Teachers Guide

Objective:
Students are able to
list what they know
about pig and spider.

Activity:
Teacher pastes the
picture of pig and
spider on board.
Askto work with
group.
Give some times to
discuss with the
group and list what
they know about
pig and spider in
Know column and
what they want to
know about this
animal in Want to
Know column in
their text book.
Re-write the finding
in the provided pa-
per.
Ask the
representative to
read the group
finding.
Lets get it on...!
KNOW MORE
Look at the pictures below.






List down what you know , what you want to know ,
and what you learned.
KWL CHART
What I
KNOW
What I
WANT to
KNOW
What I
LEARNED





















MEET THE AUTHOR
E. B. White was born in 1899 in Mount Vernon, New
York. In 1927 he became a writer for The New York-
er magazine, where he became well known. White's ca-
reer had already brought him much fame, but he was
about to try something new. His nieces and nephews al-
ways asked him to tell them stories, so he began writing
his own tales to read to them. In 1945 he started pub-
lishing these stories as books. All three are now consid-
ered classics of children's literature.
In 1957 White moved to North Brooklin, Maine, with his wife, Katharine.
There he continued to write. White died in 1985.

READING TIME
Teachers
Guide
Objective:
Students are able
to comprehend the
story by answering
the questions orally
and make
connection from
the story to their
life.

Activity:
1. Students read
the story.
2. Students
answers the
guided reading
questions orally
Whats cooking...?
The story adapted from
http://www.gradesaver.com/charlottes-
web/study-guide/short-summary/
www.p12.nysed.gov/engageny/
kcurriculum/G2_D7_Anthology.pdf
The pictures taken from
http://www.amusingplanet.com/2010/10/
original-illustrations-of-charlotte-
web.htmlcharlotte%E2%80%99s-web-
illustrations
At five weeks old Mr Arable insists that Wilbur is sold
and he goes to live in the Zuckerman barn down the
road. Wilbur initially struggles at the barn because he
misses Fern so much but soon he becomes acquainted
with new friends, the best of whom is a lady grey spi-
der called Charlotte. Wilbur is fascinated by Char-
lotte, although to begin with he is slightly suspicious
of the way she catches her food. He doesn't like the idea that she spins
bugs in her web and sucks their blood. He soon realizes that Charlotte is
everything but cruel and bloodthirsty and that her method of eating is
entirely necessary for a spider.
READING COMPREHEN-
SION:
What does Mr. Arable
say when Wilbur turns fi
ve weeks old? (that he is
too big to feed and must
be sold)

What is Mrs.
Arables suggestion? to
sell Wilbur to Ferns Un-
cle Homer,who lives
down the road)

What did Wilbur think of
Charlotte at first?
( Wilbur thinks Charlotte
is fierce, brutal, schem-
ing, and bloodthirsty
everything he doesnt
like.)


CHARLOTTES WEB
One morning at the breakfast table, eight year old Fern sees her father
leave the house with an axe and asks her mother where he's going. Her
mother delivers the shocking news that Mr Arable, Fern father, is going
out to kill a runt that was born the night before.
Fern chases her father down and persuades him to
spare the runt, telling him that it is unjust to kill a
piglet just because it is small. Moved by his daugh-
ter's plea, Mr Arable decides to give the runt to
her to look after.
Fern names the piglet Wilbur and looks after him like a baby, pushing him in
her pram alongside her doll and feeding him with a bottle.
READING
COMPREHENSION:
1. What is the setting of
this story? (a farm in the
country in the1950s)
2. What season is it?
(spring)
3. What is Mr. Arable
going to do to the runt
pig? (kill it) Why?
( A runt causes trouble
because it is too small
to nurse, and the other
animals can mistreat it.)
4. How does Fern feel
about what her father
is going to do?
(angry, upset at the in-
justice, etc.)
One morning as Lurvy pours Wilbur's slops, he notices Charlotte's twinkling
spider web in the morning fog. The words 'SOME PIG' have been weaved
into the web. He quickly tells Mr Zuckerman who is equally amazed and soon
the news spreads near and far.
Worried that people may be getting bored of 'SOME PIG', Charlotte
asks Templeton, the rat to aid her in finding more words to write in her
web. Knowing that if Wilbur is killed he won't have access to his slops,
Templeton reluctantly scavenges for newspaper clippings to help Charlotte.
The next word she writes is 'TERRIFIC' and after that, 'RADIANT.'
READING
COMPREHENSION:
1. What does Lurvy see
in Charlottes web that
makes him drop
to his knees? (the words
Some Pig)
2. Whom does he tell?
(Mr.
Zuckerman)
3. What happens after
everyone fi nds out
about this wondrous
miracle? (Many people
come to see Wilbur
and the words in
the web)
4. How does Charlotte
feel about peoples
reactions?
(delighted, relieved,
etc.)
5. How does Wilbur
feel? (pleased to receive
so
much attention)
6. Could all of the events
in this chapter hap-
pen in real life? (no)
Why not? (A spider can-
not weave words
into a web.)
READING COMPREHEN-
SION:
1. What do you think
Fern thinks about
watching Wilbur and the
other animals?
(Answers may vary.)
2. Do you think you
would like to sit in a
barn and watch ani-
mals? Why or why not?
(Answers may vary.)

3. Why does Wilbur get
upset when hes trying
to go to sleep?(Hes
thinking again about
dying.)

4. What does Charlotte
do about it? (She talks
calmly to Wilbur and
reassures him that she
will come up with a plan
to save him.)
Wilbur is complete happy during the summer days. Fern comes to visit and
his new friend tells him exciting stories and has the patience to try and
coach him about how to spin a web.
The sheep tells Wilbur that Mr Zuckerman is fattening him up for Christ-
mas dinner and Wilbur is distraught. He is so happy on the farm and
doesn't want to die. Charlotte calms him down and
promises him that she won't let him be killed. She
hasn't worked out how to save him yet, but she is
determined that she will.
READING COMPRE-
HENSION:
1. What two things did
Charlotte do at the
fair?( Charlotte
weaves her web with
the new word
'HUMBLE' written into
it and throughout the
night she makes her
egg sac)

2. What is one of the
words Charlotte
wrote in her web de-
scribing Wilbur?
( Some Pig, Terrific,
Radiant, or Humble)
With the news of Zuckerman's famous pig spreading, the Zuckermans and
Arables decide to take Wilbur to the County Fair. Charlotte agrees to go
too although she is feeling tired and soon has to build a sac to hold her
eggs.
At the fair, Charlotte is disappointed to see that beside Wilbur's pen is a
much larger spring pig called Uncle. Knowing he is fierce competition,
Charlotte decides to spin another web and once again Templeton is sent
off to find a word.
The adults and children enjoy themselves at the fair and Avery and Fern
are particularly excited that they are allowed to go off without their par-
ents all afternoon.
Before nightfall Charlotte weaves her
web with the new word 'HUMBLE'
written into it and throughout the
night she makes her egg sac. In the
morning the Zuckermans and Arables
see the web but they also notice that
Uncle has a blue tag on his pen. He has
already won first prize.
Mr Zuckerman ignores the tag and
tells everyone to cheer up and give
Wilbur a buttermilk bath. Everyone who comes to Wilbur's pen has some-
thing good to say about him.
READING COMPREHEN-
SION:

1. Why did Wilbur get a
medal?( for being phe-
nomenal and complete-
ly out of the ordinary)


2. How did you feel
when Charlotte died?
Explain(answer may
vary)



Suddenly, over the loudspeaker a voice is
heard. Wilbur is awarded a medal for being
phenomenal and completely out of the ordi-
nary and Mr Zuckerman is given $25. Since
the writing first appeared in the web, the
miracle has been on everyone's mind.
After the press photos and the commotion, Wilbur is returned to his pen.
Wilbur notices that Charlotte is quiet and looks unwell. She tells him that
she is content now that she knows he is safe - she knows Mr Zuckerman
will never harm him now, but she tells Wilbur that she is failing and will be
dead in a day or two. Panicked and worried Wilbur races around the pen,
begging Charlotte to come home with him, but she hasn't enough energy
to move. Wilbur decides to take Charlotte's egg sac and promises Temple-
ton first choice of his slops if he saves the sac.
As Wilbur carries the sac in his mouth and is led into the
crate, he winks at Charlotte and she gathers all the ener-
gy she can to wave goodbye. The next day, Charlotte dies.
Back at the Zuckermans, Wilbur is given a noisy wel-
come home. He waits patiently for the birth of Char-
lotte's children and often looks longingly at her empty,
broken web. When her children are finally born, Wilbur
is distraught to see them let out loose clouds of fine
silk that carries them far away on the breeze. Three of
Charlotte's children, Joy, Aranea, and Nellie stay in
the barn with Wilbur. They become his good friends.
Year after year new spiders are born to replace the old
but no one ever replaces Charlotte in Wilbur's heart.
READING COM-
PREHNESION:
1. What did Charlotte
teach Wilbur?(answer
may vary)

2. What is the most im-
portant thing to remem-
ber about
the story?
(answer may vary)
Remember When

Write things happened in the story that reminds you
about your life.





Teachers
Guide

Objective:
Students are able
to comprehend the
story by making
connection from
the story to their
life.

Activity:
Students make per-
sonal connection
between the story
and something
happen in their life.
Then, share it to
their friend.
Ask:
Does this story re-
mind you of some-
thing? Has some-
thing like this ever
happened to you?
Fresh from the oven!
CHARLOTTES WEB ME
This story takes place in a
village.
I visited my granddaddy's
barn in a village in Klaten.
Ferns pet is a pig. My pet is a dog.




Fantasy And Realism
Think and discuss with your friend what could happen
and could not really happen in the story.

Write your answers in the barn and the house.


Teachers Guide

Objective:
Students are able
to recognize the
make-believe charac-
ters and events in a
fantasy story (Main
Objective)

Activity:
Students do think-
pair-share.
Student are listing
of what could happen
and could not really
happen from the
story.
Explain:
Fantasy is could not real-
ly happen.For example:
the pig talk. Realism is
could really happen. For
example: the pig lives in
the barn.

COULD HAPPEN








COULD NOT REALLY
HAPPEN


Letter to a Friend
Read the following letter.










THANK-YOU LETTER

Teachers Guide

Objective:
Students are able to
write thank you let-
ter.

Activity:

Students learn parts
of the letter.
Student choose 2
characters from the
story.
Then, write a thank
you letter. e.g
Wilbur thanked to
Charlotte, Fern
thanked to Her
Father, Wibur
thanked to
Templeton.

Fresh from the oven!
May 5, 1950
Dear Templeton,
Thank you for helping me to save Charlotte's egg
sack.
Besides, you have helped Charlotte to find words
for saving me, so Mr. Abrable wont kill me.
I am glad I have you in the barn.
Sincerely,
Wilbur
1. A thank - you letter is one kind
of friendly letter. 2.A thank- you
letter is an informal letter that you
would write to a friend or relative.
3. A thank- you letter does not have to be long.
4.Thank you letters are often called thank-you
notes.
5. A thank- you letter should name the gift or deed
for which you are thanking the person.
(Taken from: Language 3. A BeKa book series pg. 79-80)
Letter to a Friend
Look at part of the letter below.








The Heading : date
The Body This is where you write
what you
want to say to the person.
The Closing, sign name
Sign or write your name
The Salutation It be-
gins with Dear______,
Sing the Friendly Letter song to learn parts of the letter.
Friendly letter, friendly letter,
Gonna be great! Start with the date!
Then you add the opening, the body and the closing.
Sign your name, sign your name!

Tone: Are you sleeping.
Take from: http://generaldelksarmy.blogspot.com/2012/10/friendly-letter.html
Write a thank you letter.

You are GREAT
Charlottes personality trait is shown in the web
below.
Describe positive personal trait of your friend.
Teachers Guide

Objective:

Students are able to
to identify positive
personal traits.

Activity:
Students choose four
words that describe
personal trait of a
friend in personality
web organizer.
3. Then have each stu-
dent create a word
web poster by writing
his/her friends name
in a center
4. students to weave
their five words into
the webs in creative
ways.

Youre getting warm!
Waving Word
Draw the spider web and write all of your friend positive personal
traits.


K
i
n
d
































Research Report
When you write a research report remember to do
these things.


Teachers Guide

Objective:
Objective:
Students are make
reserach report of
favorite animal in
the story
Activity:
Students choose 1
favorite animal from
the story.
Students find an
information about it
from library or
internet.: the
physical appearance,
the food, place to
live, the interesting
fact.
Students make
research report
based on the
information.

Its a wrap!!!
What makes a great research report?
1.Choose a topic that interests you
2. Find enough interesting facts or details about
the topic.
3. Take notes on the facts you find.
4. Organize the facts in an order that makes
sense.
5. Share the fact in your words.
Research Report
Choose one favorite animal from the story then have a research of
your animal. You may take a look at your K-W-L chart. Then, organize
the facts in the research report planner.

RESEARCH REPORT PLANNER




Research Report
Organize the fact in the research report planner.

RESEARCH REPORT PLANNER




Research Report
Write your RESEARCH REPORT.






Research Report
RUBRIC FOR RESEARCH REPORT
Research Report Rubric

Name : _____________________ Topic : ____________________________





Criteria / Score 1 ( 7 ) 2 ( 8 ) 3 ( 9 ) 4 (10)
Ideas The report does not
have a focus. There
are almost no facts,
and no research may
have been done
The report may not
be clearly focused on
a single topic. May
additional facts are
needed.
The report is focused
on a topic. More facts
are needed in some
places.
The report focused
on an interesting top-
ic. The writer told
many facts about the
topic.
Organization Facts are disorganized Many facts may be
out of order
Some facts may be
out of order
Facts are written in
an order that makes
sense
Voice The writer copied
many sentences from
a source instead of
using his or her own
words
The writer often did
not use his or her
own words
The writer mostly
used his or her own
words
The writer always
used his or her own
words.
Word Choice The words chosen are
confusing
The words chosen are
sometimes unclear
The writer sometimes
did not say exactly
what he or she meant
The writer chose
words that said exact-
ly what he or she
meant
Sentence Fluency Sentences are unclear,
incomplete, or repeti-
tive
Many sentences are
incomplete
Some sentences are
incomplete
Sentences are com-
plete
Conventions Most sentences are
incomplete
Mistakes sometimes
make the report hard
to understand
There are some mis-
takes, but they do not
affect understanding
There are few errors
in grammar, capitali-
zation, spelling, and
usage
Presentation The final copy is
messy. It may be il-
legible in many plac-
es
The final copy is
messy. It may be il-
legible in few places
The final copy is
messy in few places
but still illegible
The final copy is neat
and legible
Total Score: Comments: