders, their webs and spider facts. Poetry will be incorporated in the understanding of spiders. They will learn about emotions through different characters and apply that to themselves. Friendship, predicting, problem solving and cooperation will also be integrated in this unit.
Understand: The students will understand about the friendship between Fern and Wilbur and Wilbur and Charlotte. They will learn about different emotions and feelings that characters have that are similar to emotions that they experience themselves. They will compare city life to farm life. They will learn about spider facts and the many uses spiders have in our daily lives. The students will read and learn the story from several different sources. Lessons will be provided to connect and strengthen the understanding of the novel study Charlotte’s Web.
Do: The students will be listening to the teacher read the story out loud while they are following along in their own copies of the book. If a student is comfortable, they could read the chapter out loud to the class. One chapter of the story will be competed each day. They will also be able to listen to the story on tape in a center. The students will be able to watch any chapter of the movie Charlotte’s Web on the computer with a partner. They will participate in a variety of non-negotiable, negotiable, and self-selected optional activities. The students will take a field trip to Sunny Acres Farm to learn about farm living. This will give the students background knowledge about living on a farm. In guided reading groups, I will test for fluency.
NN (Non-negotiable items)
N (Negotiable items)
O (Optional items to complete when all other work is complete)
N (Negotiable items)
O (Optional items to complete when all other work is complete)
(All of these will be completed in cooperative learning centers.)
(The learning centers will be discussed each day and directions will be posted at each individual center. Students may work with each other.)
(The learning centers will be discussed each day and directions will be posted at each individual center. Students may work with each other.)
Non-Negotiable Activities: (These are activities that all students will complete).
• Read the story Charlotte’s Web
• Review and write vocabulary definitions, synonyms, antonyms, put the word in a sentence and draw a picture of what they think the word means in their vocabulary notebook.
• Students will read the book Spider’s in Guided Reading Groups and write as many facts as they can in their journals. They must have at least ten facts if not more.
• Each student will be able to read and see at least two chapters from the book either watching it on the computer or listening to a chapter in the listening center.
• They will predict in their reading journals after they have watched or listened to a chapter and predict what they think will happen in the story next.
• The students will write about emotions that a character felt in the story. They will connect it to themselves and write about the experience when they were feeling this emotion.
• The students will draw what they think Charlotte looked like. They will also draw what they think her web looked like in the barn.
• Review and write vocabulary definitions, synonyms, antonyms, put the word in a sentence and draw a picture of what they think the word means in their vocabulary notebook.
• Students will read the book Spider’s in Guided Reading Groups and write as many facts as they can in their journals. They must have at least ten facts if not more.
• Each student will be able to read and see at least two chapters from the book either watching it on the computer or listening to a chapter in the listening center.
• They will predict in their reading journals after they have watched or listened to a chapter and predict what they think will happen in the story next.
• The students will write about emotions that a character felt in the story. They will connect it to themselves and write about the experience when they were feeling this emotion.
• The students will draw what they think Charlotte looked like. They will also draw what they think her web looked like in the barn.
• The students will make a flip- book of all the main characters in the book.
Negotiable Activities: (The students will have a choice to do three of these activities.)
• Write a persuasive letter to Mr. Arable stating why you think Wilbur’s life should be spared at the beginning of the story.
• Write a Haiku poem about a spider, it’s web, and it’s victim.
• Write an Acrostic poem about Charlotte.
• Create math word problems using the characters from Charlotte’s Web. (You need at least one addition, one subtraction, one multiplication and one division word problem.)
• Write a memorial to Charlotte. Think of ways to celebrate her life. How would she have liked to be remembered?
• Create a web using craft sticks, or straws. Cross them so that there are six spokes. Use yarn to spin a web in and out and around the sticks. The longer the spokes, the longer the web will be.
• Create a web with cold noodles. Try to write a message like Charlotte did. One example would be: “Some Pig”. Make a new message as well that is more complex that Charlotte could have created.
• Make up a song about Wilbur and Charlotte’s friendship.
• Create puppets of the characters in Charlotte’s web using lunch bags, Popsicle sticks, markers, felt, construction paper, glue, and scissors.
• Pick a chapter from the story and recreate it using the puppets you created.
Optional Activities: (These are to be completed if you have finished your non-negotiable activities and your three negotiable activities.)
• Alpha Squares- Take the large grid paper with the 24 boxes and write a letter in each box. (x,y, and z) will go in one box. Work in groups of three and reflect on the story, Charlotte’s Web. Try to think of a word or phrase that begins with each letter that relates with the story. Illustrate each box.
• Create a poster of a barnyard setting of all the animals in the book.
• Write in your journal about Wilbur’s first day of life. Give lots of details.
• Write a diary to a special friend telling them how much you appreciate their friendship. Talk about when you first met, how long you have been friends, what you have in common, and what your friendship with this person means to you.
• Using a venn-diagram, compare city life to farm life.
• Write a book review about Charlotte’s Web. Tell whether you liked the book or not. Write why you would suggest this book to another person or why you would not suggest this book and give ample reasons why.
• Create a word search on the computer using the vocabulary words from Charlotte’s Web.
• Create a web on the computer using Kidspiration.
Views: 24
Replies to This Discussion
-
Permalink Reply by Patricia Allison on
-
Enjoyed the different writing activities, especially the persuasive letter to Mr. Arable. Nice work on this lesson.
-
-
Permalink Reply by Cindy Kusswurm on
-
This is a great unit. It is very comprehensive and has a high interest component. I like the way you included several choices for how students could respond in written form.
-
-
-
I really like this unit. I like how you incorporated both fiction and nonfiction materials. Your unit will appeal to all learners!
-
-
Permalink Reply by Mercedes Draftz on
-
What a great book to read to third graders. Your lessons are very differentiated!
-
-
Permalink Reply by Joseph J. Wechman on
-
Great diversity in this lesson/unit. Students work on all modalities and have a great selection of activities to choose from.
Noodles for a web is very clever. I also like the Venn diagram comparing farm life to city life. I was surprised how few kids have been to rural areas.
Always loved the book. Your lesson/unit nicely touches on all the emotions and ideas of the book. Great job. -
© 2024 Created by Ryan Goble.
Powered by
