ALEX Lesson Plan


The Many People of Charlotte's Web

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  This lesson provided by:  
Author:Bailey Wix
System: College/University
School: University of North Alabama
  General Lesson Information  
Lesson Plan ID: 33407


The Many People of Charlotte's Web


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 PowerPoint of at least 4 slides with sentences that describe the character displaying these traits throughout the book. After completing the PowerPoint presentations, students will head back to their groups and create a timeline of their character's events throughout the story. 

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.3- Identify traits or feelings of a character in a story.

Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
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.
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.
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.

Local/National Standards:


Primary Learning Objective(s):

Students will describe a character from the book, Charlotte's Web, by developing a character traits list with a PowerPoint.  While the students are presenting the character trait PowerPoint, the students will also be dressed as the characters. Students will also create a timeline of events of their character by creating a booklet with their group. 

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

91 to 120 Minutes

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, PowerPoint with character traits list displayed, computer, Powerpoint Capability,


Students should already know how to operate the program PowerPoint. 

Students should already know the definition of character. 

Students should already know the definition of sequence of events. 


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, 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 PowerPoint 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 PowerPoint, the group will present the PowerPoint to the class. 

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

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 characters 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 a is a character. Head back to the list on the board and add more character traits to the character's names. 

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

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Assessment Strategies

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

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

Students will be assessed by the teacher using a rubric when assessing the PowerPoint. 

Students will be assessed by the teacher using a rubric when assessing the timeline booklet.




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.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.