Samantha Morgan

Novel Study Planning Tool

Book Title: Charlotte’s Web
Author: E. B. White

Overview
Student Grade Level 4th grade

Number of Days/Weeks MWF days/5 weeks, 45 minutes each day (Week 5 will be 60 minutes each day)

Learning Standards CCSS.ELA-LITERACY.RL.4.3

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).

Interdisciplinary Language Arts, Science, Life Cycles, Arachnology, and Agriculture

Objectives Students will be able to identify and describe different characters’ perspectives in
Charlotte’s Web.

Students will be able to describe the characters, settings, and events in depth.

Primary Skills/Strategy Analyzing different perspectives, plus comparing and contrasting

Time Schedule
Frequency of instruction Week 1
Day 1 (M): Introduction & Chapter 1 (45 minutes)
Each day Day 2 (W): Chapters 2 & 3 (45 minutes)
Day 3 (F): Chapters 4 & 5 (45 minutes)
25 minutes Week 2
Chapter(s) activity Day 4 (M): Chapters 6 & 7 (45 minutes)
Day 5 (W): Chapters 8 & 9 (45 minutes)
15 minutes Day 6 (F): Chapters 10 & 11 (45 minutes)
Vocabulary activity Week 3
Day 7 (M): Chapters 12 & 13 (45 minutes)
5 minutes Day 8 (W): Chapters 14 & 15 (45 minutes)
Question discussions Day 9 (F): Chapters 16 & 17 (45 minutes)
Week 4
Day 10 (M): Chapters 18 & 19 (45 minutes)
Day 11 (W): Chapters 20 & 21 (45 minutes)
Day 12 (F): Chapters 22 & Conclusion (45 minutes)
Week 5
Day 13 (M): Writing Workday (45 minutes)
Day 14 (W): Writing/Illustrating Workday (45 minutes)
Day 15 (F): Presenting final projects to the class (45 minutes)

Vocabulary:
Consider how vocabulary will be implemented (by chapter, section, and overall).
Which words should be in focus and why?
How will vocabulary be introduced?
Term/Location Introduction Notes

Week 1 Day 1 ● Students will get a ● Students will already have previous knowledge
Chapter 1 Vocabulary Bingo of all vocabulary activities. If students need a
Runt (Page 1) Board from the refresher, the teacher can show them.
teacher. The class
Miserable (Page 4) ● The Vocabulary Bingo Board is at the end of
has expressed in
past novel studies this document.
Week 1 Day 2 that they like the ● Students must complete three different activity
Chapters 2 & 3 variety of activities boxes per week (one per day) until all nine have
Patient (Page 13) that they can been completed once. Students will have the
Praise (Page 24) choose from. Each option in Week 4 to repeat any three activities.
student will choose
one activity box out
Week 1 Day 3
Chapters 4 & 5 of the nine boxes. ● The teacher will check for completion of the
Determined (Page 34) Each student will activities in students’ vocabulary journals before
Salutations (Page 35) complete a the next activity.
different
● Students can complete more vocabulary
vocabulary activity
each day. activities with the extra words provided for
Depending on the them. By completing more of these different
box, students can vocabulary activities, students can repeat their
work with a partner favorite strategy.
or independently. ● Crossword or word search puzzles are already
● Students will be created and available for every two chapters.
completing these
The teacher can add some of the extra words for
activities with
words that have a challenge. The teacher will use the following
been chosen in website: https://www.flippity.net/
each chapter and ● The teacher will have all the different blank
are relevant to the templates of all the different vocabulary
book. By working activities for students to use and reference.
with different Copies will be distributed to all students.
strategies, students
experience a
variety of ways to
study vocabulary.

Week 2 Day 1 See above instructions See above instructions

Chapters 6 & 7
Morals (Page 46)
Conspiracy (Page 49)

Week 2 Day 2
Chapters 8 & 9
Rambled (Page 54)
Summoning (Page 58)

Week 2 Day 3
Chapters 10 & 11
Woven (Page 77)
Miraculous (Page 84)

Week 3 Day 1 See above instructions See above instructions

Chapters 12 & 13
Destiny (Page 90)
Terrific (Page 94)
Week 3 Day 2
Chapters 14 & 15
Radiant (Page 99)
Versatile (Page 116)

Week 3 Day 3
Chapters 16 & 17
Stowaway (Page 124)
Expression (Page 136)

Week 4 Day 1 See above instructions See above instructions

Chapters 18 & 19
Humble (Page 140)
Magnum Opus (Page 144)

Week 4 Day 2
Chapters 20 & 21
Triumph (Page 155)
Tremendous (Page 164)

Week 4 Day 3
Chapters 22
Trembled (Page 177)
Glory (Page 183)

Extra words See above instructions See above instructions

Litter (Page 3)
Adoring (Page 8)
Perspiration (Page 13)
Swallows (Page 14)
Steadily (Page 25)
Groaned (Page 27)
Goslings (Page 28)
Cunning (Page 30)
Dozed (Page 33)
Near-Sighted (Page 37)
Muttered (Page 47)
Neglected (Page 58)
Unbearable (Page 74)
 Blundered (Page 81)
Queer (Page 82)
Slogan (Page 87)
Spinnerets (Page 93)
Thrashing (Page 102)
Anxiety (Page 114)
Genuine (Page 118)
Carousing (Page 148)
Solemn (Page 168)
Activities/Culmination by Chapter
Chapter Activities
Introduction ● The teacher will present a personal
& Chapter 1 Book Hook to the class. (The Book
Hook is at the end of this
document.)
● The teacher will introduce the
students to their own daily Chapter
Organizer. Students will complete
the Chapter Organizer while
reading or after reading each
chapter. These Chapter Organizers
will help the students keep track of
the different events in each
chapter. The teacher and class will
read chapter one together and then
fill out the first Chapter Organizer
as a class.
Important Concepts/Notes
Students will use their inference skills to make
predictions about the novel after observing the
illustration on the front cover and reading the text on
the back cover of Charlotte’s Web. By having
students do this, they will be using evidence to
predict what the story will be about. This activity
relates to the standard because students will be
completing a Chapter Organizer as they start to read
Charlotte’s Web. Students will use this organizer to
help gain knowledge and details from the novel’s
characters, settings, and events.
Discussion Questions: (as an entire class)
Question before reading
● Have any of you ever been on a farm or had a
pet that was not a normal house pet?
Question after Chapter 1
● What and where is the setting for the story?
● Answer: Farm, kitchen, and/ or breakfast
time.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
Chapter 2 & ● The teacher will pass out a blank
Chapter 3 sheet of paper. Students will get
out their books, Chapter
Organizers, and coloring materials.
The teacher will talk about the
main scene that describes where
the story is currently taking place
and where Wilbur lives. Based on
the descriptions of Mr.
Zuckerman’s farm and property,
students will create a map of the
farm and label the areas (barn,
apple orchard, woods, etc.).
Students will write a short
description under the map. They
will also create a map key to go
along with their personal maps.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
Chapter 4 & ● The teacher will go over the
Chapter 5 week’s Chapter Organizers with
students as an entire class. The
teacher will ask the students to turn
to a table member and talk as a
partner. After students have had
time to talk with their partners,
they can raise their hands and
share their answers with the
teacher and the class. The teacher
will write down the students’
collaborated answers and the class
will make sure that they have the
correct answers written down.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
Students will be using their previous knowledge of
making and reading a map. If students are not
familiar with the components of a map (for example,
a map key, a compass rose, the correct way to label,
etc.), the teacher can review these things with
students so they know how to create and label the
map correctly. This activity relates to the standard
because it helps students familiarize themselves with
the main setting of the book.
Discussion Questions:
Question after Chapter 2
● Why did Mr. Arable need to sell Wilbur?
● Answer: He did not want to provide for
Wilbur any longer.
Question after Chapter 3
● What does Wilbur’s new home look like?
● Answer: In the barn or in manure pile.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
It is important that students are comprehending the
important details of the novel. They can use these
notes to help them each create their own summative
assessment project. This activity relates to the
standard because students will be completing a
Chapter Organizer as they read Charlotte’s Web.
Students will use this organizer to help gain
knowledge and details from the novel’s characters,
settings, and events.
Discussion Questions:
Question after Chapter 4
● Why is Wilbur sad in this chapter?
● Answer: He does not have any friends and is
lonely.
Question after Chapter 5
● What character is introduced in this chapter?

Chapter 6 & ● The teacher will pass out the
Chapter 7 Wilbur’s Problem-Solving
Worksheet. For this worksheet,
table groups will come up with
some solutions to save Wilbur’s
life and discuss why they will
work. Students will pick their
favorite solution and share it with
the class.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
● Answer: Charlotte--she is a friendly,
nearsighted spider who speaks the truth.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
Students will use their inference skills to figure out
ways to save Wilbur’s life. This is an important event
in the novel because Mr. Zuckerman decides if it is
worth the money to feed and keep Wilbur alive. This
activity relates to the standard because Wilbur’s life is
essential to the story because he is the main
protagonist and it is really his story more than any of
the other characters.
Discussion Questions:
Question after Chapter 6
● What is one reason why the story seems to
feel the happiest at the beginning when
Wilbur was born on the farm in early
summer?
● Answer: Everything is fresh and new, the
temperature is warm, school has ended, there
are bird nests with eggs, and goose’s eggs
hatch.
Question after Chapter 7
● Who told Wilbur that Mr. Zuckerman would
most likely kill him and what was Wilbur’s
reaction?
● Answer: The old sheep told him and Wilbur
acted upset--he cried and ran around
frantically.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
Chapter 8 & ● The teacher will hand out the Venn
Chapter 9 Diagram Compare and Contrast
Worksheet. Students will fill in this
chart by recalling similarities and
differences between Wilbur and
Charlotte. The teacher will ask the
students to raise their hands and
share something that can be added
to the class’s Venn Diagram on a
classroom wall.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
Chapter 10 & ● The teacher will go over the
Chapter 11 week’s Chapter Organizers with
students as an entire class. The
teacher will ask the students to turn
to a table member and talk as a
partner. After students have had
time to talk with their partners,
they can raise their hands and
share their answers with the
teacher and the class. The teacher
will write down the students’
collaborated answers and the class
will make sure that they have the
correct answers written down.
The teacher will fill in the Wilbur and Charlotte Venn
Diagram on the classroom wall as the students share
their answers. The teacher will complete the diagram
on chart paper and hang it up on a classroom wall.
This activity relates to the standard by having
students analyze characteristics between Wilbur and
Charlotte through comparing their similarities and
differences.
Discussion Questions:
Question after Chapter 8
● Why was Mrs. Arable concerned about Fern?
● Answer: Fern told her that the animals in the
barn talk to each other and she can understand
them as if they spoke English.
Question after Chapter 9
● Why couldn’t Wilbur spin a web?
● Answer: Besides lacking a set of spinnerets,
Wilbur does not know how to spin a web.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
It is important that students comprehend and
understand the important details in the novel.
Students can go back and use these notes to help them
create their summative assessment project. This
activity relates to the standard because students will
be completing a Chapter Organizer as they read
Charlotte’s Web. Students will use this organizer to
help gain knowledge and details from the novel’s
characters, settings, and events.
Discussion Questions:
Question after Chapter 10
● What did Charlotte’s plan have to do with Mr.
Zuckerman?
● Answer: She had to trick Mr. Zuckerman.
Question after Chapter 11
 ● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
Chapter 12 & ● The teacher will bring in some old
Chapter 13 magazines and newspapers and
spread them out on a table. Next,
the teacher will give the students
instructions before they grab any
of the materials. The teacher will
then talk to the class about the
errand that Templeton ran for
Charlotte--when he brought back
words for her from printed papers
that she could use to put in her
web. Students will search through
the magazines and newspapers in
order to come up with a word that
describes something about Wilbur
that Charlotte could weave into her
web. The teacher will put a picture
of a spider web on the board (see
attached worksheet). Each student
will cut out a chosen word and
tape it onto the web. After all
students are done, the teacher will
read the various words to the class
and discuss how well they fit
Wilbur’s personality.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
● What was Mr. Zuckerman’s reaction when he
first saw Charlotte’s web?
● Answer: He was in awe of the web and he
declared it was a miracle, plus said that
Wilbur was a special pig.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
Students will be able to go through different
magazines and newspapers to find a word that
describes Wilbur. Then, students will have the
opportunity to be in Templeton’s and Charlotte’s
situation--finding words and then choosing a special
one about Wilbur to spin into the web. This activity
relates to the standard by giving students the
opportunity to put themselves in Templeton’s shoes
by collecting words and in Charlotte’s web by
choosing that one special word. Students will realize
how important this aspect of the story is by
participating in it.
Discussion Questions:
Question after Chapter 12
● What was Templeton’s errand for Charlotte
and why did he agree to do it?
● Answer: Templeton’s errand was to bring
paper clippings with words from the dump so
that Charlotte could spell a special word.
Templeton agrees to do it once he realizes that
if Wilbur dies, he will not get any more of
Wilbur’s food.
Question after Chapter 13
● After seeing the word “terrific” spun in the
web, what plans did Mr. Zuckerman make for
Wilbur?
● Answer: Wilbur no longer slept in manure, he
slept in clean hay and got buttermilk baths,
plus Mr. Zuckerman decided to bring him to
the fair.

Chapter 14 & ● The teacher will pass out a
Chapter 15 Prediction Worksheet. Students
will make two predictions and
write them in the bubble. They will
focus their predictions based on
what they think will happen at the
fair. Next to the bubble, students
will write why they think their
predictions will occur. Since they
are making predictions on this
particular day, they will get out
their worksheet again on Friday to
see if their predictions came true.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
Chapter 16 & ● Students will pull out their
Chapter 17 Prediction Worksheet from
Wednesday. They will fill in their
last box answer if their predictions
came true.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
The teacher will encourage students to write about
predictions for what will happen at the fair. If
students cannot come up with predictions about the
fair, they can come up with predictions for the end of
the novel. Because the teacher is having students get
out their Prediction Worksheet on Friday, their
predictions may or may not be answered yet. Students
can hold onto the worksheet until the end of the novel
and fill it out then. This activity relates to the
standard because students are making predictions
about a major event that is happening in the novel.
The fair event part of the story contains important
changes that affect various characters.
Discussion Questions:
Question after Chapter 14
● Why did Fern’s mother visit Dr. Dorian about
Fern?
● Answer: Fern’s mother was concerned about
Fern and her obsessive interest in the farm
animals.
Question after Chapter 15
● What was Wilbur’s attitude even with all of
the attention he was getting?
● Answer: Humble, modest, and kind.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
If students are not able to answer their predictions on
this day, they can leave the worksheet blank until they
finish the novel. It is important that students
comprehend and understand the important details of
the novel. Students can go back and use these notes to
help them create their summative assessment project.
 ● The teacher will go over the
week’s Chapter Organizers with
students as an entire class. The
teacher will ask the students to turn
to a table member and talk as a
partner. After students have had
time to talk with their partners,
they can raise their hands and
share their answers with the
teacher and the class. The teacher
will write down the students’
collaborated answers and the class
will make sure that they have the
correct answers written down.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
Chapter 18 & ● The teacher will ask the students to
Chapter 19 take out a blank, lined piece of
paper. Next, the teacher will write
the following writing prompt on
This activity relates to the standard because students
will be completing a Chapter Organizer as they read
Charlotte’s Web. Students will use this organizer to
help gain knowledge and details from the novel’s
characters, settings, and events.
It is important that students comprehend and
understand the important details in the novel.
Students can go back and use these notes to help them
create their summative assessment project. This
activity relates to the standard because students will
be completing a Chapter Organizer as they read
Charlotte’s Web. Students will use this organizer to
help gain knowledge and details from the novel’s
characters, settings, and events.
Discussion Questions:
Question after Chapter 16
● Why did Wilbur faint?
● Answer: Mr. Zuckerman spoke about the ham
and bacon that he would be getting by killing
Wilbur.
Question after Chapter 17
● At the fair, who is the new animal character
that is introduced and how can he be
described?
● Answer: Wilbur’s competition--another prize
pig named Uncle. Uncle is a spring pig who is
much larger and dirtier than Wilbur, and who
likes to makes] jokes.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
Students will write about a relationship in their lives
and compare it to Wilbur and Charlotte’s friendship.
It will get the students thinking about what it means
to have a friend and the responsibilities that come
 the board: “Charlotte and Wilbur
are ‘true friends.’” Students will
write a detailed description about
one of their friendships and then
compare and contrast the
similarities and differences
between the friendship of the
student and a friend and the
friendship of Wilbur and Charlotte.
Students can share with the class if
they want.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
Chapter 20 & ● The teacher will pass out the
Chapter 21 Charlotte’s Web Timeline
Worksheet to the class. Each
student will fill in the boxes and
decide--in detail and in
order--which events in Charlotte’s
Web were the most important.
Since this activity falls on the day
for Chapters 20 and 21, students
will fill in their final box on Friday
when they read the last chapter.
After reading the last chapter,
students will be able to complete
their Timeline Worksheet and
complete in their Prediction
Worksheet if they have not already
done so.
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
with having a friendship. This activity relates to the
standard because Charlotte and Wilbur’s relationship
is one of the main themes in the novel. It is essential
to discuss their relationship in the story.
Discussion Questions:
Question after Chapter 18
● What new word did Charlotte make in her
web and what is she also making?
● Answer: The new word was humble.
Charlotte is making her egg sack.
Question after Chapter 19
● Why is Charlotte feeling so content and
peaceful?
● Answer: Charlotte thinks she has saved
Wilbur’s life.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
Because the class is close to the end of the novel, it is
important to look back at the major events that
happened in it. This activity relates to the standard
because the students are describing in detail the
important events from the entire novel.
Discussion Questions:
Question after Chapter 20
● Why is a word on the web such a
phenomenon?
● Answer: Spiders do not spin and spell words
in webs.
Question after Chapter 21
● Why can’t Charlotte go back to the barn?
● Answer: Because Charlotte is going to be
dead in a day or two and she does not have the
strength to get into the crate and survive the
journey.
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will

Chapter 22 & ● The teacher will have the students
Conclusion take out their Timeline Worksheet
from Wednesday and fill in the last
box on the Timeline Worksheet.
Also, if students have not finished
filling in their Prediction
Worksheet, they can complete it as
well.
● The teacher will go over the
week’s Chapter Organizers with
students as an entire class. The
teacher will ask the students to turn
to a table member and talk as a
partner. After students have had
time to talk with their partners,
they can raise their hands and
share their answers with the
teacher and the class. The teacher
will write down the students’
collaborated answers and the class
will make sure that they have the
correct answers written down.
● The teacher will have a discussion
with the class about whether they
enjoyed experiencing Charlotte’s
Web. Next, the teacher will discuss
the students’ first-day predictions
about the novel before they read it
and if any of the students’
predictions were correct. Students
can raise their hands and share if
they like..
● Students will continue to fill out
their Chapter Organizer during or
after reading each chapter.
happen at the end of the novel study after all activities
are done.
It is important that students comprehend and
understand the important details of the novel.
Students can go back and use these notes to help them
create their summative assessment project. The
teacher will bring the conversation back to the
beginning of the novel study when they all made
predictions about it by just looking at the front cover
picture and reading the back cover. This activity
relates to the standard because students will be
completing a Chapter Organizer as they read
Charlotte’s Web. Students will use this organizer to
help gain knowledge and details from the novel’s
characters, settings, and events.
Discussion Questions:
Question after Chapter 22
● Why were Charlotte’s children leaving Wilbur
and how many decided to stay?
● Answer: Charlotte’s children needed to go out
into the world, but three decided to stay
behind and live with Wilbur in the barn.
Question after reading
● Were your predictions from the first day
correct?
*Students will turn to a partner and talk about one
question from each chapter for five minutes. This will
happen at the end of the novel study after all activities
are done.
Assessment
Objective
Vocabulary Journals
Students will be able to
complete their Vocabulary
Bingo Card and decide on
their next activity.
Chapter Organizers
Students will be able to
complete the Chapter
Organizer to help them
describe the characters,
settings, and events in
depth.
Step Into Someone’s
Shoes
Students will be able to
identify and describe
different character’s
perspectives in Charlotte’s
Web through another
character’s viewpoint.
Formative Assessments
Vocabulary Journals
Students will complete the vocabulary activity in
their Vocabulary Journal each day. These
activities are 15 minutes long. The teacher will
check for completion and stamp or give a sticker
for that bingo box. This assessment connects
with the standards by having the students explore
the weekly vocabulary words in depth that
connect to the characters, settings, events, or
details in those designated chapter(s).
Chapter Organizers
Students will complete the Chapter Organizer
while or after reading each chapter. These
Chapter Organizers will help students keep track
of the different events in each chapter. This
assessment connects with the standards by
having the students discover in-depth, important
details for the characters, settings, or events in
those designated chapter(s).
Summative Assessment
Step Into Someone’s Shoes
Students will choose and write
about a scene or event from any
character’s perspective. In this
project, they will also draw an
illustration to go with their
writing. This summative
assessment will allow students to
explore characters, settings, and
events in depth and from a wide
variety of perspectives. They will
share their project with the class;
and the class will hear different
characters’ voices and
backstories written by their
classmates. By having students
choose an event and character, it
will help them use their creative
thinking and their ability to
create details from the story. This
assessment connects with the
standards by having students
identify and describe different
characters’ perspectives from
Charlotte’s Web.
Opportunities for Differentiation
Struggling Learners
● If students are having
difficulty reading the
book or following
along, they can be
given an electronic
version with audio of
the novel.
● If students struggle to
keep up with filling out
the Chapter Organizer
or other worksheets,
the teacher can provide
them with halfway-
completed charts. For
example, sentence
starters can be
provided for
vocabulary words.
● If students are not
finished with their
vocabulary activity,
they can complete it
later in the day or at
home.
● To help fluency and
comprehension skills,
the teacher will give
students vocabulary
words to learn before
reading each chapter.
● For the summative
assessment, students
will be required to use
three vocabulary
words. If students are
having difficulty
creating their own
On Level Advanced Extra Resources
● Students should ● Students can ● Coloring pages
keep up with the complete more that include the
Chapter Vocabulary Bingo cover and
Organizer and Cards with extra chapter
Vocabulary vocabulary words if illustrations:
Charts. They can they have extra http://www.supe
write sentences time. If they do not rcoloring.com/c
that utilize the want to do another oloring-pages/ch
vocabulary and activity, they can do arlottes-web
include character more of their ● Learn how to
qualities and assigned reading or draw Wilbur:
perspectives. one of the extra https://artproject
● If students are resources I have sforkids.org/ho
done completing provided for them. w-to-draw-a-pig
their assignments ● If students are done /
for the day, they with their assigned ● Learn about
can work on any reading, the teacher spiders:
of the extra can suggest another https://www.spi
resource projects E. B. White book dersworlds.com/
if they would for silent reading. facts-about-spid
like. Some extra books ers/
● For the include Stuart Little ● STEM spiders:
summative and The Trumpet of https://www.thri
assessment, the Swan. vingstem.com/2
students will be ● Throughout the 017/02/multiplic
required to use novel, students ation-by-8-spide
five vocabulary could be doing r-craft.html
words. If they are multiple compare ● Extra
having a hard and contrast charts crosswords:
time coming up for different https://www.abc
with their own characters--includin teach.com/docu
scene or event g minor characters. ments/charlottes
from another ● For the summative -web-crossword
character’s assessment, students -i-abcteachcom-
perspective, will be required to 7127
students can refer use eight ● Fun facts:
to Templeton’s vocabulary words. https://www.fact
 scene or event from example from the If students would monster.com/tak
another character’s teacher. like to expand their e-quiz/charlottes
perspective, they can ● If students are story, they could -web
refer to Templeton’s having difficulty create more than ● Charlotte’s Web
example from the creating one scene or try to snacks
teacher. Also, the illustrations for create an entire http://the-wilson
teacher can suggest a their story, they chapter. If students -world.blogspot.
few chapters for the can refer to the would like, they com/2012/11/ch
student to choose from extra coloring could write a new arlottes-web-spi
to base their story on. pages in the extra ending to a chapter der-web-snack.h
● If students do not have resource side to of their choosing. tml
enough time to help inspire their ● If students show
illustrate their story, illustrations. interest in
they can use the extra ● If students show completing any of
coloring pages in the interest in the extra resources
extra resource side to completing any at home, the teacher
represent their story. of the extra will provide a copy
● If students show resources at and materials for
interest in completing home, the teacher that activity.
any of the extra will provide a ● The teacher can
resources at home, the copy and provide answer keys
teacher will provide a materials for that to the students once
copy and materials for activity. they have
that activity. ● The teacher can completed and
● The teacher can provide answer turned in their work.
provide answer keys to keys to the
the students once they students once
have completed and they have
turned in their work. completed and
turned in their
work.
 Book Hook and Project Exemplar

Ok, boys and girls, you may be wondering why I am holding a picture of myself next to a pig.

Well, this is Bubba. Bubba is a Juliana pig, which is a smaller type of domestic pig from Europe.

He is 14 inches tall and weighs about 50 pounds. Bubba has a very gentle disposition, loves to

play, and eats mini marshmallows on special occasions. Now you may be also wondering why I

am posing for a picture with Bubba. As it happens, I did some volunteering work in college and

happened to have the opportunity to pet, play with, and feed mini marshmallows to Bubba. He

lives in Swift Nature Camp in Oakbrook, Illinois. Finally, you all may be wondering why I am

talking about pigs. Well, the book I have in my hand happens to have a pig on it and this pig is

the main character of the story. I would like to talk about what we all think this story will be

about just by looking at the illustration on the front cover and reading the text on the back cover

of the book. Now, let’s use our detective skills to figure out what this book is about by looking at

the picture on the front and reading the words on the back.
 Vocabulary Bingo Options (Teacher Edition)
Single-Person Option
Vocabulary Graphics--The
teacher distributes index
cards to all students and they
write the word and definition
in the middle of the card. In
the four corners of the card,
the student will write a
sentence, a synonym, and an
antonym, plus draw a picture.
Partner Option
Scavenger Hunt--Students
partner up and use that
week’s list of vocabulary
words. Students will look
around the classroom to find
their words in books and
magazines, and on computers
(if accessible). Students will
record where they found each
term in their journals.
Single-Person Option
Vocabulary Journal Entry--
Students will write down the
given vocabulary words and
record the exact sentence
from the text. Next, students
will write down the word,
page number, sentence from
the text, student-friendly
definition, antonym, and
synonym, plus draw a picture.
Partner Option
Vocabulary Charades--The
teacher will have the table
groups divide into partners.
One student will choose a
vocabulary word to act it out;
the other student will guess
the vocabulary word.
Students will record a way to
remember the terms in their
journals.
Single-Person or Partner
Option
Synectic Comparisons--
Students will work with a
partner or work by
themselves. Students will
receive sentence starters that
have blank spaces in them so
they can fill in the vocabulary
terms. Students need to make
a comparison with a
vocabulary term and an
ordinary object.
Partner Option
Word Family Tree--Students
will work as partners for this
activity. They will use an
empty Family Tree
Worksheet for each term and
will record the vocabulary
term ancestry root word and
meaning, word relatives,
pronunciations, memory
clues, definitions, plus write
one sentence that contains the
word.
Single-Person Option
Crossword Puzzles--Teachers
can use a crossword maker
website or create their own
puzzles. The teacher gives
students a list of vocabulary
words and clues that they
have to decipher and put in
their correct spot. (The
teacher will create a version
every week with new terms.)
Partner Option
Draw-It/Pictionary--Students
will get a partner. They will
take turns drawing what the
vocabulary word represents.
Students will go through all
of the vocabulary terms on
the list. They will also draw
illustrations in their journals.
Single-Person Option
Connect-Two--Students will
use that week’s list of words
for connections. They will
identify connections between
any two words. Students will
use one new term from the
new vocabulary list and any
previous term that they
learned from the text.
 Vocabulary Bingo Options (Student Edition)

Single-Person Option Partner Option Single-Person Option

Vocabulary Graphics Vocabulary Charades Crossword Puzzles

Partner Option Single-Person or Partner Option

Partner Option
Scavenger Hunt Synectic Comparisons Draw-It/Pictionary

Single-Person Option Partner Option Single-Person Option

Vocabulary Journal Word Family Tree Connect-Two

Entry
Name:_______________________ Date:_____________

Charlotte’s Web Chapter Organizer

Chapter Number and Title:____________________________________

What is the main idea in this chapter?

What characters are in this chapter?

Describe the characteristics of the main characters:

List two important events from this chapter:

Draw a picture of a character, scene, or event from this chapter:

Name:________________________ Date:_____________

Charlotte’s Web Compare and Contrast Worksheet

Wilbur Charlotte
 Name:_________________________ Date:_____________

Wilbur’s Problem-Solving Worksheet

Wilbur’s Problem

Solution and Why:

Solution and Why:

Solution and Why:

Solution and Why:

Name:________________________ Date:_____________

Charlotte’s Web Timeline Worksheet

 Name:________________________ Date:_____________

Charlotte’s Web Making Predictions Worksheet

Why do you think this will happen?

Why do you think this will happen?

Did any of your predictions come true?

Name:__Miss Morgan________ Date:__12/10/2020________

Example of Summative Assessment

My scene is in Chapter __12__ on page _90_.

“It’s unbearable!” groaned Templeton. “I should be out there right now having a

terrific time feasting in junk food heaven--not wasting my time looking for Charlotte’s

words! Instead of the slogan ‘some pig,’ it should be ‘dumb pig.’ I am getting his eats

for quite a while. Oh well, I’ll just have to speed up all of my good eating time. I should

feel miserable from eating too much, not playing word search. And no one mutters any

salutations, thanks or praise to me? What do I get? Oh yeah, food! Let’s go!”