LESSON PLAN
NAME:_ Marti Van Walbeek
Subject: Language Arts
COURSE: Reading/Writing____________
Grade: 3rd Grade
Lesson Time/Length: 40 min
Unit Theme : Charlotte’s Web Story Continued—Alternative
Ending (What happened to Charlotte after she dies?)
Students will have composed a creative story describing what they
imagine happened to Wilbur after Charlotte dies using between 3
and 5 words from the word bank. How will Wilbur get along with
Charlotte’s children? What kind of words will the spiders create to
save Wilbur? Can you imagine?
Objective(s)
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DATE: 02-05-10__
Prepared By: Marti Van Walbeek
Education Standards Addressed:
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Makes, confirms, and revises simple predictions about what will be
found in a text (e.g., uses prior knowledge and ideas presented in text,
illustrations, titles, topic sentences, key words, and foreshadowing
clues)
Students will be able to …….
Students will be able to organize story structure;
Character, setting, plot, problem/solution *Summarize Main Ideas and details
Students will be able to will be able to repeat the reading
gaining fluency; *word parts, context clues, dictionary and
vocabulary.
Students will be able to demonstrate competence in the
general skills and strategies of reading a variety of literary
texts.
Students will be able to share orally creative writing
clearly and loudly enough to be heard.
This lesson plan will teach students the process of reading and
writing, it will include the different steps to be taken in
accomplishing the reading and writing process to come up with
the final published pieces.
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LESSON PLAN
Essential Question: How can we explore our world by reading books and
stories?
Infusion: Learning/Studying
Teaching Methods, Procedures & Activities
Reading:
Materials Needed:
Stage 1: Pre Reading: Teacher and students talk about new key vocabulary words and build background
knowledge of the story of Charlotte’s web. They make predictions about the story, and preview the text.
5 minutes
Stage 2: Reading: Teacher divides the classroom into 3 groups. Guided reading: The teacher sits in with the
slower readers for instruction and guidance. Everyone in their reading circles take turn reading the movie
storybook. The children read Charlotte’s Web story out-loud. Ask the students to write down questions
they have about the story. (This is a shorter version of Charlotte’s Web that came out when they wrote the
movie.) 15 minutes
Stage 3: Responding: Teachers and the students have a class discussion. Ask the students to write the
questions on the board for everyone to see the questions. Ask the children if they can answer the questions.
Some of the questions may be: What were the words that Templeton? Who was Wilbur’s first real friend?
Who was the first friend that Wilbur would meet? Why was Wilbur lonely? Why did Wilbur consider
Charlotte to be such a good friend? What did Charlotte do for Wilbur? Who did Charlotte leave behind?
What were their names? All the students will participate in the grand conversations. 5 minutes
Stage 4: Exploring: What vocabulary words did they learn from the story?
Stage 5: Applying: Ask the Children to construct an shadow box of the barn or Wilbur’s home. Provide them
a model of your barn. You may construct it as you model the barn; this will help the visual learners. Have the
children present their shadow boxes. Display the boxes around the room. Explain to the children that they
cannot take them home because they are going to add to the story. 15 minutes
Going Green: Use recyclables from
home. Be creative!
Shadow Box:
Egg cartons, popsicle sticks, pipe
cleaners, shoe box, Styrofoam, etc.
Sculpture:
Recipe: Glue: 1 cup, food coloring:
any color, borax: 1tsp, fabric
softener: ¼ cup
Strategy:
Learning Center
Graphic Organizer
Skills:
Inquiry based
Project Method
Lesson Evaluation /Reflection: Reading
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Students will be evaluated on their ability to identify the setting of the short story.
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Students will be evaluated on their ability to ask questions, retell the story, identify new
vocabulary words, and characters of the short story.
Student will be assessed on their ability to the present and the amount of time spent on the
project.
Notes
Assessment:
Rubric
Response Analysis
Web Links to National Education Standards:
Special Educ.:
www.cec.sped.org
Core Subjects: www.mcrel.org/standards-benchmarks/
Iowa Core Curriculum: http://www.corecurriculum.iowa.gov/Home.aspx
http://www.abchomepreschool.com/Crafts/EggCartonCrafts.htm
http://www.dltk-kids.com/school/egg_carton_school_bus.htm
http://web-apps.pella.k12.ia.us/php/curriculum_depart/map_view.php?map_id=0002311
http://web-apps.pella.k12.ia.us/php/curriculum_depart/forms/search_forms.php?department=004&course=Third+Grade&btnSubmit=Select
http://web-apps.pella.k12.ia.us/php/curriculum_depart/map_view.php?map_id=0002163
http://www.busyteacherscafe.com/worksheets/Story%20Map.pdf
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DLTK's Educational Activities - Book Report Ideas
Example Diorama Charlotte's Web
Kaitlyn made this diorama in Grade Three.
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Her favorite part: making the pig
Her least favorite part: making the fence
Her mark: 100%
Materials:
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o
o
o
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Basics:
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Background:
o acrylic paint (red)
o powerpoint and color printer
o straw colored (natural) raffia
4
small wooden sticks (like popsicle sticks)
plasticize
Stool
o
o
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Fence
o
o
shoe box
glue
scissors
cardboard
two corks
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LESSON PLAN
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Pig (Wilbur)
o sculpey clay
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Spider (Charlotte)
o black pom pom
o small wiggly eyes
o dark wool
o Halloween web cotton
o
o
o
regular cardboard (ex: old cereal box)
green poster board
Corrugated cardboard (we got ours from the
scrapbooking section of the craft store.
The Steps We Took:
You could do this all in one day but we never procrastinate! It's much more fun (and less stressful) if you do a little each day for a
week.
Day 1:
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Kaitlyn sketched out her ideas on a piece of paper
Kaitlyn searched through the "craft cupboard" for what we had on hand and for inspiration.
Kaitlyn made a list of materials she thought she would need - dividing her list into things we had and things we needed to buy.
Mommy reviewed Kaitlyn's sketch and materials list.
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Kaitlyn painted the entire outside of the box red to look like a barn (we had the red acrylic paint on hand) after covering the
table with newspaper.
Kaitlyn washed her brushes and tidied the kitchen table -- acrylic paint dries in under an hour, so she was able to tidy up
without setting anything aside to dry.
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Day 2:
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Kaitlyn and mommy sat down at the computer for a lesson on Powerpoint.
Mommy designed an entire "background" for the walls of the barn while Kaitlyn watched.
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Mommy deleted everything she'd done (to Kaitlyn's horror *grin*) and then Kaitlyn designed her own background for the
walls of the barn while mommy watched.
Kaitlyn printed her design (about 4 sheets), cut her sheets to fit the "walls" of her barn and glued them to the back and sides
(inside).
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Kaitlyn chopped raffia into small bits (to look like straw) and glued this all over the floor of her box
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Kaitlyn glued wiggly eyes and bits of wool to a black pom pom to make a spider -- everything fell off!
Kaitlyn and mommy hot glued wiggly eyes and bits of wool to a black pom pom -- this time it worked (hot
glue!)
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Kaitlyn hot glued Charlotte to the side of her barn, toward the front.
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at this point we had run out of supplies we happened to have lying around the house so we made a trip to our local craft store
to pick up sculpey clay, plasticine, wooden sticks and corrugated cardboard
Day 3:
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Kaitlyn made her pig with sculpey clay -- one large oval for the body, four stubby cylinders
for legs, pinched triangles for the ears and a coiled snake for the tail. Bits of white and blue
made the eyes.
Instruct children to jam their pieces together firmly (so the figure doesn't fall apart after
baking
Instruct children not to leave any "skinny pieces" sticking out (for example, make sure you
push the tail against the body) -- skinny pieces will break off easily
Instruct the children to make sure the piece stands up before you bake it (make the legs
short and stubby, not wobbly and skinny)
Day 4:
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after a lot of trial and error -- mom, dad, grandpa and Kaitlyn managed to build a fence for Wilbur
Clumps of plasticine were hotglued to the bottom of the shoebox floor
Kaitlyn pushed her fence sticks into the plasticine to act as fence posts
The fence cross pieces were hot glued to the fence posts -- everyone got a bit burned during the process (make sure you use a
low-temp crafting hot glue gun not a carpentry one so that no one gets seriously injured)
Day 5:
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Kaitlyn and daddy made the stool:
o Daddy sawed two corks in half -- to make four corks half as tall
o Kaitlyn glued a square of cardboard to the four half corks
o Kaitlyn used a very creative swirly painting technique (with red and brown acrylic paint) to decorate her stool
Day 6:
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Kaitlyn made her roof -- it was very challenging.
She traced her shoebox onto a piece of cardboard and added a "Hip roof" type shape to
the top
She cut out this cardboard shape and glued it to the back of her shoebox
Kaitlyn cut a piece of green posterboard (as long a strip as possible) as wide as the
shoebox -- she left "tabs" on the posterboard.
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Kaitlyn draped her green posterboard over her roof and folded the tabs around the
cardboard and taped them on
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Kaitlyn cut "shingles" from corrugated cardboard.
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Starting from the bottom of the roof, she taped these onto the green poster board,
overlapping each a little so it would look like a shingled roof
Day 7:
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Kaitlyn did a few final touches, arranging all her characters as she liked them
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She wrote out her name, the name of the book and author's name and attached this "label" to
the front of her project
If yours doesn't have holes, just glue the people onto the bus... you can draw "windows" around
them with a black marker.
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