Activity Plan: Charlotte's Web

Adaptions can be made to questions to ensure inclusive learning. If a student is anxious in a group situation, questions can be asked on a 1:1 basis. Equally the questions can be adapted according to the level of the student, either low or stretch for higher level students.

A student engages with the details of text in order to respond critically and personally.

The children’s novel Charlotte’s Web by E.B. White is not only an esteemed story of friendship, it also offers an illustration for what White considers to be good writing. Writing is like manufacturing textiles or creating a web, as it is something that takes skill to be woven and crafted. Although Charlotte’s Web is introduced to children in order to provide them with a heartfelt story of friendship and a base to strengthen their reading skills, the novel also explicates what it takes to be a good writer. The features that White exemplifies as characteristics of good writing in Charlotte’s Web are that it takes time to think about, is well planned out, is able to persuade, is concise, is integrated and smooth, and is not stressed.

Students will be reminded of its characters and how their actions made an impact upon the story's events. The teacher will model the activity by using examples from the prior text to support an interpretation of a given character's actions.

Seuss books. The two books I would read to my elementary (K-3rd Grade) class are Yertle the Turtle and The Sneetches. Yertle the Turtle discuss a turtle who wants to be able to see the top of the pond, so he has all his fellow turtles carry him to the top. He never once cares about those at the bottom. The lead turtle is depicted as Hitler and his actions show his thirst for power. I can incorporate this into character education by questioning the students on the Yertle the turtle’s behavior and if it is appropriate. For example, should we want all the power and forget about helping others?, Does the turtle show signs of being a bully? Questions that depict things that can relate to the students personally pertaining to the holocaust in a PG kind of way. The other story I would use is the Sneetches. The Sneetches is about two kinds of race and how the other feels one race is more important than the other. The story depicts anti-Semitism, tolerance and racism. I can incorporate the story with character education by presenting various scenarios. The scenarios will be about how we treat others. The scenarios will lead to a lesson on how we are all the same and should respect everyone in a kind

7. WEBSITES: Create a list of at least ten favorite websites a character in the book would most frequently visit. Include 4-5 sentences for each on why your character likes each of the sites and explain how it connects to the novel.

The first part of the lesson is Engage. For this portion, I played a video to engage students and to allow visual learners to take in the information. For the Explore part, students have to research/explore different types of bird life cycles individually or in groups. This supports intrapersonal and interpersonal learners who may chose to work in groups or alone. This part also supports logical learners, as students need to think critically about the information they will be sharing with the rest of the class. During the Explain portion, I will be using visual support through the reading of a book. I will then brain storm with student why and how a chicken life cycle works, once again, supporting logical learners through critical thinking. Throughout the Elaborate section, students will recreate the life cycle of a chick through a dance, a play, a poem or a song. Giving students options on how they want to work is a way to accommodate and support their unique learning style. These specific activity supports all types of learners. Visual learners will be able to watch their peers perform; kinesthetic learners will be able to perform (through movement) what they know; musical learners will be able to demonstrate their knowledge musically; intrapersonal learners can work alone and quietly; interpersonal learners can work in groups, being able to share their findings with others; verbal learners will be able to communicate their knowledge and to brainstorm with peers and teacher during the process; logical learners will have ample of opportunities to do critical thinking; and naturalistic learners, who have an inclination on classifying fauna and flora, will be drawn to this subject as it is heavily concentrate on fauna. Thus, students will able to choose an activity that better suits them, while learning

Charlotte’s Web is a classic children's literature, after fifty years of publication, it is still on the top of the best-loved children’s books. The story is about a pure friendship asking nothing in return. Through investigating the uncertainty of life and death, love and loneliness, it encourages children to embrace and celebrate life, love and companionship wholeheartedly. He explained/depicted/illustrated his understanding of empathy and curiosity, passion and

Most children are reading fantasy books to entertain them and inspire their creative minds. From history up to today books are more appealing to children due to the entertainment aspect and pictures to draw children in the book. Today teaching a child or entertaining a child with the content in the book is separated most children’s books. Although this concept of teaching and entertaining can overlap when the author puts both together in a book even without seeming so. An author such as White using fantasy in the book Charlotte's Web allows him to teach a coming of age story for a target age without necessarily seeming to.

RATIONALE: The purpose of the lesson is to have students observe and describe how young animals resemble their parents. This lesson will give students the foundation knowledge they need to understand the similarities in physical appearance of young animals and their parents. It will also allow for them to understand differences in different species, through the physical appearances.. The knowledge can be applied to genetics and how young animals are similar and different to their parents in future grades.

Each character in the novel represents human behaviors and instincts. The four major characters that show these instincts are Fern, Charlotte, Wilbur and Templeton as they show the reader the importance or non-importance of instincts. For example, Ferns protective instinct to save Wilbur the runt of the liter, Charlotte’s maternal instinct to teach and take care of Wilbur, Wilbur’s loyalty and maternal instinct after charlotte dies and lastly, Templeton’s selfish instinct to teach the reader the undesirable behavior of being selfish. As well as Charlotte being the representation of the maternal instinct in the novel she is also the prominent character in teaching the reader about literacy through her web spinning and reading and defining words

The article ´´The Real Miracle of Charlotte´s Web´´ by Norton D. Kinghorn that appeared in the Children´s Literature Association Quarterly in 1986 profoundly analyzes the content and main characters of Charlotte´s Web. Kinghorn follows a critical analysis through questions like what is the story about and who is the book about to compare and contrast a variety of literature criticism. The critics portray different mindsets and insights creating an important analysis that Kinghorn puts together to review one piece of children´s literature worth of study.

lesson four: Classify animals through written test it will be matching the animal back to the class(type) apply their idea in their project

Select a couple of short texts. Analyze the photographs and illustrations represented in books. How do the images, along with the text, offer positions of power to view the story from? Book #1 For this portion of the assignment I chose the children’s story, When Sophie Gets Angry-Really, Really Angry…

For my curriculum connections I would connect Mrs. Frisby and the rats of NIHM with writing and Science. For the Writing connection I would have students individually write about their world from the point of view of a mouse. I would ask the students to imagine they were a field mouse living in Farmer Fitzgibbon’s garden at the beginning of Spring, before the preparations for plowing. In addition, I would ask them to consider what it would look like when spring was first starting for their scenery and where they would build their house. Here, they have the option to be rather creative, using commonly found objects on a farm to create a living space would be their main objective of this specific part. Then, I would have students brainstorm ideas to include in their story by listing certain ideas on a piece of paper before beginning their writing assignment. To assist, I would ask them questions such as: Imagine how the world would look differently if you were a tiny mouse, only a few inches tall. What would the scenery around you look like? What would you build your home out of? What types of things would you include in your house (remember to use only items you’d find laying around and could carry as a mouse)? Afterward, I would have the students begin their writing assignments and assess them on their ability to not only include appropriate answers to the questions asked, but on their grammar abilities and structure of their piece as well.