ALEX Lesson Plan

     

On the Farm with Wilbur and Charlotte

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  This lesson provided by:  
Author:Donna Behnken
Organization:Grace Lutheran School
  General Lesson Information  
Lesson Plan ID: 7375

Title:

On the Farm with Wilbur and Charlotte

Overview/Annotation:

During this unit, students will explore many aspects of the book Charlotte's Web. Students will work as a group to develop a presentation, design a web page, and prepare a newsletter. They will also complete a WebQuest about Charlotte's Web and study farm animals.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
34 ) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6]

English Language Arts
ELA2015 (2015)
Grade: 2
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.2.1]

a. Use collective nouns (e.g., group). [L.2.1a]

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [L.2.1b]

c. Use reflexive pronouns (e.g., myself, ourselves). [L.2.1c]

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [L.2.1d]

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. [L.2.1e]

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). [L.2.1f]

English Language Arts
ELA2015 (2015)
Grade: 2
36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]

a. Capitalize holidays, product names, and geographic names. [L.2.2a]

b. Use commas in greetings and closings of letters. [L.2.2b]

c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]

e. Form uppercase and lowercase letters in cursive. (Alabama)

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

Local/National Standards:

 

Primary Learning Objective(s):

Students will recall events, places, and identify major ideas. Students will interpret facts to compare, contrast, order, group, infer causes, and predict consequences. Students will generalize from given facts, predict, and draw conclusions. Students will combine ideas into a product.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Charlotte's Web by E. B. White

Technology Resources Needed:

Computers with Internet access, presentation software, word processing software, printer, LCD projector

Background/Preparation:

Students will need to know what describing words are, be able to recognize and have basic knowledge of the various animals mentioned in the book, and have experience using the computer keyboard, clip art, and word processing software.

  Procedures/Activities: 
1.)Begin the unit by asking students if they have read Charlotte's Web. Explain that they will be reading the book as a class and completing a variety of activities about the book.

2.)Before beginning the book, visit the following website as a class. Explain that students will complete the task on the site as the story is read. Allow students to work with a partner to complete the task.
(Charlotte's Web)
This site has a variety of activities to help students comprehend the book.

3.)Over the next several days, read the book as a class and have students complete the activities from the previous website.

4.)After reading the book, allow students to act out their favorite scenes from the story. Visit the following website for the script.
(Charlotte's Web Play)
This site contain the script for Charlotte's Web.

5.)Show students the example PowerPoint presentation. Then have each student describe one character on a slide. Instruct students to include a picture of the character and at least three words or phrases that describe the character.

6.)As a class make a newsletter. Ask each child to create a one-page newsletter about an event in the story. The newsletter must have a description of the event and an interview with one of the characters. Pictures should be included. Each article in the newsletter must have a headline.

7.)Have students research farm animals on the website below. Instruct them to find out basic facts about the animals such as classification characteristics, food, habitats, habits, and value to humans.
(Farm Animals)
This site contains information about different farm animals.

8.)Have the class view the sample web pages. Then as a class make web pages about the various farm animals in the story. Each page should have the name of the animal as the title. Ask students to insert a picture of the animal. Also, include information gained in the research. The following website provides access to free webpage publishing tools.
(Think.com)
Protected learning environment which provides a means for students to publish their work without cost.

9.)Students may visit the website below to get ideas to add to their website.
(Charoltte's Web)
This is a site about Charlotte's Web completed by a second grade class.


Attachments:
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  Assessment  

Assessment Strategies

The attached rubrics will be used to assess students' work.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.