Charlottes Web BY E B WHITE 1952 After

Charlotte’s Web BY E. B. WHITE (1952) • • • After her father spares the life of a piglet from slaughtering it as runt of the litter, a little girl named Fern Arable nurtures the piglet lovingly, naming him Wilbur. The novel tells the story of. Wilbur and his friendship with a barn spider named Charlotte. When Wilbur is in danger of being slaughtered by the farmer, Charlotte writes messages praising Wilbur (such as "Some Pig") in her web in order to persuade the farmer to let him live.

TITLE CLT WITH CHARLOTTE’S WEB Objectives Appropriate to their level of English language development, students will be able to (BAT): • Share opinions/perceptions about themes in Charlotte’s Web; • Back up opinions with evidence; • Follow norms of behavior for classroom small group discussion; • Use English appropriately (context, content, and pronunciation); • Use selected vocabulary terms; and • Demonstrate developing proficiency in reading, writing, speaking, and listening English as a second language Assessments • Progress monitoring will include checking for understanding during group work and submission of a group assignment • Final Assessment will revision of Quick. Write 1 -paragraph essay on “Who is a Friend? ” • PBL: Book Trailer video long term project Materials • • • Internet Connectivity with audio Ranking strips Handouts for Vocabulary Activity, Who Said What? , POV, and POV Argument, Quick. Write

TITLE CLT WITH CHARLOTTE’S WEB ACTIVITY Structure CLOSE READING - CHAPTER 1 (35) 1. Introduce Book (Slide 1) (5) 2. Introduce Close Reading Strategy (6) 3. Audiotape of Chapter 1 w/transcript (6) 4. Vocabulary Activity (6) 5. Who Said What? (6) 6. POV and POV Argument (6) DIALECTIC JOURNAL - CHAPTER 5 (24) 1. Introduce Dialectic Journal Strategy (5) 2. Conduct Dialectic Journal (13) 3. Share entry with elbow partner (6) WHAT MAKES A GOOD A FREND? (45) 1. Quick-Write on Friendship (15) 2. Ranking activity – Characteristics of a Good Friend (15) 3. Activity: Who is a Friend? (2) 4. Peer Group Sharing of Quick-writes (15) Linguistic Supports • Directions on Dialectic Journal • Transcripts of Chapters 1/2

INTO, THROUGH, AND BEYOND A TEXT INTO THROUGH BEYOND INTRO – Introduction to the text prepares students for content to be learned and connects new content with prior learning. THROUGH – Body of the text delivers the content to be learned. BEYOND – Closing the text provides time for reflection and to link to future learning. In our airplane travel metaphor, the INTRO part of the flight includes boarding, stowing gear, locating safety features, rolling down the runway, and taking off. In our airplane travel metaphor, the THROUGH part of the flight is when the plane is traveling at the appropriate altitude, and you are free to move around the cabin. In our airplane travel metaphor, BEYOND part of the flight is the landing, subsequent departure from the airplane, and on to the next part of the journey.

CLOSE READING – CHAPTER 1

Close Reading • Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text's form, craft, meanings, etc. • It is a key requirement of the Common Core State Standards and directs the reader's attention to the text itself.

Clarification of Close Reading

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. “Where’s Papa going with that ax? ” said Fern to her mother as they were setting the table for breakfast. “Out to the hog house, ” replied Mrs. Arable. “Some pigs were born last night. ” “I don’t see why he needs an ax, ” continued Fern, who was only eight. “Well, ” said her mother, “one of the pigs is a runt. It’s very small and weak, and it will never amount to anything. So your father has decided to do away with it. ” “Do away with it? ” shrieked Fern. “You mean kill it? Just because it’s smaller than the others? ” Mrs. Arable put a pitcher of cream on the table. “Don’t yell, Fern!” she said. “Your father is right. The pig would probably die anyway. ” Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth smelled of springtime. Fern’s sneakers were sopping by the time she caught up with her father. “Please don’t kill it!” she sobbed. “It’s unfair. ” Mr. Arable stopped walking. “Fern, ” he said gently, “you will have to learn to control yourself. ” “Control myself? ” yelled Fern. “This is a matter of life and death, and you talk about controlling myself. ” Tears ran down her cheeks and she took hold of the ax and tried to pull it out of her father’s hand. “Fern, ” said Mr. Arable, “I know more about raising a litter of pigs than you do. A weakling makes trouble. Now run along!” “But it’s unfair, ” cried Fern. “The pig couldn’t help being born small, could it? If I had been very small at birth, would you have killed me? ” Mr. Arable smiled. “Certainly not, ” he said, looking down at his daughter with love. “But this is different. A little girl is one thing, a little runty pig is another. ” “I see no difference, ” replied Fern, still hanging on to the ax. “This is the most terrible case of injustice I ever heard of. ”

Quote from Text: Definition:

Argument Construction, Document-Based Questions, Free Response Questions

DIALECTIC JOURNAL – CHAPTER 5: CHARLOTTE

Dialectic Journal • A dialectical journal is a written conversation with yourself about a piece of literature that encourages the habit of reflective questioning. • You will use a double-entry form to examine details of a passage and synthesize your understanding of the text. TEXT I wish I could see you, Wilbur, as clearly as you can see me. " "Why can't you? " asked the pig. "I'm right here. " “Yes, but I'm near-sighted, " replied Charlotte. "I've always been dreadfully near-sighted. REFLECTION ARE SPIDERS REALLY NEAR-SIGHTED? HOW AND WHAT DO SPIDERS SEE? Spiders usually have eight eyes (some have six or fewer), but few have good eyesight. They rely instead on touch, vibration and taste stimuli to navigate and find their prey. (How Spiders See the World, Australian Museum)

THEME OF FRIENDSHIP

Ranking Activity • Organize the characteristics of a good friend into three piles – MOST IMPORTANT (top 5) – SOMEWHAT IMPORTANT – LEAST IMPORTANT (bottom 3) • Compose another characteristic of a good friend add it to the appropriate pile. • Be ready to share your top five characteristics and the answer to the question below: – Which category of characteristics did you identify as most important? • Integrity – characteristics in green • Caring – characteristics in orange • Congeniality – characteristics in blue

Quick-Write Activity A true friend accepts who you are, but also helps you become who you should be. • Think about a person in your life that you consider to be a good friend (past or present). • Review the list of characteristics of a good friend and consider how you ranked them in order of importance. In a 10 -minute Quick. Write, (1) compose a short story about your friend that illustrates your relationship; and (2) identify 2 -3 different characteristics portrayed by your friend. Be prepared to share your writing in a small group.

Peer Sharing Activity Happiness is. . . good conversation. • One by one, each member reads their story and identifies 1 -2 characteristics portrayed by their friend. • The group then reflects on the story and decides whether the friend portrays integrity, caring, congeniality, or a combination of two or all three. Value of Peer Critique/Review/Sharing • • gives students opportunities to analyze and evaluate Increases amount of feedback students receive promotes collaboration, communication, and reflection improves understanding by both student conducting critique and person receiving review