Charlotte’s Web Unit 1
Running head: Integrated Unit: Charlotte’s Web
Lisa Almand
University of Phoenix
March 14, 2010
RDG/530
Charlotte’s Web Unit 2
Introduction
Charlotte’s Web is a classic in American literature and many opportunities for teaching
children. The integrated unit is intended for 4th grade students and will take 3-4 weeks to
complete all lessons and read the book, Charlotte’s Web. The unit includes lessons on phonics,
vocabulary, fluency, comprehension and writing. The phonics lesson covers prefixes and suffixes
and could be modified to include contractions and homophones. The 2nd lesson, vocabulary, is
meant for a single session, but should be revisited throughout the unit. The lesson on fluency
covers different activities to help students read more smoothly and with expression. These
activities can be continued at home for more fluency building. Comprehension is an ongoing
component of successful reading. The DRTA could be modified for each chapter to allow for
more in-depth questioning and review of the text. Finally, the writing lesson will take
approximately one week and students will come away with an understanding of the writing
process and the steps to creating stories and letters that are cohesive and convincing.
Unit Goals:
The goals of the integrated unit study of Charlotte’s Web are to increase the student’s
love for reading and develop anticipation for the upcoming events in the story. Students will also
understand the importance of prefixes and suffixes and demonstrate knowledge of new
vocabulary words found in the story. Students will be able to read fluently and with expression
while comprehending the text by using new comprehension strategies. Finally, students will
demonstrate the 5 step writing process and be able to write a piece with clear main topics and
supporting details.
Charlotte’s Web Unit 3
Cross-Curricular Web Chart: Charlotte’s Web
Subject
Oklahoma P.A.S.S. skills
Literature Used
Science:
Unit on Spiders
and their
unique
characteristics
Life Science: Standard 3.1: Characteristics of
organisms. Each type of organism has
structure that enable it to function in unique
and specific ways 3.3- Observable
characteristics i.e. number of limbs and
inheritance.
Standard 4.2 - Explain how people are
influenced by, adapt to, and alter their
environment, housing, occupations, industries,
transportation, and communication.
Science text book
about the spiders
and various
children’s books
and handouts
Standard 3.1 – Make original works of art
using a variety of materials and techniques and
sources for ideas.
Standard 1.1 – Discover, describe, extend, and
create a wide variety of patterns using tables,
graphs, rules and verbal models (i.e. determine
the rule from a table or pattern
Standard 2.3 – Write personal, persuasive,
formal, business letters, thank-you notes, and
invitations including, the date, greeting, body,
closing, and signature.
Paper mache`
piggy bank print
out
Math textbook,
graph paper.
Social Studies:
Compare and
Contrast urban
and rural
lifestyles
Art: Create
original art
Math: survey
and graph
results
Writing:
Persuasive
writing
Social Studies text
and city life poem
Persuasive letter
to Mr. Arable to
save Wilbur’s life
Charlotte’s Web Unit 4
NAME: Lisa Almand
TITLE: Charlotte’s Web #1 - Building Words: prefix, suffix, root/base words
GRADE LEVEL: 4th grade
OBJECTIVES:
1.) The students will be able to identify words with prefixes and suffixes in sentences with
70% accuracy.
2.) The students will be able to define words with prefixes and suffixes in sentences 70% of
the time.
3.) The students will be able to create words using prefixes and suffixes in a word building
activity. Words created will be real words with correct meanings with 70% accuracy.
STANDARDS CORRELATIONS:
Oklahoma PASS Skills 4th grade Language Arts
1.2 Affixes, Roots, and Derivatives
a. Interpret new words by analyzing the meaning of prefixes and suffixes.
b. Apply knowledge of root words to determine the meaning of unknown words within a
passage.
According to state standard 1.2.a and b of the Oklahoma PASS skills, students must be able to
identify and interpret new words by determining the meaning of the prefix or suffix attached to
that word. Also, students must be able to identify the root word within the larger word. This will
be done by determining the meaning of the word by combining knowledge of the root word with
the knowledge of the prefix or suffix to understand the meaning of word in the passage.
MATERIALS:

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



Prefix, Suffix, Root/Base Word Cards – previously made by teacher
Word/Sentence builder with clear pockets
Computer and projector for power point activity
Identify Worksheet
Dry erase boards and markers
Word Builder Worksheet
Charlotte’s Web Unit 5
INSTRUCTIONAL PLANS:
Introduction:
1.) Discuss with students that a root, or base word, is a word that has its own definition.
Show word cards with these examples: write, do, and view. Use as many examples
students are interested in. Place word cards in clear pocket.
2.) Tell students that a prefix is a word “part” that is at the beginning of a word and also has
its own definition. When a prefix is added to a root word it changes the meaning of the
root word.
3.) Show prefix word cards with re-, un-, and pre- on them and tell students these are
prefixes that are often used. Guide them to see that re- means to do again, un- means not,
and pre- means before, etc. Place prefix in the clear pocket in front of the root word.
4.) Repeat Steps 2 and 3 with suffixes. Explain a suffix is placed at the end of a word and has
a meaning of its own and when added to a root word it changes the meaning of the root
word. Show suffix word cards with er, able, and ist. Explain the meaning of each suffix
as well. Place suffix in clear pocket after root word.
5.) Make silly words with the cards to get the students brains going. They will not be very
successful at this at first.
6.) This activity may be repeated at the end of the lesson for group assessment.
Learning Activities:
1.) Discuss the meaning of different prefixes and suffixes. Demonstrate with words like
happy and discuss the prefix un- and how it makes the word mean the opposite. Also, use
the word read and discuss the prefix re- and it means to do again. Repeat this with
several different options. Use a Power Point presentation on this activity to clearly
demonstrate how a prefix and suffix changes the meaning of a root word.
2.) While reading aloud Chapters 1 & 2 in Charlotte’s Web, have students write down each
prefix or suffix they hear in the story on the Identify Worksheet. It may be necessary for
the teacher to stress these words in the text until students get the hang of it. Students may
share how many prefixes or suffixes they heard in the story.
3.) In groups of 3-4 students, have students use their lists from the previous activity,
individual dry erase boards, and dry erase markers. Try to match students up with
students on various levels. Have students write the words from their list on the dry erase
board along with a very brief (2-3 word) definition. Students will come up with different
answers. Have them discuss why they think their definition is accurate.
4.) Individually, have students use the Word Builder worksheet and build words using the
common prefixes and suffixes. The teacher could provide a list of prefixes, suffixes, and
root words to help students along. Remind students this is not a graded activity and they
can feel free to make as many words as they can come up with.
Charlotte’s Web Unit 6
Closing Activities:
Using the Word Cards, review the common used prefixes and suffixes. Review the meanings of
each prefix and suffix and how they change the meaning of root words. For example, unchanges the meaning to the opposite meaning of the root word.
ASSESSMENT:
Students will write a “newspaper article” telling the story of Wilbur in the first two chapters of
the book, Charlotte’s Web. The article must be 2-3 paragraphs long and include 10+ words with
prefixes or suffixes. Students will highlight these words. The teacher may include a word bank of
root words and have students choose the prefix or suffix to add to the root word. This will assess
the students understanding of prefixes and suffixes along with their comprehension of the
chapters.
Charlotte’s Web Unit 7
Charlotte’s Web Word Builder
Prefix
Root Word
Suffix
New Word
Meaning of New
Word
Charlotte’s Web Unit 8
Word Cards
Prefix
Root Word
Suffix
RE
DO
ER
UN
VIEW
ABLE
PRE
WRITE
IST
These are 3x5 index cards. Any combination of the three colors will create a new word. Some will real
words, others will be made up. Students will define the new words based on the meaning of the prefix,
root word, and suffix. This activity is designed to get students thinking about prefixes and suffixes and
how they alter the meaning of root words.
Charlotte’s Web Unit 9
NAME: Lisa Almand
TITLE: Charlotte’s Web #2 – Vocabulary Builder
GRADE LEVEL: 4th grade
OBJECTIVES:
1. Students will be able to define the vocabulary words using books of reference with
80% accuracy.
2. Students will be able to apply knowledge of word origins, synonyms/antonyms to
determine the meaning of the vocabulary words with 70% accuracy.
3. Students will be able to demonstrate an understanding of the vocabulary words by
using them correctly in sentences with 70% accuracy.
STANDARDS CORRELATIONS:
Standard 1: Vocabulary – The student will develop and expand knowledge of words and
word meanings to increase vocabulary.
1. Words in Context – Use context clues (the meaning of the text around a word) to
distinguish and interpret the meaning of multiple meaning words as well as other
unfamiliar words.
2. Affixes, Roots, and Derivatives
a. Interpret new words by analyzing the meaning of prefixes and suffixes.
b. Use knowledge of root words.
3. Synonyms, Antonyms, and Homonyms/Homophones – Apply knowledge of fourth grade
level synonyms, antonyms, homonyms/homophones, multiple meaning words, and
idioms to determine the meanings of words and phrases.
4. Using Resource Materials
a. Use a thesaurus to determine related words and concepts.
b. Determine the meanings and pronunciations of unknown words by using a
glossary and /or dictionary.
VOCABULARY LIST:
Injustice
Mysterious
Reconsider
Salutations
Enchanted
Gullible
Descend
Desperate
Triumph
Fierce
Charlotte’s Web Unit 10
MATERIALS:

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Student Whiteboards and dry erase markers
Dictionaries/thesaurus
Students’ copies of Charlotte’s Web
Journals
Portable laptop unit from resource center
INSTRUCTIONAL PLANS:
Introduction:
1) Have students take turns giving brief summaries of each chapter read this far. Ch. 1-4.
2) On their whiteboards, have students write their predictions about who is the mysterious
voice.
3) Ask students to discuss what they think will happen when Wilbur wakes up in the
morning.
Learning Activities:
1) Introduce vocabulary words by putting them on the overhead projectors
2) Discuss each word and definition. Provide examples and using the words in brief
sentences.
3) With each word discuss the meaning of the word.
4) Have students write a one-word definition (synonyms) for each word on their
whiteboards.
5) After going through the entire list, have students break into groups of 3-4.
6) Have one student in each group use a dictionary and/or thesaurus to look up a
vocabulary word.
7) Then have that student act out the meaning of the vocabulary words as in charades.
For example, one student could wave as to greet for “salutations”
8) Have students come back to their desks and get out their copy of Charlotte’s Web.
9) Lead students in finding the words in the book and highlight them.
10) Read each sentence that contains the vocabulary words aloud to students.
11) Discuss once more the meaning of the words and how the fit into the text.
12) Transition into computer lab with the following activity and pass out laptops to each
student.
13) Have students access Word and type out sentences using each of the vocabulary
words.
Charlotte’s Web Unit 11
14) After students complete the sentences, allow them to visit
http://www.gamequarium.com/charlottesweblearning.html and introduce them to the
many word Charlotte’s Web computer word games. Computer time usually lasts
approximately 1 hour.
Closing Activities:
Review the vocabulary words using the overhead projector and ask students if they have
questions regarding the vocabulary words and the meanings of each word.
The closing activity is just a review of the words and should only last approximately 3-5
minutes. Simply sum up what you have be discussing.
ASSESSMENT:
Students will write a letter to an unknown friend using the vocabulary words from this lesson.
Inform students that the letter is to a friend that they have not met yet. This letter will include
what qualities they are eager to find in their new friend. How they are feeling about meeting their
new friend. Students may want to pretend the new friend is a critter, like a spider or a goldfish in
their bedroom. Students should write from their own point of view and consider their own
environment (i.e. their bedroom). Students will need to use the vocabulary words in the proper
context and demonstrate that they have clear meaning of the words.
Charlotte’s Web Unit 12
NAME: Lisa Almand
TITLE: Charlotte’s Web #3 – Fluency Building
GRADE LEVEL: 4th grade
OBJECTIVES:
1.) Students will demonstrate and ability to read fluently and accurately.
2.) Students will be able to read with expression and change of voice.
STANDARDS CORRELATIONS:
Standard 2: Fluency - The student will identify words rapidly so that attention is directed at the
meaning of the text.
1. Read aloud regularly in independent-level texts (texts in which no more than 1 in 20
words is difficult for the reader) fluently and accurately, and with appropriate rate,
change in voice, and expression.
2. Read aloud regularly in instructional-level texts that are challenging yet manageable
(texts in which no more than 1 in 10 words is difficult for the reader).
3. Increase reading speed through daily independent reading practice as monitored by the
instructor through peer discussions, teacher conferences and response journals.
MATERIALS:


Student copy of Charlotte’s Web
Tape recorder
INSTRUCTIONAL PLANS:
Introduction:
Demonstrate a reading with expression for the students. Read the section in Charlotte’s Web in
Chapter 5 when Wilbur receives the bad news of his fate. The first time the section is read, it
should be read in a boring monotone voice with no expression or change of voice. Also, ignore
punctuation. Then read the same paragraphs with dramatic expression and acknowledging all
punctuation. Ask students which version they prefer and why. Next, ask them why it is important
to read with expression both aloud and silently. Continue this discussion until students have a
noticeable interest and want to demonstrate on their own.
Learning Activities:
1) Begin the next chapter of Charlotte’s Web, reading aloud to students.
2) Select a student to start the class reading aloud in a whole group
Charlotte’s Web Unit 13
3) Play “hot potato” reading where each student reads for a while and then selects another
student to take over where he/she left off.
4) As students read, identify the students that really expressive and those that are having a
hard time.
5) After the students have read the section of the book break them into small groups. Each
group will have a tape recorder or recording device.
6) Each student in the small group will read a selection from Charlotte’s Web for 1 minute
and then replay the recording.
7) All students in the group will give each other a grade of 1-5 for their performance.
8) Encourage students to be overly expressive and silly. Let them know this is not for a
grade but they are trying to get their peers to rate the performance highly.
9) Next, students will return to their desk for a whole group activity.
10) Select 10 students, only half the class, and assign roles. Characters to include are Wilbur,
Charlotte, Mr. Arable, Fern, the farm animals, Avery, etc.
11) Without reading from the text, have students act out the story from memory and
encourage them to use a lot of expression.
12) The exercise is only meant to open the students up and encourage them to feel
comfortable expressing the emotions of the characters.
Closing Activities:
Discuss the importance of reading with expression and remind students the purpose of
punctuation, etc. For part of the discussion use a monotone voice and switch to exciting,
expressive voice to indicate the difference. Ask students if they would prefer a teacher that talked
like this (monotone) or one that talked this way (expressive). The closing activity is short and a
summary of what was discussed and practiced in the lesson.
ASSESSMENT:
Students will write a poem about what it is like to live on Zuckermann’s farm. Students will read
their poems aloud for the class and use expression. Tell students they will be assessed on their
performance as well as their poem.
Charlotte’s Web Unit 14
NAME: Lisa Almand
TITLE: Charlotte’s Web – Comprehension Utilizing DRTA
GRADE LEVEL: 4th grade
OBJECTIVES:
1. Students will be able to explain the character qualities of each character in the story
with 80% accuracy.
2. Students will be able to summarize the text by recognizing the main ideas, plots,
setting, and character qualities with 80% accuracy.
3. Students will be able to compare and contrast the qualities of characters and/or
different settings with 80% accuracy.
STANDARDS CORRELATIONS:
1. Literal Understanding
a. Use pre-reading strategies independently to preview, activate prior knowledge,
predict content of text, formulate questions that might be answered in the text,
establish and adjust purposes for reading
b. Read and comprehend poetry, fiction, and nonfiction that is appropriately
designed for fourth grade.
2. Inferences and Interpretation
a. Use prior knowledge and experience to make inference and support them with
information presented in text.
b. Make interpretations and draw conclusions from fiction and nonfiction text
beyond personal experience.
c. Make inferences and draw conclusions about characters’ qualities and actions (i.e.
based on knowledge of plot, setting characters’ motives, characters’ appearances
and other characters’ responses to a character.
3. Summary and Generalization
a. Paraphrase by recognizing main ideas, key concepts, key actions, and supporting
details in fiction and nonfiction to recall, inform, or organize ideas.
b. Support ideas, arguments, and generalizations by reference to evidence in the text.
c. Represent text information in different ways such as in outline, timeline, or
graphic organizer.
Charlotte’s Web Unit 15
MATERIALS:
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Student copies of Charlotte’s Web
Blue Ribbon cut-out
Story Map
Venn Diagram
Character Quiz
INSTRUCTIONAL PLANS:
Introduction:
Hand out the blue ribbon printable. Ask students general questions about the characters of
Charlotte’s Web and ask student to write the names of the characters you are describing
somewhere on their ribbon. Then, have students color and cut out their blue ribbons and wear the
proudly throughout day. Explain to them that reading a book is an accomplishment and they
should be very proud.
Learning Activities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hand out the story map.
Divide students into pairs and have them work on the story map together.
Have students go back to their seats and briefly go over the story map handout.
Begin the Directed Reading-Thinking Activity
Have students fill out a Venn Diagram comparing Charlotte and Wilbur
Guide student through comparing and contrasting the two characters.
Have students answer aloud the characteristics of each character.
Use your knowledge of the two characters to guide you through the activity.
The Character comparison should be done as whole group activity
Closing Activities:
Review the main parts of the story:
1.
2.
3.
4.
Setting
Characters
Problem/Solution
Lessons learned
This closing activity is a simple review of all the items discussed in the lesson. It should be brief
and only last approximately 3-5 minutes
ASSESSMENT:
Students will take a character quiz.
Charlotte’s Web Unit 16
Congratulations on finishing the book Charlotte’s Web by E.B. White. Color and
decorate your Blue Ribbon. Then, cut it out and wear it proudly around school
today.
Charlotte’s Web Unit 17
Charlotte’s Web Story Map
Name:__________________________
Title:__________________________________________________________
Author:________________________________________________________
Illustrator:______________________________________________________
Setting:_______________________________________________________________________
______________________________________________________________________________
Character:_____________________________________________________________________
_____________________________________________________________________________
Beginning:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Middle:_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
End:__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion
(Problem/Solution)______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Charlotte’s Web Unit 18
Character Quiz
Name__________________________________
Match the characters with the best description.
_____ Wilbur
1) the show off brother
_____ Charlotte
2) though Fern was having mind problems
_____ Templeton
3) the rat
_____ Fern
4) Fern's boy friend
_____ Lurvy
5) they used his truck to haul the pig
_____ Mr. Zuckerman
6) the person who could hear the animals talk
_____ Mrs. Arable
7) owner of Wilbur
_____ Avery
8) the hired man
_____ Mr. Arable
9) talked in threes
_____ the geese
10) the spider
_____ Henry
11) the pig
Charlotte’s Web Unit 19
Venn Diagram
Compare and contrast the two main characters of the story.
Charlotte
Wilbur
Charlotte’s Web Unit 20
NAME: Lisa Almand
TITLE: Charlotte’s Web #5 – Writing Process: Take a pig to school
GRADE LEVEL: 4th grade
OBJECTIVES:
STANDARDS CORRELATIONS:
Standard 1: Writing Process-the student will use the writing process to write coherently
1. Use a variety of prewriting activities such as brainstorming clustering, illustrating,
webbing, and graphic organizers.
2. Select a focus and an organizational structure based upon purpose, audience, length, and
required format and write one or more drafts by categorizing ideas, organizing, them into
paragraphs, and blending paragraphs into longer text.
3. Revise selected drafts by adding elaborating, deleting, combining and rearranging text.
4. Edit drafts to ensure standard usage, mechanics, spelling and varied sentence structure.
5. Share writing with peers and adults.
MATERIALS:

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Handout on writing process
Book If You Take a Mouse to School by Laura Numeroff
Web chart
Final draft paper
Tongue suppressors
Paints
Glue
INSTRUCTIONAL PLANS:
Introduction:
Read a paragraph to the class that has obvious writing mistakes. For example, details are out of
order, one sentence has nothing to do with the topic, etc. Then, ask students to explain what you
just read to them. Ask them if it was easy or difficult for them to understand the meaning of your
paragraph. Next, ask students what you could do to make the paragraph easier to understand.
Finally, explain to the students that they will be learning how to write their own stories and also
learn how to write in a way that readers will understand and follow the story from start to finish.
Charlotte’s Web Unit 21
It is important to express how great of a skill it is to be able to do this and that all students can be
successful at this.
Learning Activities:
DAY 1
1. Read the book If You Take a Mouse to School by Laura Numeroff .
2. Engage the children and ask them to think about what might happen in their own
classroom if they had a fun visitor.
3. Pass out the writing process handouts
4. Briefly go over each phase of the writing process and explain to students they will learn
about each phase throughout the week.
5. Tell students they are going to write their own story about bring a pet school. They can
write about their own pet or they can use Fern and Wilbur as their characters and explain
what would happen if Fern took Wilbur to school with her one day.
6. Explain the idea of brainstorming and webbing. Pass out the web hand out.
7. Lead students through brainstorming and filling out the web
DAY 2
1. Discuss the audience and purpose of the story they are writing.
2. Discuss several different audiences and purposes, but explain to them that they are
writing a story for entertainment and their classmates will be their readers.
3. Instruct students on how to go from prewriting/webbing to writing.
4. Explain that they do not have to include all ideas, just select the best ideas from the web.
5. Also, encourage students to start writing and not stop. Have them write the story just as
they would tell it. Don’t worry about grammar or spelling at this time.
6. Students should understand the writing process is the beginning and many changes will
be made.
DAY 3
1. Discuss with students the Revising process and how they can make their paper more
interesting and clearer.
2. Teach students the A.R.R.R. method. Adding, Rearranging, Removing, Replacing.
3. Students will write another copy of their story with these changes.
DAY 4
1. Discuss with students the idea of editing their paper. Tell them to use the editing symbols
that they have been taught previously.
2. This is the time to correct spelling, punctuation, capitalization, word usage, structure, etc.
Charlotte’s Web Unit 22
3. After students revise their own paper, have them revise the paper of two or more students
as time allows.
DAY 5
1. Write the final copy.
2. Make the frame for the final copy out of tongue suppressors.
3. Students may be as creative as they would like and make their frame whatever color they
want.
4. While frames are drying, have students volunteer to read their story to the class.
5. After all papers are framed, hand them in the hallway for display.
Closing Activities:
Review the writing process and allow students to discuss their favorite part of the process.
Reading the stories aloud is part of the closing. In addition, summarize the writing process and
use it continually in Language Arts and other subjects to ensure a thorough understanding of the
writing process.
ASSESSMENT:
The story itself and the presentation would be the assessment for this lesson plan. Teachers may
also assess the various stages and should really assess throughout the entire process.
FINAL ASSESSMENT:
At the end of the unit, a final assessment will be given. The 30 question multiple-choice test will
include comprehension and vocabulary questions.
Charlotte’s Web Unit 23
Web Chart
Detail____________
________________
Detail____________
_________________
________________
__________________
Detail____________
________________
_________________
_________________
__________________
__________________
Detail____________
Detail____________
________________
________________
_________________
_________________
__________________
__________________
Main____
Detail____________
________________
_________________
__________________
___________
___________
Detail____________
________________
_________________
__________________
Charlotte’s Web Unit 24
Rubric: Unit Assessment
Lesson
Phonics
Vocabulary
Fluency
Comprehension
Writing
Performance Assessed
Satisfactory/Unsatisfactory
Student can recognize, define
and create new words using
prefixes and suffixes
Student knows the meaning of
vocabulary words. Identifies
synonyms and antonyms for
vocab. Words and can use
them in sentences.
Student can read aloud
smoothly and fluently and
with expression
Student is able to describe
characters, setting, plot, as
well as recall important details
of the story and relate details
to their own experiences.
Student can demonstrate the
ability to write using the 5 step
writing process.
Charlotte’s Web Unit 25
References
Chandler Public Library. 1100 South Main St., Chandler, OK. Lincoln County Summer Reading
Program. 2nd week in June of each summer.
Accelerated Reader Program. Chandler Park Road Elementary.