THEATER
Presents
CHARLOTTE’S WEB
Study Guide
Charlotte’s Web Study Guide
Table of Contents
About the Study Guide and Wild Swan Theater
3-4
About American Sign Language
4
Synopsis of Charlotte’s Web
5
About E.B. White
6
About Spiders
7-8
Raising Pigs and Breeds of Pigs
9-11
Discussion Questions
12
Classroom Activities
13-14
About Friendship
15
Bibliography—Online and Print Resources
16-17
Connections to MDE Grade Level Content Expectations and
Common Core Standards for Suggested Classroom Activities*
18-27
*A note on standards: Suggested Classroom Activities have the ability to meet Common Core and
GLCE standards. Please review these standards before implementing the suggested classroom
activities.
This study guide was written by Ramona Brand, Director of Education, Wild Swan Theater,
November 2002. Revised in 2013.
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ABOUT THIS STUDY GUIDE
The Charlotte’s Web Guide is an educational resource providing concrete learning experiences
along with background and summary information to aid in understanding concepts of each
production and Wild Swan Theater. We have provided Common Core Standards as well as Grade
Level Content Expectations for each of the classroom activities in a separate section so that you can
see how these lessons can become an integral part of your educational setting. The Study Guides
follow a standard format so you can determine which parts best fit the needs of your classroom.
Wild Swan Theater strives to ensure that each Study Guide contain current information and is
helpful to you, so please do not hesitate to contact us if you have any suggestions
at wildswan@wildswantheater.org. Thank you!
WILD SWAN THEATER MISSION STATEMENT
Wild Swan Theater is dedicated to producing professional children's theater of the highest artistic quality
and to making that theater accessible to low income, minority and disabled children through low ticket
prices and innovative outreach programs.
WILD SWAN THEATER HISTORY AND ACTIVITIES
In 1980, Dr. Hilary Cohen and Ms. Sandy Ryder founded Wild Swan Theater with a desire to reach
youth and families with affordable, accessible theater productions of the highest quality. They set
out to create theater that was so thrilling and relevant for youth that it had the power to inspire a
lifelong love of drama, art, history, and literature. More than 33 years later, Wild Swan Theater is
still delighting children with a potent combination of some of the world’s greatest stories and
myths, original composition music, dance, masks, puppets, and the visual poetry of American Sign
Language (ASL).
Since its founding, Wild Swan made a commitment to make theater accessible to patrons with
special needs. In the early 1980s, we were one of the first theater companies in the nation to
incorporate ASL into all of our mainstage performances, and invented a new aesthetic for the
theater by fully integrating ASL actors into the central action of the play. We also pioneered other
audience accessibility tools such as onstage touch tours and audio described performances for
audience members who are blind; and pre-performance workshops for audiences who are
developmentally disabled. In addition to providing a warm welcome to children with special needs,
our productions have also introduced the poetry of sign language to hundreds of thousands of
hearing children and adults while also raising their awareness and understanding of people whom
they might consider to be different.
Wild Swan's performance style, which incorporates storytelling and live action with puppets, masks,
music and dance, has received critical acclaim as well as an enthusiastic following. The Detroit
News has praised the work as "professional children's theater at its very best," and the Flint
Museum of Art has described it as "superb theater that enhances life and its joys." Henry Ford
Museum and Greenfield Village has called Wild Swan "one of the finest theaters for families in the
nation."
Wild Swan has won recognition for its artistic excellence through support from the National
Endowment for the Arts, the National Endowment for the Humanities, the Michigan Council for
Arts and Cultural Affairs, and the Michigan Humanities Council.
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Wild Swan Theater won one of Michigan’s highest honors in 1998—the Governor’s Arts-in-Service
Award. In 2001 we received the James A. Neubacher Award from the University of Michigan (for
22 years of making theater accessible for more than 10,000 special needs children and adults). Other
awards include the 2001 Great Lakes Community Arts Award (one of Michigan’s highest honors),
the 2001 NEW Center’s Excellence in Management Award, and the 2003 NEW Center’s
Excellence in Community Education Award. In 2008, we were selected to receive the Heartspring
Award for Innovation and Creativity in Special Education. This national award recognized the
company's commitment to making drama accessible to all audience members, including those with
visual, auditory, or mobility impairment.
American Sign Language Alphabet
When you come to see Charlotte’s Web you will notice that American Sign Language Interpreters
are part of the play. They are signing the dialogue of the show for audience members who may
have difficulty hearing. American Sign Language is a language used by the deaf and hearing
impaired community. Using sign language in Wild Swan Theater shows enables more people to
enjoy a theatrical production.
Below is the basic sign language alphabet. Make the letters of the alphabet using this chart.
Related Activities:
Try spelling your name using sign language or try spelling the names of the characters in
the play: Fern, Wilbur, Charlotte, Templeton, Zuckerman etc.
Can you spell the words that Charlotte wrote in her web? Try Terrific, Some Pig,
Radiant.
Sign a message of friendship to a classmate.
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Charlotte’s Web
List of Characters
Wilbur – some pig!
Fern – his close human friend
Charlotte – a beautiful spider who
lives in the barn
Templeton – a no-good rat
Avery – Fern’s brother
Mrs. Arable – Fern’s mother
Uncle Homer – Fern’s uncle who
raises pigs
Lurvy – works for Uncle Homer
Synopsis
Wilbur is born the runt of a litter on the Arable farm. Mrs. Arable thinks runts are more trouble
than they are worth, and plans to kill little Wilbur. Fern, learning her mother’s plan, protests. It’s
not fair to hurt him just because he’s small, she reasons. Mrs. Arable agrees to spare Wilbur, and
Fern adopts him as her pet.
Before long, Wilbur has grown up into a big pig. Mrs. Arable wants to sell Wilbur
because she can’t afford to feed him anymore. Of course, Fern doesn’t want to part
with her friend Wilbur. They compromise and decide to sell Wilbur to Uncle Homer
down the road, so that Fern can visit Wilbur every day. So Wilbur moves into a new
barn, and meets his new roommates: Templeton the Rat, Goose and Gander, Sheep,
and Charlotte, a beautiful spider. Although Wilbur misses Fern, Charlotte makes
him feel at home in the barn, and they become close friends.
Soon the other animals on the farm tell Wilbur why Uncle Homer raises pigs. Wilbur is horrified to
hear that the humans are fattening him up so they can turn him into bacon and ham. He gets very
scared. But Charlotte calms him down, and promises that she will save him.
The next morning, Lurvy comes into the barn to feed the animals, and finds
something special. During the night Charlotte has spun the words “Some Pig”
into her web. Uncle Homer and Lurvy think a miracle has happened. The next
night, Charlotte spins a different message in her web. People begin pouring in to
see the miraculous web and the pig that seems to have caused it.
Because of the miraculous web, Uncle Homer decides to take Wilbur to the
County Fair. If Wilbur gets a prize, he will be too special to make into bacon. So
Fern, Wilbur, Templeton, and Charlotte pack up and go to the County Fair for the competition. But
Charlotte has a problem: it is time for her to spin her egg sac, which will hold all of her eggs. When
they get to the fair, Charlotte stays up all night to write a message in her web for Wilbur, and then
spins her egg sac. In the morning, Charlotte is exhausted, and won’t survive the trip back to the
barn. Sadly, and with Templeton’s help, Wilbur carries Charlotte’s web sac onto the truck, and
makes sure it gets back to the barn safely. Wilbur takes care of the sac until the eggs hatch, and
hundreds of Charlotte’s little spiderlings are born safely.
5
About E.B. White
E.B. White was born in Mount Vernon, New York, and went to public schools
there. He was graduated from Cornell University in 1921, worked in New York
for a year, and then traveled about. After five or six years of trying many sorts of
jobs, he joined the staff of The New Yorker magazine. He wrote satirical
sketches, poems, essays, and editorials.
In 1938, Mr. White moved to the country. On his farm in Maine he kept animals, and some of these
creatures got into his stories and books. Mr. White said he found writing difficult, but he kept at it.
He began Stuart Little in the hope of amusing a six-year-old niece of his, but before he finished it,
she had grown up.
White was awarded the Laura Ingalls Wilder Medal for his children’s books Stuart Little and
Charlotte’s Web. His third children's book, The Trumpet of the Swan, honored by The International
Board on Books for Young People as an outstanding example of literature with international
importance. In 1973, it received the Sequoyah Award (Oklahoma) and the William Allen White
Award (Kansas), voted by the school children of those states as their “favorite book” of the year.
His essays appeared in Harper’s Magazine, and his books (for adults) include One Man’s Meat, The
Second Tree from the Corner, Letters of E.B. White, The Essays of E.B. White, and Poems and
Sketches of E.B. White. He wrote a total of 20 books of prose and poetry!
Mr. White was awarded the 1971 National Medal for Literature, and in
1963, President John F. Kennedy named him as one of 31 Americans to
receive the Presidential Medal for Freedom. Mr. White also received the
National Institute of Arts and Letters’ Gold Medal for Essays and Criticism,
and in 1973 the members of the Institute elected him to the American
Academy of Arts and Letters, a society of 50 members. He also received
honorary degrees from 7 colleges and universities. Mr. White died on
October 1, 1985.
http://school.familyeducation.com/authors/biography/34345.html
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About Spiders
Spiders have eight legs (four pairs). Unlike insects, spiders do not have wings or antennae. Spider
body regions consist of two parts; a cephalothorax (fused head with thorax) and an abdomen. Most
spiders have eight eyes; but some only six and several have fewer or none. All spiders have fangs
and most kinds have poison glands. They use their fangs and poison glands to capture their food. A
spider's bite can kill insects and other small animals.
Spiders are helpful to people because they eat harmful insects. They eat grasshopper and locusts,
which destroy crops. Spiders also eat flies and mosquitoes that carry diseases. Spiders can live
anywhere they can find food like fields, woods, swamps, caves and deserts. One kind of spider
spends most of its life underwater. Another kind lives near the top of Mount Everest, the world's
highest mountain. Some live in houses, barns, and other buildings. Others live on the outside of
buildings, on walls, windscreens and corners of doors and windows.
Spiders produce silk, secreted as a liquid through their spinnerets, which then hardens immediately.
Spiders use their silk to spin homes for themselves, catch their food, make homes for their eggs, and
some spiders use their silk to travel! Some spiderlings sail through the air on wind currents. Young
spiders climb to a high point and release silk strands. Then, they release their hold and sail away on
the wind, often for considerable distances.
Spiders lay eggs within a silken egg sac that is often ball-shaped and
either hidden in the web or carried by the female. Spiders may produce
several egg sacs, each containing several hundred eggs. One female
may produce as many as 3,000 eggs in a series of several sacs over a
period of time. Eggs may hatch a few weeks later (three weeks or the
following spring) and reach adulthood in one year. For a spider to
grow, it must shed its skin (molt) usually four to twelve times before
maturity.
All spiders produce venom that is poisonous to their prey, including insects and mites. Venom is
injected through the spider’s hollow fangs into the insects, which makes them numb while the
spider drinks the blood.
There are lots of different kinds of spiders, and each kind has its own special characteristics. Below
are a few descriptions of some famous spiders.
Black Widow Spider or Northern Widow Spider:
These spiders spin tangled webs of coarse silk in dark places, usually outdoors. Webs are usually
built near the ground, in trash, rubble piles, and under or around houses, sheds and garages. Black
widows catch a variety of prey in their webs, including cockroaches, beetles, and other arthropods.
The female lays eggs in silken cocoons or sacs, which are globular in shape and about 1/2-inch in
diameter. Sacs are white at first, and later turn pale brown, and normally hold 300 to 400 eggs per
sac. Females produce 4 to 9 egg sacs during a summer. However, only 1 to 12 young survive after
the egg incubation period of 14 to 30 days due to cannibalism.
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There are many differences between male and female black widow spiders. Females mature 92
days after egg sac emergence and live about 179 days longer, whereas males mature 71 days after
emergence and live 30 days longer. Usually the female eats the male after mating. However, if
females are well fed, most males get away to mate another day. Females hang belly upward, rarely
leaving the web. Often cold weather and drought may drive these spiders into buildings.
Females rarely leave their web, but will bite if threatened. The bite itself is often not painful and
may go unnoticed. But the poison from a Black Widow bite can cause abdominal pain similar to
appendicitis as well as pain to muscles or the soles of the feet. Other symptoms include alternating
salivation and dry-mouth, paralysis of the diaphragm, profuse sweating and swollen eyelids.
Outbreaks of black widows occur erratically. Some years an area may have thousands of widows
and the next year they may be gone. Certain kinds of habitats such as sand dune areas may have
black widows every year.
House or Cobweb Spider
House spiders spin their webs in dark corners of moist rooms and outdoors. They hang upside down
in the center of an irregular cobweb. The outside sticky threads entangle many insects, especially
flies. The female house spider is larger than the male, about 1/3 inch long, gray to brown with the
rounded, globular abdomen mottled with several dark stripes on the upper side (Black Widow
Spider shape). Females may produce up to nine egg sacs in their lifetimes, each containing 200 or
more eggs. The young hatch in about eight days, staying within the sac until after the first molt.
Jumping Spider
These common spiders are about 1/2 inch or less in length, and are brightly colored. They are hairy,
stocky built, short-legged and can jump several times their own length. Some are black with spots
of orange or red on the top surface of the abdomen, at times confused with black widow spiders.
Others are brownish-gray and yellow with whitish markings. Their movements are quick (irregular
gait) with short, sudden jumps. These jumping spiders are active during the day and like sunshine,
normally living outdoors but are sometimes found indoors on walls, windows, screens, and doors.
Jumping Spiders have the keenest vision of all spiders, and use this ability to catch their prey,
especially flies. Two of their eight eyes are very large on the face and eye color can be changed as
needed. After mating, the female constructs a silk cocoon for her eggs and guards it. Some can bite
humans.
Related activity:
What kinds of spiders live in Michigan? Where do they like to live? What makes them
special? Which of these kinds of spiders is most like Charlotte?
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Raising Pigs
My brother Josh and I are raising 8 pigs as a 4-H project. 4-H is a youth
development program where young people can learn about raising animals,
arts and crafts, showmanship, leadership and much more. The program's
mission is to provide fun, educational activities that build strong, healthy youth who are proactive in
a complex and changing world. It's lots of fun! The four H's stand for Head (cleared thinking),
Heart (greater loyalty), Hands (larger service), and Health (better living). I have been a 4-H
member for three years, and have raised pigs all three years.
We bought the pigs when they were about nine weeks old. They only weighed about 50 pounds.
By August when our county fair is held, the pigs will weigh about 220-260 pounds, and be ready for
market. Every day, I have to feed the pigs, to make sure they stay healthy and happy. They eat
corn, soybeans and a premix of minerals and vitamins. I also check to see if the automatic waterers
in the pen are working properly. It is very important that the pigs have clean, fresh water available.
I also have to make sure the pens stay clean, and change the bedding on a regular basis.
Pigs are very smart animals. They usually don't go to the bathroom near their food supply. They
also quit eating when they are full instead of stuffing themselves. So the next time someone tells
you eat like a pig, say thank you! If someone tells you that you sweat like a pig, you should thank
them, too! Pigs don't have sweat glands, so they don't sweat at all. That's why pigs tend to wallow
in the mud or water -- to help them stay cool.
How Pigs Help My 4-H Club Fight Cancer
Every year, my 4-H Club raises money for the American Cancer Society by sponsoring a "Hug a
Hog" contest. People pay money to hug pigs that we have leash trained and the money is donated to
help fight cancer. Last year I earned the most money from my club!
Fairtime is an exciting, fun time! But preparing for the fair is a lot of work. I have to
feed the animals every day and keep their pen clean. I also have to work with the pigs to
socialize them and get them used to being around me. They always chew on my pants
and shoelaces!
During the livestock show, the judge watches to make sure I keep the pigs under control.
I also get judged for showmanship. The judge looks at me to make sure I smile and make
eye contact, and show him all sides of the pig. I also enter a rate of gain contest. My
pigs are weighed when I first bring them to the farm and then again 90 days later. The
pig that has the highest average daily weight gain wins! My pigs usually gain about 2
pounds a day!
I can earn money by taking my pigs to the fair. Buyers bid on my pigs at the livestock auction. I
also get money for any ribbons I earn for showmanship or the rate of gain contest. Any ribbon
money I earn is my "fun money." The money I earn from selling the pigs goes into the bank to help
pay for college. After subtracting the expenses of buying the piglets and their feed and veterinary
costs, I could earn up to $700 for my pigs!
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Pig Vocabulary (words about pigs, not words pigs can say!)
n
n
n
n
n
n
piglet - a young pig
boar - an adult male pig
sow - an adult female pig
gilt - a young female that has not yet had piglets
barrow- a male pig castrated at a young age
farrowing- giving birth to piglets
Pig Facts
n Market pigs weigh about 220 pound to 260 pounds.
n It takes 114 days (3 months, 3 weeks and 3 days) from conception until a sow gives birth to the
piglets.
n Most sows have two litters per year with 7 to 12 piglets in each.
n Pigs' ears are notched so that farmers can identify what month they were born and which sow
was their mother.
From Michigan Department of Agriculture
Breeds of Pigs
Eight major breeds of hogs are commonly used for breeding in the United States. In general, the
five dark breeds--Berkshire, Duroc, Hampshire, Poland China, and Spot are known and used for
their siring ability and potential to pass along their durability, leanness, and meatiness to offspring.
The three white breeds-- Chester White, Landrance, and Yorkshire are sought after for their
reproductive and mothering abilities.
Yorkshire: The most sought after breed, Yorks are good mothers and produce large litters. They
exhibit a long, big frame and are white with erect ears.
Chester White: Solid white, these pigs have medium sized, droopy ears. They usually have large
litters and sought for their mothering ability. Boars of this breed are usually aggressive.
Berkshire: Black with six white points (nose, tail, and legs), these hogs have erect ears and a short,
dished snout. They work well in enclosed facilities and are noted for their siring ability.
Duroc: These hogs, noted for their fast growth and good feed efficiency, are a reddish color with
droopy ears. On the average, this breed needs less feed to make a pound of muscle than the other
breeds.
Hampshire: These hogs are black with a white belt that extends from one front leg, over the
shoulder, and down the other front leg. They have erect ears and are popular for their lean, meaty
carcasses.
Poland China: Like the Berkshire, this breed has six white points on a black body. They have
medium sized droopy ears and produce meaty carcasses with large loin eyes.
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Spot: White with black spot, this breed has the same type of ears as the Poland China. These hogs
are known for producing pigs with a high growth rate.
Landrance: Like the other white hogs, this breed is known for the sow's mothering ability. They
have very large, floppy ears, are long-bodied, and have the highest weaned average of any breed, as
well as the highest average post-weaning survival rate.
No breed of swine is superior to the others. You should select pig based on its physical
characteristics and the performance of its relatives (if you can get that information). Good quality
feeder pigs should appear healthy, thrifty, vigorous, and alert.
In our two years in the project, we have had three Durocs and one Hampshire. Other members of
our project have also had Yorkshires. Yorks are neat but they do get sun-burned, so if you get one
you should plan on buying suntan lotion for your pig!
http://www.ics.uci.edu/~pazzani/4H/Pigs.html
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Discussion Questions
n What is a runt? Why did Mr. Arable want to get rid of Wilbur when he was born? How does
Fern save him?
n Why does Avery feel jealous of Fern? Have you felt jealous of a brother or sister or
friend? Why? How did you resolve those feelings?
n Who purchases Wilbur from Mr. Arable?
n Does Fern have different feelings about Wilbur going to the Zuckerman’s farm? Why is Fern
able to hear the animals speaking?
n Wilbur has a good home and lots of food at the Zuckerman’s, but he still feels that he is missing
something. What is it that he wants? Why are friends important?
n Who becomes his friend?
n Wilbur meets several animals at the farm. Can you think of words that would describe the
characters of Templeton, Charlotte, the Goose and the Sheep?
n What terrible thing does Wilbur learn about his fate?
n How does Charlotte save Wilbur?
n What are the words Charlotte weaves in her web?
n How do the people in the play react to the writing in Charlotte’s Web? How does that change
the way Zuckerman feels about Wilbur?
n How are ways that friends can help each other? How do you feel when a friend does something
nice for you?
n What is a county fair? Why did Wilbur win the special award? How does this insure Wilbur’s
life on the Zuckerman farm?
n What does Wilbur do for Charlotte? How does Wilbur convince Templeton to get the egg sac?
Why does Wilbur bring her egg sac back to the farm?
n Where does Wilbur hang the medal he won at the county fair? What does he say about
Charlotte?
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Classroom Activities
The Activity
1. Children make webs with words by gluing string to construction paper.
2. Children make a new title page for the book using the computer.
3. At the end of 4 chapters, students can make a filmstrip that highlights the important events from
each chapter.
4. Children role play the characters in the barnyard to highlight important events.
TeacherView by Katy Smith, Grade taught: K-5, Pratt Elementary School, Montgomery, WV
The Review
Charlotte's Web is the humorous and timeless story about the friendship between a pig named
Wilbur and his barnyard friend, a spider named Charlotte. When Fern's father decides to kill "the
runt of the litter," Fern pleads with him to let her care for the runt. She does until the runt, whom
she named Wilbur, is big and strong and is sent to live at her uncle's farm. At the farm Wilbur feels
lonely and friendless until he is befriended by a spider named Charlotte. Charlotte knows that
Wilbur will be butchered, so she works hard to devise a plan to save his life.
The Activities
Use the following videos or audio tapes as an enrichment activity:
n Charlotte's Web (animated)
n Charlotte's Web (live action) http://www.imdb.com/title/tt0413895/
n Charlotte's Web Narrated by E. B. White" (a set of four audio cassettes in which White narrates
his classic story)
n David Novak Tells Itsy-Bitsy Spider's Heroic Climb & Other Stories (American Storytelling-recommended for Pre-K through Grade 3)
Discussion
Guide the students through a discussion on the qualities of a friend. List their responses. Have them
match the traits from their list with the friendship between Charlotte and Wilbur. (This could be
extended into a prewriting activity and even into a first draft writing.) The students could also write
about a special friend that they have.
Art
n Have the students draw their favorite characters. Then they can add things to the picture that the
character likes, such as Wilbur eating any food that is given to him.
n Make a diorama of either Zuckerman's farm, the barn, or the county fair.
Writing
n Have the students write about the adventures of one of Charlotte's children. (for older writers)
n Have the students create a "billboard ad" for the County Fair. In the ad, they should feature
Zuckerman's pig.
n Have the students write different types of poems about the plot (or their favorite section) of
Charlotte's Web.
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Science
n This story is full of facts about spiders. Have the students create a learning log in which they
will record different "spider facts" that they learn. They can also add pictures and any other data
that they discover. Some things that they could find in the story include:
o how a spider spins its web
o the parts of a spider
o different webs made by the different kinds of spiders
o how a spider catches its prey (Warning: This is somewhat gory.)
o correct terminology (spiderling, spinneret, etc.)
n In addition, there are many facts about farm life. The students could compile information on
how a farm operates and write a short report on it. (This could be an oral presentation instead of
a writing assignment.)
Drama
n Have the students act out their favorite parts of the stories. One student could be a narrator.
n Older students could write out their favorite part as a script.
n The students could make simple masks to "become" the character that they are portraying.
n An older class may want to collaborate with a younger class on this. The older class could
design a simple puppet show and work with younger students in presenting it to a third class.
n Have the students pretend that they are Wilbur. He is answering questions that the spiderlings
have about their mother, Charlotte. Dramatize this.
Math
n Make a list of attractions at a county fair and of food that you can purchase at a fair. Include a
price for each item. Then have the students make up "word problems" using the information.
The problems can be written on index cards (one per card) and traded so that others can solve
them. (Later these could be part of a classroom center or work station activity.) Note: The
person who makes up the problem must be able to solve it also!
n Have the students make up the sign for the attractions and food. They can also include a price.
Critical Thinking
n Have the students compare and contrast the novel with the play. A Venn diagram is a good
graphic organizer for this activity.
n Charlotte pays the ultimate price for her friendship with Wilbur. What is it? Why would she do
such a thing? How does Wilbur try to "repay" that gesture?
n Have the students examine the character traits of Charlotte, Wilbur, Templeton, and several
others in the barnyard gang. Have them discuss how the "personalities" of each contributed to
the harmony (or disharmony) of living within the barnyard community. Extension: How do our
personalities and traits contribute to how our classroom coexists? Our homes? Our own
hometowns?
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Being Friends: Friendship is one of the themes of Charlotte’s Web. Think about these
questions and use the activities below to explore more about friendship.
1. Why do you think someone would want to be Wilbur's friend? If you were there how would you
convince someone that Wilbur would make a good friend?
2. What does, "Your stomach is empty and your mind is full" mean? Can you think of a character
in another story that seemed cruel at first but was actually good and true in the end? (The
Selfish Giant, The Grinch, etc.)
3. The animals think that the humans are in a conspiracy about butchering the pigs; what do you
think the humans would say?
4. Charlotte says, "I know a good thing when I see it. I stay put and wait for what comes." How
does she say that people act? Why does a spider need legs with seven sections? (for crafting the
webs) What could you do if your legs had seven sections? How old do you think Charlotte is?
What do you think her advice to Wilbur makes her sound like?
5. When Wilbur says that he realized that friendship is one of the most satisfying things in the
world what did he mean?
6. How do you think Charlotte and Templeton will help at the fair?
7. What do you think is happening to Fern that she is suddenly so interested in Henry Fussy? (Fern
is growing up; she is interested in boys.) Why does Templeton call Charlotte "you old
schemer"? Is that supposed to be a compliment?
8. Wilbur says of Charlotte, “She was in a class by herself. It is not often that someone comes
along who is a true friend and a good writer.” What would you like someone to say about you as
a friend?
Related Activities:
1. Trust Obstacle Course: Divide your students into two groups and send one group out of the
classroom. Set up a simple obstacle course in your classroom using desks, chairs, tables etc.
have objects to go under, over, around through, etc. Have the 1st group of students re-enter the
room blindfolded or with eyes tightly closed (no peeking). Have them pair up with students who
were in the room. The “sighted” partner then leads the blindfolded partner through the obstacle
course using non-verbal cues. They may lead them by an arm and indicate through movement
how to go through the obstacle course. When the students have successfully maneuvered
through, switch roles. Make a new obstacle course and repeat. When finished with the activity
discuss the issue of trust and non-verbal communication.
2. Ask your students to make a vocabulary list of character traits of a great friend. Ask them to
write a short speech about a real friend in the class using some of the vocabulary listed. Have
the students give their speeches aloud.
3. Act out scenes of friendship. Think of characters in books with whom you are familiar : George
and Martha, Little Bear and Emily, Harry Potter and Ron Weasley, Mary Lennox and Dickon
(The Secret Garden), Tom Sawyer and Huck Finn, Celeste and Babar, Captain Underpants and
Diaper Dog etc. Have the students choose a scene that demonstrates that friendship and act it
out. Then talk about what makes friends special to each other.
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Bibliography -- Online Resources
http://familyeducation.com/quiz/0,1399,22-14762,00.html - take a Charlotte’s Web quiz
http://familyeducation.com/printables/piece/0,2357,22-14823-1240,00.html
Charlotte’s Web word search
http://www2.lhric.org/pocantico/charlotte/index.htm
Charlotte’s Web elementary age classroom activities – great site!
http://www.scholastic.com/charlottesweb/
Great Spider Web Sites
www.desertusa.com/july97/du_bwindow.html
www.ag.ohio-state.edu/~ohioline/hyg-fact/2000/2060.html
www.ag.ohio-state.edu/~ohioline/hyg-fact/2000/2061A.html
Bibliography – Print Resources
STORIES BY E.B. WHITE
White, E.B. (Elwyn Brooks), pictures by Garth Williams, Charlotte’s Web,
Harper, New York 1952
White, E.B. (Elwyn Brooks), pictures by Garth Williams, Stuart Little,
Harper and Row, New York 1973
White, E.B. (Elwyn Brooks), pictures by Edward Frascino, The Trumpet of the Swan,
Harper and Row, New York, 1970
STORIES ABOUT SPIDERS
Arkhurst, Joyce Cooper, illustrated by Jerry Pinkney, The adventures of Spider; West African folk
tales, retold by Joyce Cooper Arkhurst, Little Brown, Boston 1964
Carle, Eric, The very busy spider, Philomel Books, New York 1985
Kirk, David, Miss Spider’s tea party, Scholastic: Callaway Editions, New York 1994
London, Jonathan, illustrated by Rocco Baviera, Dream weaver, Silver Whistle,
San Diego 1998
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MacDonald, Amy, pictures by G. Brian Karas, The spider who created the world,
Orchard Book, New York 1996
Spinelli, Eileen, pictures by Jane Dyer, Sophie’s masterpiece, Simon & Shuster Books for Young
Readers, New York, N.Y. 1998
Yolen, Jane, pictures by Stefen Bernath, Spider Jane, Coward, McCann & Geoghegan,
New York 1978
STORIES ABOUT PIGS
Bond, Felicia, Poinsettia & her family, Crowell, New York 1981
Carlson, Nancy, Louanne Pig in The perfect family, Carolrhoda Books,
Minneapolis 1985
Chorao, Kay, Oink and Pearl, Harper & Row, New York 1981
Falconer, Ian, Olivia, Atheneum Books for Young Readers, New York 2000
Marshall, James, pictures by Maurice Sendak, Swine Lake, Harper Collins Publishers,
New York 1999
Peck, Robert Newton, A Day No Pigs Would Die, Knopf, New York 1972
Rylant, Cynthia, pictures by Mark Teague, Poppleton and Friends, Book two,
Blue Sky Press, New York 1997
STORIES ABOUT FRIENDSHIP
Babbitt, Natalie, Tuck Everlasting, Farrar, Straus, Giroux, New York 1975
Blos, Joan W., Brothers of the Heart; as story of the old Northwest, 1837-1838,
Scribner, New York, 1985
Bonners, Susan, The Silver Balloon, Farrar Straus Giroux, New York 1997
Burnett, Frances Hodgson, The Secret Garden
Clifton, Lucille, pictures by Thomas Di Grazia, My friend Jacob, Dutton, New York 1980
Paterson, Katherine, pictures by Donna Diamond, Bridge to Terabithia, Crowell,
New York 1977
Skolsky, Mindy Warshaw, Love from your friend, Hannah, DK Ink, New York 1998
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Charlotte’s Web: Selected Common Core Standards and Grade Level Content
Expectations for Suggested Classroom Activities (K-5th)
Common Core Standards
Kindergarten:
Reading Standards for Literature 1: With prompting and support, ask and answer questions
about key details in a text.
Reading Standards for Literature 2: With prompting and support, retell familiar stories,
including key details.
Reading Standards for Literature 3: With prompting and support, identify characters, settings,
and major events in a story.
Reading Standards for Literature 9: With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
Speaking and Listening Standards 1: Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g. listening to others and taking turns
speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
Speaking and Listening Standards 2: Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering questions about key details and
requesting clarification if something is not understood.
Speaking and Listening Standards 3: Ask and answer questions in order to seek help, get
information, or clarify something that is not understood.
Speaking and Listening Standards 4: Describe familiar people, places, things, and events and,
with prompting and support, provide additional detail.
Speaking and Listening Standards 5: Add drawings or other visual displays to descriptions as
desired to provide additional detail.
Speaking and Listening Standards 6: Speak audibly and express thoughts, feelings, and ideas
clearly.
Writing Standards 1: Use a combination of drawing, dictating, and writing to compose opinion
pieces in which they tell a reader the topic or the name of the book they are writing about and state
an opinion or preference about the topic or book (e.g., My favorite book is . . .).
Language Standards 6: Use words and phrases acquired through conversations, reading and being
read to, and responding to texts.
Writing Standards 8: With guidance and support from adults, recall information from experiences
or gather information from provided sources to answer a question.
Grade 1:
Reading Standards for Literature 1: With prompting and support, ask and answer questions
about key details in a text.
Reading Standards for Literature 2: Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Reading Standards for Literature 3: Describe characters, settings, and major events in a story,
using key details.
Speaking and Listening Standards 4: Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
Speaking and Listening Standards 5: Add drawings or other visual displays to descriptions when
18
appropriate to clarify ideas, thoughts, and feelings.
Reading Standards for Literature 9: Compare and contrast the adventures and experiences of
characters in stories.
Speaking and Listening Standards 1: Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
Speaking and Listening Standards 2: Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
Speaking and Listening Standards 3: Ask and answer questions about what a speaker says in
order to gather additional information or clarify something that is not understood.
Speaking and Listening Standards 4: Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
Speaking and Listening Standards 6: Produce complete sentences when appropriate to task and
situation.
Writing Standards 1: Write opinion pieces in which they introduce the topic or name the book
they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure.
Language Standards 6: Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using frequently occurring conjunctions to signal simple
relationships (e.g., because).
Writing Standards 8: With guidance and support from adults, recall information from experiences
or gather information from provided sources to answer a question.
Grade 2:
Reading Standards for Literature 1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Reading Standards for Literature 3: Describe how characters in a story respond to major events
and challenges.
Speaking and Listening Standards 1: Participate in collaborative conversations with diverse
partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under
discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Speaking and Listening Standards 2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Speaking and Listening Standards 3: Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional information, or deepen understanding of a topic or
issue.
Speaking and Listening Standards 4: Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent sentences.
Speaking and Listening Standards 6: Produce complete sentences when appropriate to task and
19
situation in order to provide requested detail or clarification.
Writing Standards 1: Write opinion pieces in which they introduce the topic 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.
Language Standards 6: Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Writing Standards 7: Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
Writing Standards 8: Recall information from experiences or gather information from provided
sources to answer a question.
Grade 3:
Reading Standards for Literature 1: Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
Reading Standards for Literature 3: Describe characters in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the sequence of events.
Speaking and Listening Standards 1: 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.
a. Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under
discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link
their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
Speaking and Listening Standards 2: Determine the main ideas and supporting details of a text
read aloud or information presented in diverse media and formats, including visually, quantitatively,
and orally.
Speaking and Listening Standards 3: Ask and answer questions about information from a
speaker, offering appropriate elaboration and detail.
Speaking and Listening Standards 4: Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
Speaking and Listening Standards 6: Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
Writing Standards 1: Write opinion pieces on topics or texts, supporting a point of view with
reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
d. Provide a concluding statement or section.
Writing Standards 7: Conduct short research projects that build knowledge about a topic.
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Writing Standards 8: Recall information from experiences or gather information from print and
digital sources; take brief notes on sources and sort evidence into provided categories.
Grade 4
Speaking and Listening Standards 1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of
the discussion.
Speaking and Listening Standards 3: Identify the reasons and evidence a speaker provides to
support particular points.
Speaking and Listening Standards 4: Report on a topic or text, tell a story, or recount an
experience in an organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
Writing Standards 1: Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented.
Writing Standards 7: Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
Writing Standards 8: Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and provide a list of sources.
Writing Standards 9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character,
setting, or event in a story or drama, drawing on specific details in the text [e.g., a
character’s thoughts, words, or actions].”).
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author
uses reasons and evidence to support particular points in a text”).
Grade 5
Speaking and Listening Standards 1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and
21
elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Speaking and Listening Standards 4: Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
Writing Standards 1: Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
d. Provide a concluding statement or section related to the opinion presented.
Writing Standards 7: Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
Writing Standards 8: Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
Writing Standards 9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text
[e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author
uses reasons and evidence to support particular points in a text, identifying which reasons
and evidence support which point[s]”).
Grade Level Content Expectations
Kindergarten:
S.CN.00.01 Speaking Conventions: explore and use language to communicate with a variety of
audiences and for different purposes including problem-solving, explaining, looking for
solutions, constructing relationships, and expressing courtesies.
S.CN.00.02 Speaking Conventions: speak clearly and audibly in complete, coherent sentences and
use sound effects or illustrations for dramatic effect in narrative and informational
presentations.
S.CN.00.04 Speaking Conventions: understand, providing examples of how language differs from
playground and classroom as a function of linguistic and cultural group membership.
S.DS.00.01 Speaking Discourse: engage in substantive conversations, remaining focused on
subject matter, with interchanges beginning to build on prior responses in literature
discussions, paired conversations, or other interactions.
S.DS.00.02 Speaking Discourse: briefly tell or retell about familiar experiences or interests
focusing on basic story grammar or main ideas and key details.
L.CN.00.02 Listening and Viewing Conventions: ask appropriate questions during a presentation
or report.
L.CN.00.03 Listening and Viewing Conventions: listen to or view knowledgeably while
demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive,
22
supportive) in small and large group settings; listen to each other, interact, and respond
appropriately.
L.CN.00.04 Listening and Viewing Conventions: begin to evaluate messages they experience,
learning to differentiate between sender and receiver.
L.RP.00.01 Listening and Viewing Response: listen to or view knowledgeably and discuss a
variety of genre.
L.RP.00.03 Listening and Viewing Response: respond to multiple text types listened to or viewed
knowledgeably, by discussing, drawing, and/or writing in order to reflect, make meaning,
and make connections.
S.IA.00.12 Science Processes Inquiry Analysis and Communication: Share ideas about science
through purposeful conversation.
S.IA.00.13 Science Processes Inquiry Analysis and Communication:: Communicate and present
findings of observations.
S.IA.00.14 Science Processes Inquiry Analysis and Communication:: Develop strategies for
information gathering (ask an expert, use a book, make observations, conduct simple investigations,
and watch a video).
ART.T.I.K.1 Theatre Perform: Imitate and recreate the sounds of objects, animals, and people.
ART.T.I.K.2 Theatre Perform: Recognize a variety of real and non-real characters through guided
dramatization.
ART.T.II.K.1 Theatre Create: Recognize characters, environments, and situations that support the creation
of a classroom dramatization.
ART.T.III.K.3 Theatre Analyze: Reference story details to formulate personal preferences.
ART.T.III.K.4 Theatre Analyze: Respond to teacher questions regarding personal opinions about
character, place, and plot.
ART.T.III.K.6 Theatre Analyze: Recognize the character's wants and needs.
ART.T.V.K.2 Theatre Analyze and Make Connections: Participate in arts activities that focus on
everyday life.
Grade 1:
S.CN.01.01 Speaking Conventions: use common grammatical structures correctly when speaking
including singular and plural nouns, singular possessive pronouns, simple contractions,
and conjunctions to express relationships (e.g., because, if, after, and inflected endings).
S.CN.01.02 Speaking Conventions: explore and use language to communicate with a variety of
audiences and for different purposes including making requests, solving problems, looking
for solutions, constructing relationships, and expressing courtesies.
S.CN.01.03 Speaking Conventions: speak effectively maintaining appropriate posture, eye
contact, and position using props such as photographs or illustrations in narrative and
informational presentations.
S.CN.01.05 Speaking Conventions: understand, providing examples of how language differs from
storybooks and classroom as a function of linguistic and cultural group membership.
S.DS.01.01 Speaking Discourse: engage in substantive conversations, remaining focused on
subject matter, with interchanges beginning to build on prior responses in literature
discussions, paired conversations, or other interactions.
S.DS.01.02 Speaking Discourse: tell or retell familiar stories (e.g., realistic fiction, fantasy,
folktale), using a problem/solution pattern, appropriate story grammar, and proper
sequence while maintaining appropriate posture and eye contact, using a prop for support.
L.CN.01.02 Listening and Viewing Conventions: ask appropriate questions during a presentation
or report.
23
L.CN.01.03 Listening and Viewing Conventions: listen to or view knowledgeably while
demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings; listen to the comments of a peer and respond
on topic adding a connected idea.
L.CN.01.04 Listening and Viewing Conventions: understand how the source of the message
affects the receiver’s response (student/student, student/teacher, student/parent).
L.CN.01.05 Listening and Viewing Conventions: begin to evaluate messages they experience
from a variety of media and differentiate between sender, receiver, and message.
L.RP.01.01 Listening and Viewing Response: listen to or view knowledgeably and discuss a
variety of genre.
L.RP.01.03 Listening and Viewing Response: respond to multiple text types listened to or viewed
knowledgeably, by discussing, drawing, and/or writing in order to reflect, make meaning, and make
connections.
S.IA.01.12 Science Processes Inquiry Analysis and Communication: Share ideas about science
through purposeful conversation.
S.IA.01.13 Science Processes Inquiry Analysis and Communication: Communicate and present
findings of observations.
S.IA.01.14 Science Processes Inquiry Analysis and Communication: Develop strategies for
information gathering (ask an expert, use a book, make observations, conduct simple investigations,
and
watch a video).
ART.T.I.1.1 Theatre Perform: Imitate and recreate the sounds of objects, animals, and people.
ART.T.I.1.2 Theatre Perform: Role-play a variety of real and non-real characters through
guided dramatization.
Theatre Create:
ART.T.II.1.1 Theatre Create: Identify characters, environments, and situations that support the creation of
a classroom dramatization.
ART.T.III.1.1 Theatre Analyze: Recognize the characters and setting in stories.
ART.T.III.1.2 Theatre Analyze: Recognize sequence of events.
ART.T.III.1.3 Theatre Analyze: Recognize likes and dislikes regarding music, sound, movement, dance,
and design in classroom dramatizations.
ART.T.III.1.7 Theatre Analyze: Describe emotions and thoughts evoked by performances.
Grade 2:
S.CN.02.02 Speaking Conventions: explore and use language to communicate effectively with a
variety of audiences and for different purposes including questions and answers,
discussions, and social interactions.
S.CN.02.03 Speaking Conventions: speak effectively adopting appropriate tone of voice and
intonation patterns in narrative and informational presentations.
S.DS.02.01 Speaking Discourse: engage in substantive conversations, remaining focused on
subject matter, with interchanges beginning to build on prior responses in literature
discussions, paired conversations, or other interactions.
S.DS.02.02 Speaking Discourse: tell or retell stories (e.g., fantasy, legends, drama), using story
grammar (e.g., elaborated information about characters, characters’ actions and
motivations, plot, and setting as related to plot), while maintaining appropriate intonation
and tone of voice.
L.CN.02.02 Listening and Viewing Conventions: ask appropriate questions during a presentation
or report.
24
L.CN.02.03 Listening and Viewing Conventions: listen to or view knowledgeably while
demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings; listen to the comments of peers and respond
on topic adding a connected idea.
L.CN.02.04 Listening and Viewing Conventions: understand how the source of the message
affects the receiver’s response (student/student, student/teacher, student/parent).
L.RP.02.03 Listening and Viewing Response: respond to multiple text types listened to or viewed
knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make
connections, take a position, and/or show understanding.
S.IA.02.12 Science Processes Inquiry Analysis and Communication: Share ideas about science
through purposeful conversation.
S.IA.02.13 Science Processes Inquiry Analysis and Communication: Communicate and present
findings of observations.
S.IA.02.14 Science Processes Inquiry Analysis and Communication: Develop strategies and
skills for information gathering and problem solving (books, internet, ask an expert, observation,
investigation, technology tools).
ART.T.I.2.1 Theatre Perform: Identify and describe different characters though vocal expression.
ART.T.I.2.2 Theatre Perform: Dramatize real and non-real characters with prompting and side-coaching.
ART.T.II.2.1 Theatre Create: Describe characters, environments, and situations that support the creation of
a classroom dramatization.
ART.T.III.2.1 Theatre Analyze: Describe the characters and setting in stories.
ART.T.III.2.4 Theatre Analyze: Make predictions about characters, setting, and events based on story
content.
ART.T.III.2.6 Theatre Analyze: Describe the character's wants and needs.
ART.T.III.2.7 Theatre Analyze: Give examples of emotions and thoughts evoked by performances.
ART.T.V.2.2 Theatre Analyze and Make Connections: Express various ideas and emotions through a
variety of dramatic art forms reflecting life situations.
Grade 3:
S.CN.03.01 Speaking Conventions: use common grammatical structures correctly when speaking
including time relationships, verb tenses, and causal and temporal relationships.
S.CN.03.02 Speaking Conventions: adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering information, making
requests, discussing, classroom presentations, and playground interactions.
S.CN.03.03 Speaking Conventions: speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.DS.03.01 Speaking Discourse: engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.03.02 Speaking Discourse: discuss narratives (e.g., folktales, fables, realistic fiction),
conveying the story grammar (e.g., characters’ thoughts and motivation, setting, plot, story
level theme) and explain why the story is worthwhile and how it is relevant to the
storyteller or the audience.
S.DS.03.03 Speaking Discourse: respond to multiple text types by reflecting, making connections,
taking a position, and/or showing understanding.
L.CN.03.01 Listening and Viewing Conventions: ask appropriate questions during a presentation
or report.
25
L.CN.03.02 Listening and Viewing Conventions: listen to or view knowledgeably while
demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 Listening and Viewing Response: listen to or view knowledgeably and discuss a
variety of genre and compare their responses to those of their peers
L.RP.03.03 Listening and Viewing Response: respond to multiple text types listened to or viewed
knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make
connections, take a position, and/or show understanding.
L.RP.03.04 Listening and Viewing Response: combine skills to reveal strengthening literacy (e.g.,
viewing then analyzing orally, listening then summarizing orally).
L.RP.03.05 Listening and Viewing Response: respond to and retell what a speaker said,
paraphrasing and explaining the main idea, and then extend their response by connecting
and relating it to personal experiences.
S.IA.03.12 Science Processes Inquiry Analysis and Communication: Share ideas about science
through purposeful conversation in collaborative groups.
S.IA.03.13 Science Processes Inquiry Analysis and Communication: Communicate and present
findings of observations and investigations.
ART.T.I.3.1 Theatre Perform: Identify and describe different characters though vocal expression.
ART.T.I.3.2 Theatre Perform: Dramatize real and non-real characters with prompting and side-coaching.
ART.T.II.3.1 Theatre Create: Describe characters, environments, and situations that support the creation of
a classroom dramatization.
ART.T.III.3.4 Theatre Analyze: Collaborate to extend and add on to improvised stories.
ART.T.III.3.6 Theatre Analyze: Further describe the character's wants and needs.
ART.T.III.3.7 Theatre Analyze: Compare and contrast emotions and thoughts evoked by performances.
Grade 4
S.CN.04.01 Speaking Conventions: use common grammatical structures correctly when speaking
including appositives, participial phrases, adjectives, adverbs, and prepositional phrases to express
ideas in more complex sentences.
S.CN.04.03 Speaking Conventions: speak effectively using facial expressions, hand gestures, and
body language in narrative and informational presentations.
S.DS.04.01 Speaking Discourse: engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.04.02 Speaking Discourse: discuss narratives (e.g., fantasy, myths, legends, adventures,
poetry), conveying the story grammar (e.g., various character roles, plot, story level theme) and
emphasizing facial expressions, hand gestures, and body language.
S.DS.04.03 Speaking Discourse: respond to multiple text types by reflecting, making connections,
taking a position, and/or showing deep understanding.
L.CN.04.01 Listening and Viewing Conventions: ask substantive questions of the speaker that
will provide additional elaboration and details.
L.CN.04.02 Listening and Viewing Conventions: listen to or view critically while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and
large group settings.
L.CN.04.03 Listening and Viewing Conventions: distinguish between and explain how verbal
and non-verbal strategies enhance understanding of spoken messages and promote effective
listening behaviors.
L.CN.04.04 Listening and Viewing Conventions: recognize and analyze the various roles of the
communication process (e.g., to persuade, critically analyze, flatter, explain, dare) in focusing
26
attention on events and in shaping opinions.
L.RP.04.01 Listening and Viewing Response: listen to or view knowledgeably and discuss a
variety of genre and compare their responses to those of their peers.
L.RP.04.03 Listening and Viewing Response: respond to multiple text types listened to or viewed
knowledgeably, by discussing, illustrating, and/or writing in order to clarify meaning, make
connections, take a position, and/or show deep understanding.
L.RP.04.04 Listening and Viewing Response: combine skills to reveal strengthening literacy (e.g.,
viewing then analyzing in writing, listening then giving an opinion orally).
S.IA.04.12 Science Processes Inquiry Analysis and Communication: Share ideas about science
through purposeful conversation in collaborative groups.
S.IA.04.13 Science Processes Inquiry Analysis and Communication: Communicate and present
findings of observations and investigations.
ART.T.I.4.1 Theatre Perform: Create and demonstrate vocal expression to support the playing of a
character.
ART.T.I.4.2 Theatre Perform: Improvise real and non-real characters.
ART.T.II.4.1 Theatre Create: Make artistic choices regarding character, environment, and situation that
support the creation of a classroom dramatization.
ART.T.III.4.1 Theatre Analyze: Analyze the characters and setting.
ART.T.III.4.6 Theatre Analyze: Analyze the character's wants and needs.
ART.T.III.4.7 Theatre Analyze: Predict emotions and thoughts evoked by performances.
Grade 5
S.CN.05.01 Speaking Conventions: use common grammatical structures correctly when speaking
including irregular verbs to express more complex ideas.
S.CN.05.02 Speaking Conventions: adjust their use of language to communicate effectively with
a variety of audiences and for different purposes including research, explanation, and persuasion.
S.CN.05.03 Speaking Conventions: speak effectively using varying modulation, volume, and
pace of speech to indicate emotions, create excitement, and emphasize meaning in narrative and
informational presentations.
S.DS.05.01 Speaking Discourse: engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.05.02 Speaking Discourse: discuss narratives (e.g., mystery, historical fiction, tall tales,
science fiction), conveying the story grammar (e.g., traits of characters, relationship between setting
and climax/anticlimax), while varying voice modulation, volume, and pace of speech to emphasize
meaning.
S.DS.05.03 Speaking Discourse: respond to multiple text types by analyzing content, interpreting
the message, and evaluating the purpose.
S.IA.05.13 Science Processes Inquiry Analysis and Communication: Communicate and defend
findings of observations and investigations using evidence.
ART.T.I.5.1 Theatre Perform: Create and demonstrate vocal expression to support the playing of a
character.
ART.T.I.5.2 Theatre Perform: Improvise real and non-real characters.
ART.T.II.5.2 Theatre Create: Improvise dialogue from a story to show different interpretations.
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