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By E. B. WhiteAccompanied by :

Spinning Spiders Written by Melvin BergerMultitext Unit created by:

Anna Agnew Breann Scott Katie Wade Lauren Grindstaff

Why we chose to have our students readCharlotte’s Web….

We chose the novel, Charlotte’s Web, by E.B. White, because we love this classic

book and would love to introduce it to our future classrooms. I also think that spiders are very interesting

and unique creatures. Their life cycle is fascinating and my hope is for our students to enjoy and become

fascinated with the unique arachnid, themselves, as well as the unique habitat in which they live. I want

students to see that learning through reading can be a remarkably fun journey. Students will be entertained

by Wilbur and the other fun characters but will also learn factual information that is included in the novel.

Students will also be able to expand on their spider knowledge through reading Melvin Berger’s

informational book, Spinning Spiders. This book is a simply written and clear text that shares the

physiology of a spider, their environment/habitat, behavior, adaptation, and lifestyle as well as spinning

information with the reader. This book’s illustrations are attractive and eye-catching to any reader.

Charlotte’s Web and the multiple texts’ purposes are to provide the students with factual scientific

information about spiders. I chose this book because students learn about the habitat in which spiders live

and how they survive, as well as information about spider’s web spinning. Part of the 4th grade science

curriculum from the NCSCS is to learn about animal behavior and adaptations. This novel discusses the

Farm life and the animals involved, including a spider in a light-hearted and entertaining manner. Students

will enjoy learning about the friendly and unforgettable, Charlotte and her life cycle as a spider. Although

animal fantasy, the novel does contain factual information that students will recognize when they read the

informational text, Spinning Spiders, and the various other books that will be available to them. Spinning

Spiders, which is written on a Kindergarten- Second grade reading level, provides lots of illustrations and

informational text that is easy and concise for students to learn the information this Study is based upon.

This book could also be useful in allowing lower reading levels to join in on this fun discovery by

accompanying Charlotte’s Web with a book at a lower level, such as Spinning Spiders.

Charlotte’s Web and Spinning Spiders are “radiant” books that will enchant readers and provide

information they will not soon forget. Charlotte’s Web is a classic masterpiece that will take students back

to a time and place that is almost forgotten.

Content Connection/Topic: Science: Spider Unit

Target Grade: Grade 4

Main Novel: Charlotte’s Web by: E.B. White Reading level: Ages 9-12 Paperback: 192 pages Publisher: HarperCollins (October 2, 2001) Language: English ISBN-10: 0064410935

Companion Informational Text:Spinning Spiders by: Melvin Berger (2003), New York Harper Collins

Additional Books: Spiders and Their Websites by: Margery Facklam (2001) Little Brown Austin

Diary of a Spider by: Doreen Cronine (2005) Joanna Cotler Books

Spiders by: Nic Bishop (2007) Scholastic

Spiders by: Seymour Simon (2007) Collins

Spiders and their webs by: Darlyne Murawski (2004) National Geographic

How Spiders and other silk makers build their amazing homes by: W.Wright Robinson (1999) Black birch Press

Dreamweaver by: Jonathan London (1998) Silver Whistle

Each of these books will be available for students to self select and use as additional resources for expanding their knowledge of spiders. They can each be found in the ASU IMC or at your local library. Each book allows the students to explore spiders and their surroundings. These books have beautiful artwork and amazing information.

North Carolina Language Arts Standard Course of Study:Grade 4

Unit Activity NC Language Arts Grade 4Students define Tier 2 vocabulary with their 1.03 Increase reading and writing

student packet and complete various vocabulary. The student’s knowledge of the vocabulary words is assessed at the end of the unit using a multiple choice final vocabulary test. Students also examine the author’s craft by investigating similes and onomatopoeia within the novel, Charlotte’s Web. Then, students create an artistic representation of two similes found within the text in order to compare the two. During “Discussion Director” students create text based on discussion questions for their small groups.

vocabulary through: wide reading. word study. knowledge of homophones, synonyms,

antonyms, homonyms. knowledge of multiple meanings of words. writing process elements. writing as a tool for learning. seminars. book clubs. discussions. examining the author's craft.

Before, during and after reading students will complete a K-W-L. I will use this to assess what the students know before, want to know and learned from reading the texts. Students also interact with the text and make inferences and evaluations by perusing and browsing three different areas full of books and information on spiders, their habitat and life cycle. Students will use an Internet workshop to seek additional information about spiders. Students will create higher level thinking questions to ask classmates, complete with pages numbers in the text to support their answer.

2.02 Interact with the text before, during, and after the reading, listening, and viewing by:

setting a purpose using prior knowledge and text information.

making predictions. formulating questions. locating relevant information. making connections with previous

experiences, information, and ideas.

Students will complete a character sketch that asks students to focus on implied character traits by looking at a character’s actions and words. Students will add to this throughout the entire text. And complete a visual to accompany the information. Students support their evidence of implied traits by the citing page numbers and passages on which they found the supporting evidence.

3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.

Students develop a Reader’s Theatre presentation of sections from Charlotte’s Web

4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience and purpose.

Students will write an “I Am” poem using a main character from Charlotte’s Web. Students will create a Reader’s Theatre script from a section of the novel and perform it in class.

4.07 Compose a variety of fiction, non-fiction, poetry and drama using self-selected and assigned topics and forms.

Additional Standards:

N.C. Standard Course of Study: Science, Grade 4

Competency Goal 1: The learner will make observations and conduct investigations to build an understanding of animal

behavior and adaptation.

Objectives: o Observe and describe how all living and nonliving things affect the life of a particular

animal including: Other animals. Plants. Weather. Climate.

o Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation.

o Observe and discuss how behaviors and body structures help animals survive in a particular habitat.

o Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats.

o Recognize that humans can understand themselves better by learning about other animals.

Literary Packet OutlineWEEK ONE

Day 1: (Before Reading)☼ “What I noticed about these Areas” activity

o Students will view books, pictures, and articles related to: Spiders, their webs, and their lifestyle.

☼ K-W-L On Spiders☼ Predictions of Story Elements

Day 2: Page 1-7 aloud in whole groupPage 8-12 silent individual

☼ Create Acrostic poem about Wilbur (Individual)☼ Character Sketcher (1) (Individual)

Day 3: Page 13-31 (Chapter 3 & 4) (reading individual)☼ Discuss ABC Book Assignment (Whole group)☼ Vocabulary Activity – day 1 (Individual)☼ Character Sketcher (2) (Individual)☼ Introduce and create Character Log

Day 4: Pages 32- 47 (Chapter 5 & 6) (reading in pairs)☼ Vocabulary Activity – day 2 (Individual)☼ Discussion Director (Small group)☼ Begin Authors Craft (Small group)

Day 5: Pages 48-66 (Chapter 7, 8, 9) (reading Individual)☼ Vocabulary Activity – day 3 (Individual)☼ Character Sketcher (3) (Individual)☼ Discussion Director Continued (Small group)

WEEK TWODay 6: Pages 67-85 (Chapter 10 & 11) (reading in pairs)☼ Discussion Director Continued (Small group)☼ Complete Authors Craft (Small group)

Day 7: Pages 86-104 (Chapter 12 & 13) (Reading & Activities are Individual)☼ Vocabulary Activity – day 4 ☼ Double – Entry Diary

Day 8: Pages 105-112 (Chapter 14) (reading in pairs)☼ Reading Spinning Spiders by Melvin Berger (Whole group)☼ Internet Workshop (Pairs)

Day 9: Pages 113- 129 (Chapter 15 & 16) (reading individual)☼ Complete Internet Workshop (Pairs)☼ Discussion Director Continued (Small group)☼ Vocabulary Activity – day 5 (Individual)☼ Advertise Wilbur for the Fair (Individual)

Day 10: Pages 130-143 (Chapter 17&18) (Reading & Activities are Individual)☼ Create I-Poem☼ Wrapper with “Sparkle word” to describe Charlotte

WEEK THREE

Day 11: Pages 144-162 (Chapter 19 & 20) (Reading & Activities are Individual)☼ Vocabulary Activity – day 6

Day 12: Pages 163-171 (Chapter 21) (Reading & Activities are Individual)☼ Create cinquain poem

Day 13: Pages 172-184 (Chapter 22) (Reading & Activities are Individual)☼ Vocabulary Activity – day 7 ☼ Create a spider web with an adjective describing student. ☼ Complete “L” on K-W-L

Day 14: (After Reading)☼ Final Vocabulary Assessment (Individual)☼ ABC Book Due☼ Begin watching Movie

Day 15:☼ Finish Movie☼ Complete Venn diagram –Movie VS Book (Pairs)

What I Noticed About These Areas:

AREA 1

AREA 2

AREA 3

K-W-LYou will be completing a K-W-L on Spiders. Think about what you know, what you want to know, and finally what you have learned. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHERE, WHEN, WHY, & HOW

KWhat I Think I

KNOW

WWhat I WANT To

Know

LWhat I LEARNED

After reading Charlotte’s Web by E.B. White and gaining an understanding of spiders, go back to the “K” column and see if any of the ideas you ‘”thought you knew” were inaccurate. Check any of them that are inaccurate, according to the text. Rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

Predictions of Story Elements

Setting (Time and Place): When and where do you think this book takes place?

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? How do you believe the problems may be solved? ____________________________________________

Write down any other questions or predictions: _____________________________________________________________________________________________________________________________________________________________________

Wilbur

Write an Acrostic poem on Wilbur.Begin each line with a letter of Wilbur’s name.

W________________________________________

I ________________________________________

L ________________________________________

B ________________________________________

U ________________________________________

R ________________________________________

Character Sketcher 1

You are invited to learn more about Fern. Please take notes on how Fern acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Fern’s personality and explain why the words describe Fern.

Reread page 1 and 2. Which words describe Fern? ____________________________________

She acts _____________because______________________________________________________ Focus on page 3 paragraph four.

Reread page 4 paragraph three, four, and five. Which words describe Fern? -________________________________

She acts __________because_____________________________________________________

Reread page 5 paragraph three through page 7 paragraph one. Which word describe Fern?___________________

_____________________________________________

She acts _________because ______________________________________________________

Charlotte’s Book of Words

Charlotte needs our help developing a larger vocabulary to use in her webs. Choose 1 or 2 items from the chart below to create pages for an alphabet book to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following are examples you may use but are not limited to:

AAxleAppetizing AveryAeronaut

BBarnBrisklyBeechnutsBiscuit

CCharlotteCunningChevy

DDistributeDemandedDiscarded

EEnchantedEggErrand

FFernFrolicFarmFord

GGrindstoneGanderGluttonGingersnap

HHarnessHystericsHayloft

IInjusticeInheritance interlude

JJelly RollJeepJam

KKind

LLoathedLurvy

MMinisterManuremeekly

NNonsenseNeglected

OorchardObjectionableoblige

PPerspirationPail Pigweed

QQueer

RRadiantRats

SSlopSpidersSalutationsSpinneretsSheep

TTempleton ThistlesTrufflesTobaccoTrough

UUntimelyUnremitting

VVoiceVaguely

WWeaklingWilberWeather-vane

Y

ZZuckerman

Vocabulary Activities -1

Sentence Stems/Idea Completions:

· I know that the pig is a runt because _____________________________________________________.

· I know the people were enchanted by what happened because

_____________________________________________________.

Making Choices:

· Which of the following best describes the word “trough” Circle your answers:

1. A place to raise chickens

2. Where babies are born

3. A feeding area for animals

4. Where animals are kept

Examples and Non-examples:

Which would best describe the word queer?

· A very strange situation

· A wonderful surprise

Synonyms and Antonyms

Synonym Word Antonym

Infant

Runt

Enchanted

Character Sketcher 2

You are invited to learn more about Wilbur. Please take notes as on how Wilbur acts and looks.

To begin, think about “descriptive words” that capture Wilbur’s personality and try to find passages in Chapter 2 and 3 that show how Wilbur is acting. Think about why or how those words describe Wilbur in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages in Chapter 2 and 3 that demonstrate Wilbur acting:

joyful Clever affectionate devotedimaginative astonished confused appreciative

On page _____ paragraph ____ Wilbur acts ___________

because/when ____________________________________

_______________________________________________

On page _____ paragraph _____ Wilbur acts __________

because/when ____________________________________

_______________________________________________

On page _____ paragraph ______ Wilbur acts _________

because/when ____________________________________

_______________________________________________

Character Log

At the beginning of a novel; authors usually introduce the main characters. As we read, we will discover more about some of these characters and come to know many of them very well. Create a section in your notebook for characters-a character log. In this section you will record the name of each main character below and describe what you found out about each character as you read pages 1-41. Note something that the character said, did, how the character acts, and looks.

Fern Wilbur Mr. Arable Mrs. Arable

Mr. Zuckerman Charlotte Goose Templeton

Avery Lamb Old Sheep Mrs. Zuckerman

LurvyGander

Vocabulary Activities (2)Word Meaning

FrolicPg 29

GluttonPg 29

MeekPg 35

ScruplesPg 46

ConspiracyPg 49

Sentence Stems/Idea Completions

· I know that the puppy was a glutton because I saw him _____________________________________________________.

· I could tell that the lady had no scruples because

_____________________________________________________ .

Making Choices

· Which of the following best describes the word “frolic” Circle your answers:

1. Running around a track

2. Skipping happily

3. Walking lightly

4. Jumping up and down

Examples and Non-examples

Which would best describe the word Meek?

· Being very gentle and mild

· Being very silly and loud



Glutton

Scruples

Meek

☼ What people, things, situations, or words come to mind when you think about the word Conspiracy?

Use the bubble map to document these people, things, words or situations

Discussion Director:

Conspiracy

Charlotte’s WebRead pages 25-47 (section 2) and pages 52-76 (section 3)

Your job is to involve the students in your group by thinking and talking about the selection of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.

Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.

When developing your questions, think about the following main events:

The conversation that Wilbur had with the Lamb

Wilbur’s thought when he heard someone would be his friend

Wilbur’s thought when he found out how Charlotte gets her food

When Wilbur couldn’t sleep

The arrival of the goslings Templeton takes the rotten egg

Wilbur hears about what Mr. Zuckerman will do to him

Fern talking to her parents about the animals talking

Avery trying to take Charlotte

You are limited to these events. Remember to ask good thinking questions to really get the discussion going.

Author’s CraftFind two examples of each listed below. Then explain how each passage adds meaning to the story.

Page Number/Example/What does this passage add to the story?

Page Number/Example/What does this passage add to the story?

Personification- giving human or “person” characteristics to non-human objects.

“My name,” said the spider, is Charlotte.” “Charlotte what?” asked Wilbur, eagerly. “Charlotte A. Cavatica. But just all me Charlotte.”

p. 37 paragraph three

This passage gives life to Charlotte and introduces Charlotte and Wilbur as friends.

Simile: a comparison that includes the words like or as.

“Then the hay would be hoisted, sweet and warm, into the big loft, until the whole barn seemed like a wonderful bed of timothy and clover.”

p.43 paragraph oneThis passage describes the barn the in the summer time and adds detail to what the hay will feel like.

Metaphor-a direct comparison between two or more unlike objects.

Onomatopoeia: a word(s) that imitates the sound it represents.

“Wilbur grunted. He gulped and sucked, and sucked and gulped, making swishing and swooshing noises…”

p. 75 paragraph one

Vocabulary (3)You will complete the following chart writing child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words

Word Meaning

AdorePg 53

ObligePg 57

SedentaryPg 60

Tremble Pg 63

ScuttlePg 72


· The man was trembling from head to toe because

_____________________________________________________.

· I could tell that Charlotte adored Wilbur because

_______________________________________________.

Making Choices

· Which of the following best describes the word “sedentary” Circle your answers:

1. Run around

2. Barely move

3. Scream and yell

4. Sit quietly



Scuttle

Adore

Oblige

Character Sketcher 3You will be learning about Charlotte. Think about the following traits as you read Chapter 9- Charlotte:

considerate cheerful friendlythoughtful creative clever

Implied Character Traits

1. (Trait) _____________ p.____ par.____(Explanation or proof of trait)

_________________________________________


_________________________________________


_________________________________________

Character’s Goal:_____________’s goal is to

Problem:_____________’s problem is

Solution or Possible Solution:


_________________________________________


_________________________________________


_________________________________________

Character’s Goal:_____________’s goal is to

Problem:_____________’s problem is

Solution or Possible Solution:

Discussion Director:Charlotte’s Web

Read pages 77-104 (section 4) and pages 105-129 (section 5)

Your job is to involve the students in your group by thinking and talking about the selection of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.

Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.

When developing your questions, think about the following main events:

Charlotte’s message in the spider web

The response by the community to the message in the spider web

The meeting that Charlotte held about Wilbur

Charlotte cheers herself on as she writes the second message

The dump behind the apple orchard

The story about Charlotte’s cousin and the fish

Dr. Dorian’s reaction to Fern talking about the animals talking

Description of the fair to Templeton

Wilbur faints

You are limited to these events. Remember to ask good thinking questions to really get the discussion going.


Word Meaning

GlistenedPg 77

MiraclePg 80

TerrificPg 89

Sensational Pg 91

RadiantPg 101


· I knew that it must have been a miracle because

_____________________________________________________

· The show was sensational because

_____________________________________________________

Making Choices

· Which of the following best describes the word “glistened” Circle your answers:

1. Dark blue

2. Dull

3. Sparkling lights

4. Oily surface


Which would best describe the word Radiant?

· So happy or excited you’re smiling ear to ear

· Being in a bad mood, and frowning



Radiant

Miracle

Glistened

Double Entry DiaryYou are invited to go an amazing adventure with Wilbur and his friends on the farm. You will read about Wilbur’s adventures throughout the book Charlotte’s Web. You will learn about the different procedures for caring for animals, the way spiders get their meals and the true meaning of friendship.

You will begin a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout the entire book of nonfiction.

As you are assigned your reading, you will write three entries in your DED for each section of Charlotte’s Web. You will find important words, quotations, and passages are important-in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

From the book (words, quotes, passages). Please include the page and paragraph.

What it means to me

Here are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #.

Quote

Connections or reactions to recorded statement

Reaction (How you feel about the quote)

Quote Connection (Self, Text, World)

Quote/Picture Inference (What you think it means)

Quote Question

Prediction What Really Happened (You will complete this after you know)

Question you have or something you don’t understand

Answer or possible answer

Fact Your Opinion

Effect (What happened?) Cause (Why did it happen?)

Author’s Craft (Simile, metaphor, personification)

Explanation of what it means and how it adds importance to the passage

Spider Internet Workshop

This Internet workshop will introduce you to SPIDERS. You are invited to explore information on the Internet. Take notes in your spider notebook. Come prepared to share your information at our workshop session.

Please answer the following questions:

1. Go to the bookmarks set for the following Web sites:

http://www.xs4all.nl/~ednieuw/Spiders/Info/spiderinfo.htm

http://outreach.rice.edu/~ynfante/spiders.html

http://www.stemnet.nf.ca/CITE/spiders.htm

Explore the information on Spiders. In your words, what characteristics determine what a spider is? What are some of the different types of spiders? Give at least 3 specific examples. Also, draw a picture in your notebook of a spider and label the parts.

2. Go to the bookmarks set for the following Web sites:

http://www.brownreclusespider.biz/index.htm

http://ohioline.osu.edu/hyg-fact/2000/2061.html

http://www.amonline.net.au/factSheets/orb_weaving_spiders.htm

http://www.termite.com/spider-identification.html

http://ohioline.osu.edu/hyg-Fact/2000/2060.html

http://www.pocanticohills.org/spiders/spiders2.htm

http://cecalaveras.ucdavis.edu/bwidow.htm

You will explore these sites and answer the following questions on your Data Retrieval Chart This will help you keep the information organized. Fill in the chart on these topics: Brown Recluse spiders, Orb Weavers, and Black Widows. Then answer these questions: Are they poisonous? What do their webs look like? Where do you usually find these types of spiders? What makes them so distinct?

3. Did you notice any differences in how the sites reported about each different type of spider? Explain. Go back to your DRC and see if you can find information about the authors of each Web site. Please write that information under the heading “resources.” How did you know where to go to answer the questions about the authors of the sites? What helped you locate that specific information?

Write down the strategies you used to find the authors of the Web sites. After evaluating this information, how would you say the Orb Weavers name was derived?

http://cecalaveras.ucdavis.edu/bwidow.htm

http://www.pocanticohills.org/spiders/spiders2.htm

http://ohioline.osu.edu/hyg-Fact/2000/2060.html

http://www.termite.com/spider-identification.html


http://ohioline.osu.edu/hyg-fact/2000/2061.html

http://www.brownreclusespider.biz/index.htm

http://www.stemnet.nf.ca/CITE/spiders.htm

http://outreach.rice.edu/~ynfante/spiders.html

http://www.xs4all.nl/~ednieuw/Spiders/Info/spiderinfo.htm

3. Go to the bookmarks set for the following Web sites and read about Orb Weavers:

http://www.xs4all.nl/~ednieuw/Spiders/Info/Construction_of_a_web.html


What are orb weavers? How do they build their webs? Draw in your notebooks and label the steps the orb weaver takes to build its web. Be prepared to discuss this in class.

Resources Brown Recluse Orb Weavers Black WidowsAre they

poisonous?

What do their webs look

like?


http://www.xs4all.nl/~ednieuw/Spiders/Info/Construction_of_a_web.html

Where do you usually find

these types of spiders?

What makes them so distinct?

Data Retrieval Chart (DRC) Spiders


Word Meaning InventPg 105

Fidget

Pg 110

ModestPg 115

LaceratedPg 125

PummeledPg125


· The man was acting very modest by

_____________________________________________________

· When I looked at the piano I could tell that it had been pummeled because

_____________________________________________________

Making Choices

· Which of the following best describes the word “fidget” Circle your answers:

1. Jerk and shake all over

2. Lay still

3. Drive a car

4. Dance and sing

Examples and Non-examplesWhich would best describe the word lacerated?

· To be badly cut

· With out injury



Pummeled

Modest

Fidget

Word Networks· What people, things, situations, or words come to mind when you think about the word invent?

AdvertisementIn Charlottes Web the family and friends go to the fair with Wilbur. When there is a fair

taking place there is generally a lot of advertisement to interest people into coming. Use the space below to create your own advertisement to interest people into coming to see Wilbur

at the fair. He sure is “Some Pig!”

Invent

I PoemYou will be writing an I Poem for the point of view of your favorite main character. Try to get inside the character, make your reader feel their emotions, thoughts, actions, and personality. Try your absolute best to use figurative language in poem and you may use the following format to construction your

poem. If you’re feeling really creative you can use your own format to write your poem.

FIRST STANZAI am (two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Candy DelightUse your “sparkle Words” and create a piece of trash like the one

Templeton finds for Charlotte. Make sure your sparkle word describes YOU, like the words in the book describe Wilbur.


Word Meaning EnormousPg 130

ListlessPg 136

Keen Pg 138

Satisfied Pg 140

LanguishedPg 146


· The monster in the movie was so enormous that _____________________________________________________

· His keen smell allowed him to _____________________________________________________

Making Choices

· Which of the following best describes the word “listless” Circle your answers:

1. Energetic and excited

2. Tired

3. Weak

4. disappointed


Which would best describe the word satisfied?

· You have eaten so much that you are too full to move, but you are happy!

· Eating just a bite of something, and not getting full



Keen

Listless

Satisfied

Word Networks· What people, things, situations, or words come to mind when you think about the word languished?

languished

CinquainYou are invited to write a poem about a main event, person, object, or place during the reading of Charlotte’s Web. You may use any of the following formats:

Cinquain 1

Line 1 - one word for the topic (subject or noun)Line 2 - two words that describe your topic (adjectives)

Line 3 - three words that describe actions related to your topic (action verbs)Line 4 – four words that describe feelings related to your topic

Line 5 – one word that is another name for your topic (synonym for line 1 or something that sums it up)

Cinquain 2

Line 1 - two syllablesLine 2 - four syllablesLine 3 - six syllables

Line 4 - eight syllablesLine 5 - two syllables

Cinquain 3

Line 1: One word

Line 2: Two words

Line 3: Three words

Line 4: Four words

Line 5: One word

_________________________

(Title)

____________________________________

(Description)

_____________________________________________

(Action)

_________________________________________________________

(Feeling)

___________________________

(Synonym)


Word Meaning

PompousPg 155

OrdinaryPg 157

AnxiousPg 165

DisgustedPg 166

DaintilyPg 182


· I knew the man had a pompous attitude because

_____________________________________________________

· I could tell the little boy was anxious for Christmas to arrive because

_____________________________________________________

Making Choices

· Which of the following best describes the word “dainty” Circle your answers:

1. Girly

2. Careless

3. Elegantly

4. Messy


Which would best describe the word disgusted?

· seeing something that was so gross you couldn’t even look at it

· watching your mom bake cookies.



Pompous

Dainty

Disgusted

Word Networks· What people, things, situations, or words come to mind when you think about the word Ordinary?

Ordinary

It’s your turn to be a spider and create YOUR web!! I challenge you to use the wood planks below to create a web connecting the wood.. While creating your web make sure to include a sparkle word of your choice.

Final Vocabulary AssessmentFill In the Blank. Put the appropriate Letter beside the Correct Definition.

_____1.Lacking spirit or self assurance. A. Invent

_____2. To shake uncontrollably. B. Runt

_____3. Full of enthusiasm. C. Meek

_____4.An extraordinary event that occurs. D. Adore

_____5. The smallest or weakest of a litter. E. Tremble

_____6. Having a lack or desire to act or move. F. Miracle

_____7.To be very fond of something or someone. G. Keen

_____8. To cause or feel disgust. H. Listless

_____9. To originate or create something original. I. Pompous

_____10. Making a show of importance or dignity. J.Disgusted

Multiple Choice: Circle the Best Answer.

11. To appear under a magic spell is to appear_____________.A. Lazy B. SleepyC. Enchanted D. Smart

12. To play about happily is to_____________.A. Frolic B. DanceC. Sing D. Play

13. A synonym for huge is ___________.A. Small B. EnormousC. Hug D. Hugest

14. For something to be Ordinary it is____________.A. Unusual B. Special

C. Celebrated D. Usual

15. An Antonym for Terrific is _________.A. Excellent B. NiftyC. Keen D. Poor

16. Radiant means ___________.A. Flat B. BeamingC. Gloomy D. High

17. To Glutton means to___________.A. Eat greedily B. Starve yourselfC. Be overly-nice D. Take a bath in the mud.

18. A trough is used to____________.A. Take a bath in B. Use the bathroom inC. Hold food for animals D. Wash clothes in

19. If you are modest then you are__________.A. Somewhat shy B. Very shyC. Not shy at all D. shy

20. To glisten is to be_____________.A. Dull B. ShinyC. Short D. Long

21. A synonym for anxious is__________.A. Nervous B. LovingC. Dull D. Calm

Correct or Incorrect. If the vocabulary word is used correctly in the sentence write CORRECT on the blank. If it is NOT correct write

INCORRECT.

22. There is a queer smell coming from the barn today. ______________ 23. The bread left some scruples on my shirt. ______________

24. The sedentary birds flew all over the place. ______________

25. The picture hung daintily below the mirror. ______________

26. When I failed my test, I was so satisfied I pitched a fit. ______________

27. Charlotte fed the runt a bottle as if he was an infant. ______________

28. The languished castle held proudly. ______________

29. She pummeled the dough to perfection. ______________

30. The soldiers were obliged to leave the battle scene. ______________

31. Templeton scuttled back into his hole before the crowd came. ______________

32. The sunset looks sensational tonight. ______________

33. The singer lacerated the phrases together to make one song. ______________

34. Wilbur begins to fidget when he hears the Zuckerman’s talking about making him breakfast. ______________

35. The animals in the barn were trying to decide if the Zuckerman’s were plotting a conspiracy against Wilbur. ______________

RUBRIC:

Venn diagramComplete this Venn diagram. Compare the Movie VS the Book.Make sure to LABEL each part of the diagramYou should include at least 4 differences and 4 similarities.

Activity/ CriteriaNOTE: This packet will be partially word processed and should be organized into notebook!

Points Earned/Total possible points

Organized Notebook Displays creative cover that connects with the book. Content is well organized, dated and labeled Aesthetically pleasing.

/5

“What I noticed About” Areas Each of the 3 areas is completed. Observations are thoughtful and detailed. /5

K-W-L Each section is completed with complete thoughts. Each thought is bulleted or numbered. Demonstrates thoughtfulness and effort.

/5

Pre- Reading Activity Predictions are complete, thoughtful and demonstrate effort

/5Page for ABC Book

Illustrated with connection to Book. Information is correct and appealing Design is creative and enticing. Page is well organized and ready for publication

/5

Character Sketchers (1,2,3) Complete with thoughtfulness and effort demonstrated. Sketch includes information about the selected character, including 3

implied character traits, problem and solution, and character goals. The artistic characteristics are appealing and valid.

/15

Discussion Director Questions offer insight into the novels main events and themes. Questions hit on a variety of “higher thinking” and “lower thinking”

levels. Answers are provided as well as page numbers and paragraph

selection.

/5

Vocabulary Activities (1-7) Definitions are “child-friendly” and original Activities are complete and accurate. /20

Double Entry Diary Chosen examples are well chosen, well explained and thoughtfully

completed. Provides a variety of ideas along with supported reasoning.

/10

Internet Workshop DRC is complete and demonstrates effort. Notes reveal thoughtful preparation for participation Illustration of Spider is complete with correct labeled parts.

/10

I Poem Written in the correct form given Includes thoughtfully chosen words and images to reveal character Includes alliteration, simile or metaphor.

/5

Acrostic Poem Each letter is complete Each phrase/word is thoughtful and demonstrates effort /5

Authors Craft Chart includes 2 well chosen examples of personification, simile,

metaphor and onomatopoeia from the novel. Explanations are included and complete.

/10

Cinquain Poem Written in the correct form Each line of poem is correctly written based on the form chosen. /5

Venn Diagram Diagram is accurate and complete in comparing the movie with the

book. Student labeled diagram correctly. There are at least 4 similarities and 4 differences listed. Shows accurate information and effort

/15

Final Vocabulary Assessment Students correctly answer each vocabulary question.

each question is worth 1 points) /35TOTAL 160

Choose 1 of these 3 activities to complete. If you complete all 3 you will be awarded Extra Credit.

Advertisement Shows illustrations that connect to the novel. Information included on advertisement is complete and accurate. Student showed enthusiasm and effort.

/10Candy Delight

Illustrations are aesthetically pleasing Includes an accurate Sparkle Word Enthusiasm and effort is evident in illustration.

/10Student created Spider Web

Spider web is complete with Sparkle word included. Shows effort and enthusiasm. /10

Total Possible Points WITH Extra Credit /180WORKS CITED:☼ Most of the activities were found and modified from the example multi text units found on Dr.

Frye’s website: http://www.lesn.appstate.edu/fryeem/RE4030/links_to_assignments_re_4030.htm

☼ The Charlottes Web clip art on the first page was found at: http://farm1.static.flickr.com/75/197124683_d4af822cfd.jpg?v=0

☼ The book Cover Picture was found at: http://www.gamequarium.com/CharlotteWebpic.png☼ The Charlottes Web picture on the “What I noticed…” page was found at:

http://images.rottentomatoes.com/images/movie/gallery/1158194/photo_31_hires.jpg☼ The first Templeton picture was found at:

http://www.edu.pe.ca/cardigan/grassroots/grass02_03/gr3/agriculture/images/templeton.jpg

☼ The second Templeton picture was found at: http://www.edu.pe.ca/cardigan/grassroots/grass02_03/gr3/agriculture/images/templeton.jpg

☼ The spider webs were found and modified from: http://etc.usf.edu/clipart/22300/22363/web_22363_lg.gif http://www.webbasedprogramming.com/Teach-Yourself-Web-Publishing-with-HTML-

3.2-in-14-Days/f7-2.gif http://smartclipart.com/images/holiday_clipart/halloween/spider_web2_small.gif http://www.enchantasies.com/SpiderWeb.gif

☼ All other clip art and pictures were found on Google.

http://www.enchantasies.com/SpiderWeb.gif

http://smartclipart.com/images/holiday_clipart/halloween/spider_web2_small.gif

http://www.webbasedprogramming.com/Teach-Yourself-Web-Publishing-with-HTML-3.2-in-14-Days/f7-2.gif

http://www.webbasedprogramming.com/Teach-Yourself-Web-Publishing-with-HTML-3.2-in-14-Days/f7-2.gif

http://etc.usf.edu/clipart/22300/22363/web_22363_lg.gif





http://images.rottentomatoes.com/images/movie/gallery/1158194/photo_31_hires.jpg

http://www.gamequarium.com/CharlotteWebpic.png

http://farm1.static.flickr.com/75/197124683_d4af822cfd.jpg?v=0

http://www.lesn.appstate.edu/fryeem/RE4030/links_to_assignments_re_4030.htm

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