Lesson Plan

The Many People of Charlotte's Web

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

3

Overview

Students will work together in groups to discuss the different character traits their character displays. After developing many traits, students will collaborate to create a presentation of at least 4 slides with sentences that describe the character displaying these traits throughout the book. After completing the presentations, students will head back to their groups and create a timeline of their character's events throughout the story. 

English Language Arts (2021) Grade(s): 3

ELA21.3.22

Describe literary elements within a story, including setting, plot, characters, and themes.

Unpacked Content

UP:ELA21.3.22

Vocabulary

  • Describe
  • Literary elements
  • Story
  • Setting
  • Plot
  • Characters
  • Themes

Knowledge

Students know:
  • Literary elements within a story include the setting, plot, characters, and themes.
  • Setting is when and where a story takes place.
  • Plot is the main events of a story (often referred to as the beginning, middle, and end of a story).
  • Characters are any person, animal, or figure that affect the plot.
  • Theme is the main, recurring idea in a text.

Skills

Students are able to:
  • Identify and describe the literary elements, including setting, plot, characters, and theme, within the text.

Understanding

Students understand that:
  • Identifying and describing literary elements within a story will help in comprehending the text.
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.13

Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Unpacked Content

UP:DLCS18.3.13

Vocabulary

  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact

Knowledge

Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.

Skills

Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.

Understanding

Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.

Primary Learning Objectives

Students will describe a character from the book, Charlotte's Web, by developing a character traits list in a slideshow presentation.

Students will create a timeline of events of their character by creating a booklet with their group. 

Procedures/Activities

1. Review with students the meaning of what a character is and describe what is a character trait. 

2. Review parts of the book, Charlotte's Web, by calling on several people to review what has happened in the last chapter. 

3. Today, we are going to discuss some of the main characters of the story. Call on several students to discuss the main characters. (Charlotte, Wilbur, Fern, Templeton, Henry, Uncle, and Some of the other Animals.) 

4. List the main characters on the board. Students should be in their groups taking notes. 

5. Call on students to describe one character trait for each character. "What is a character trait of Wilbur?" Students may answer that he is fearful or lonely. 

6. After describing one character trait for each character, assign a character to each group. 

7. The group will then brainstorm character traits by using a graphic organizer. 

8. Once students are finished brainstorming, they will proceed to the computers. 

9. Students must complete a slideshow presentation with at least 4 slides of character traits for each character. Include in the slides a sentence from the book that describes the character trait of the character. 

10. Ensure students that creativity, neatness, and hard work will be noticed throughout the project. 

11. After completing the slides, the group will share their presentation with the class. 

12. Once everyone has presented to the class, allow students to head back to their seats and watch a short video on the sequence of events: http://youtu.be/ZEWitdYB6_Y.

13. Review with the class what is an event. Also, review with the class some different types of things that have sequences. 

14. Students will work with their group to create a timeline booklet of their character's sequence of events throughout the story. Inside the booklet, students must include 6 main events. Each page must include a 2-3 sentence of the main event plus a picture. 

15. Display and discuss an example of a timeline on the board for students to see. 

16. In closure, review with students what is a character. Head back to the list on the board and add more character traits to the characters' names. 

17. Review 2-3 characters' timelines with the class. Discuss with the students, "Did this event happen before this major event?" -yes, no?

Assessment Strategies

Students will be assessed by the teacher questioning the students throughout the lesson. 

Students will be assessed by using a graphic organizer for brainstorming. 

Students will be assessed by the teacher using a rubric when assessing the slideshow presentation. The teacher should ensure the students included at least four slides listing the character traits of their assigned character. 

Students will be assessed by the teacher using a rubric when assessing the timeline booklet. The teacher should ensure that students included at least 6 main events in sequence in their booklets.

Intervention

This type of lesson would be helpful with an aid or parent involved when the students are trying to get dressed/change clothes for the presentation.

Approximate Duration

Total Duration

91 to 120 Minutes

Background and Preparation

Background/Preparation

Students should already know how to operate the selected presentation software. 

Students should already know the definition of character. 

Students should already know the definition of sequence of events. 

Materials and Resources

Materials and Resources

Class set of Charlotte's Web books, Character traits list for each student, thesauruses, costumes, pencils, paper, sequence of events timeline materials (construction paper, glue, scissors, markers, etc.) 

Technology Resources Needed

Interactive whiteboard, presentation with character traits list displayed, computer, access to presentation software, http://youtu.be/ZEWitdYB6_Y

Approved Date

2014-06-24
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