By E. B. White
Accompanied by :
Spinning Spiders
Written by Melvin Berger
Multitext Unit created by:
Anna Agnew Breann Scott
Katie Wade Lauren Grindstaff
Why we chose to have our students read
Charlotte’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 4
Students define Tier 2 vocabulary with their 1.03 Increase reading and writing
student packet and complete various vocabulary through:
vocabulary. The student‟s knowledge of the
vocabulary words is assessed at the end of the wide reading.
unit using a multiple choice final vocabulary word study.
test. Students also examine the author‟s craft by knowledge of homophones, synonyms,
investigating similes and onomatopoeia within antonyms, homonyms.
the novel, Charlotte’s Web. Then, students knowledge of multiple meanings of words.
create an artistic representation of two similes writing process elements.
found within the text in order to compare the writing as a tool for learning.
two. During “Discussion Director” students seminars.
create text based on discussion questions for book clubs.
their small groups. discussions.
examining the author's craft.
Before, during and after reading students will 2.02 Interact with the text before, during, and
complete a K-W-L. I will use this to assess what after the reading, listening, and viewing
the students know before, want to know and by:
learned from reading the texts. Students also
interact with the text and make inferences and setting a purpose using prior knowledge
evaluations by perusing and browsing three and text information.
different areas full of books and information on making predictions.
spiders, their habitat and life cycle. Students will formulating questions.
use an Internet workshop to seek additional locating relevant information.
information about spiders. Students will create making connections with previous
higher level thinking questions to ask experiences, information, and ideas.
classmates, complete with pages numbers in
the text to support their answer.
Students will complete a character sketch that 3.02 Analyze characters, events, and plots
asks students to focus on implied character within and between selections and cite
traits by looking at a character‟s actions and supporting evidence.
words. Students will add to this throughout the 3.03 Consider the ways language and visuals
entire text. And complete a visual to accompany bring characters to life, enhance plot
the information. Students support their evidence development, and produce a response.
of implied traits by the citing page numbers and
passages on which they found the supporting
evidence.
Students develop a Reader‟s Theatre 4.01 Read aloud grade-appropriate text with
presentation of sections from Charlotte’s Web 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 4.07 Compose a variety of fiction, non-fiction,
character from Charlotte’s Web. Students will poetry and drama using self-selected and
create a Reader‟s Theatre script from a section assigned topics and forms.
of the novel and perform it in class.
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 Outline
WEEK 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 group
Page 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 TWO
Day 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
You 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.
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:
A B C D E
Axle Barn Charlotte Distribute Enchanted
Appetizing Briskly Cunning Demanded Egg
Avery Beechnuts Chevy Discarded Errand
Aeronaut Biscuit
F G H I J
Fern Grindstone Harness Injustice Jelly Roll
Frolic Gander Hysterics Inheritance Jeep
Farm Glutton Hayloft interlude Jam
Ford Gingersnap
K L M N O
Kind Loathed Minister Nonsense orchard
Lurvy Manure Neglected Objectionable
meekly oblige
P Q R S T
Perspiration Queer Radiant Slop Templeton
Pail Rats Spiders Thistles
Pigweed Salutations Truffles
Spinnerets Tobacco
Sheep Trough
U V W Y
Untimely Voice Weakling
Unremitting Vaguely Wilber
Weather-vane Z
Zuckerman
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 devoted
imaginative 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
Lurvy
Gander
Vocabulary Activities (2)
Word Meaning
Frolic
Pg 29
Glutton
Pg 29
Meek
Pg 35
Scruples
Pg 46
Conspiracy
Pg 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
Synonyms and Antonyms
Synonym Word Antonym
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
Conspiracy
Discussion Director:
Charlotte’s Web
Read 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‟s thought when he Wilbur‟s thought when he
Wilbur had with the Lamb heard someone would be found out how Charlotte
his friend gets her food
When Wilbur couldn‟t The arrival of the goslings Templeton takes the rotten
sleep egg
Wilbur hears about what Fern talking to her parents Avery trying to take
Mr. Zuckerman will do to about the animals talking Charlotte
him
You are limited to these events.
Remember to ask good thinking questions to really get the discussion going.
Author’s Craft
Find two examples of each listed below. Then explain how each passage adds meaning to the story.
Page Number/ Page Number/
Example/ Example/
What does this passage add What does this passage add
to the story? 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 one
This 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
Adore
Pg 53
Oblige
Pg 57
Sedentary
Pg 60
Tremble
Pg 63
Scuttle
Pg 72
Sentence Stems/Idea Completions
· 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
Synonyms and Antonyms
Synonym Word Antonym
Scuttle
Adore
Oblige
Character Sketcher 3
You will be learning about Charlotte. Think about the following traits as you read Chapter
9- Charlotte:
considerate cheerful friendly
thoughtful creative clever
Implied Character Traits
1. (Trait) _____________ p.____ par.____
(Explanation or proof of trait)
_________________________________________
2. (Trait) _____________ p.____ par.____
(Explanation or proof of trait)
_________________________________________
3. (Trait) _____________ p.____ par.____
(Explanation or proof of trait)
_________________________________________
Character‟s Goal:
_____________‟s goal is to
Problem:
_____________‟s problem is
Solution or Possible Solution:
4. (Trait) _____________ p.____ par.____
(Explanation or proof of trait)
_________________________________________
5. (Trait) _____________ p.____ par.____
(Explanation or proof of trait)
_________________________________________
6. (Trait) _____________ p.____ par.____
(Explanation or proof of trait)
_________________________________________
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 The response by the The meeting that Charlotte
spider web community to the held about Wilbur
message in the spider web
Charlotte cheers herself The dump behind the The story about
on as she writes the apple orchard Charlotte‟s cousin and the
second message fish
Dr. Dorian‟s reaction to Description of the fair to Wilbur faints
Fern talking about the Templeton
animals talking
You are limited to these events.
Remember to ask good thinking questions to really get the discussion going.
Vocabulary (4)
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
Glistened
Pg 77
Miracle
Pg 80
Terrific
Pg 89
Sensational
Pg 91
Radiant
Pg 101
Sentence Stems/Idea Completions
· 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
Examples and Non-examples
Which would best describe the word Radiant?
· So happy or excited you‟re smiling ear to ear
· Being in a bad mood, and frowning
Synonyms and Antonyms
Synonym Word Antonym
Radiant
Miracle
Glistened
Double Entry Diary
You 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, What it means to me
passages). Please include the page
and paragraph.
Here are options that you may choose to write about and how you might organize your
thoughts:
Significant passage copied from the text; Connections or reactions to recorded
include page and paragraph #. statement
Quote 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 Answer or possible answer
don’t understand
Fact Your Opinion
Effect (What happened?) Cause (Why did it happen?)
Author’s Craft (Simile, metaphor, Explanation of what it means and how it
personification) 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?
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
http://www.amonline.net.au/factSheets/orb_weaving_spiders.htm
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.
Data Retrieval Chart (DRC) Spiders
Resources Brown Recluse Orb Weavers Black Widows
Are they
poisonous?
What do their
webs look
like?
Where do you
usually find
these types of
spiders?
What makes
them so
distinct?
Vocabulary (5)
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
Invent
Pg 105
Fidget
Pg 110
Modest
Pg 115
Lacerated
Pg 125
Pummeled
Pg125
Sentence Stems/Idea Completions
· 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-examples
Which would best describe the word lacerated?
· To be badly cut
· With out injury
Synonyms and Antonyms
Synonym Word Antonym
Pummeled
Modest
Fidget
Word Networks
· What people, things, situations, or words come to mind when you think about the
word invent?
Invent
Advertisement
In 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!”
I Poem
You 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 STANZA
I 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 STANZA
I 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 STANZA
I 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 Delight
Use 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.
Vocabulary (6)
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
Enormous
Pg 130
Listless
Pg 136
Keen
Pg 138
Satisfied
Pg 140
Languished
Pg 146
Sentence Stems/Idea Completions
· 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
Examples and Non-examples
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
Synonyms and Antonyms
Synonym Word Antonym
Keen
Listless
Satisfied
Word Networks
· What people, things, situations, or words come to mind when you think about the
word languished?
languished
Cinquain
You 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 syllables
Line 2 - four syllables
Line 3 - six syllables
Line 4 - eight syllables
Line 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)
Vocabulary (7)
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
Pompous
Pg 155
Ordinary
Pg 157
Anxious
Pg 165
Disgusted
Pg 166
Daintily
Pg 182
Sentence Stems/Idea Completions
· 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
Examples and Non-examples
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.
Synonyms and Antonyms
Synonym Word Antonym
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 Assessment
Fill 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. Sleepy
C. Enchanted D. Smart
12. To play about happily is to_____________.
A. Frolic B. Dance
C. Sing D. Play
13. A synonym for huge is ___________.
A. Small B. Enormous
C. 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. Nifty
C. Keen D. Poor
16. Radiant means ___________.
A. Flat B. Beaming
C. Gloomy D. High
17. To Glutton means to___________.
A. Eat greedily B. Starve yourself
C. 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 in
C. Hold food for animals D. Wash clothes in
19. If you are modest then you are__________.
A. Somewhat shy B. Very shy
C. Not shy at all D. shy
20. To glisten is to be_____________.
A. Dull B. Shiny
C. Short D. Long
21. A synonym for anxious is__________.
A. Nervous B. Loving
C. 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. ______________
Venn diagram
Complete this Venn diagram. Compare the Movie VS the Book.
Make sure to LABEL each part of the diagram
You should include at least 4 differences and 4 similarities.
RUBRIC:
Activity/ Criteria Points Earned/Total
NOTE: This packet will be partially word processed and possible points
should be organized into notebook!
Organized Notebook
Displays creative cover that connects with the book.
Content is well organized, dated and labeled /5
Aesthetically pleasing.
“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. /5
Demonstrates thoughtfulness and effort.
Pre- Reading Activity
Predictions are complete, thoughtful and demonstrate effort
/5
Page for ABC Book
Illustrated with connection to Book.
Information is correct and appealing /5
Design is creative and enticing.
Page is well organized and ready for publication
Character Sketchers (1,2,3)
Complete with thoughtfulness and effort demonstrated.
Sketch includes information about the selected character, including 3 /15
implied character traits, problem and solution, and character goals.
The artistic characteristics are appealing and valid.
Discussion Director
Questions offer insight into the novels main events and themes.
Questions hit on a variety of “higher thinking” and “lower thinking” /5
levels.
Answers are provided as well as page numbers and paragraph
selection.
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. /10
Provides a variety of ideas along with supported reasoning.
Internet Workshop
DRC is complete and demonstrates effort.
Notes reveal thoughtful preparation for participation /10
Illustration of Spider is complete with correct labeled parts.
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. /10
Student showed enthusiasm and effort.
Candy Delight
Illustrations are aesthetically pleasing
Includes an accurate Sparkle Word /10
Enthusiasm and effort is evident in illustration.
Student created Spider Web
Spider web is complete with Sparkle word included.
Shows effort and enthusiasm. /10
Total Possible Points WITH Extra Credit
/180
WORKS 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.j
pg
☼ The second Templeton picture was found at:
http://www.edu.pe.ca/cardigan/grassroots/grass02_03/gr3/agriculture/images/templeton.j
pg
☼ 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.