Charlotte’s Web by E. B. White
Language Arts Lesson #1: Building Vocabulary
Focus: Chapter Five, “Charlotte”
Grade Level: Fourth Grade
Estimated total time for lesson: 60 minutes
Objective: TLW demonstrate understanding of key vocabulary words from the text that describe Charlotte.
English-Language Arts Content Standards Addressed:
Vocabulary and Concept Development:
v 1.2 Apply knowledge of word origins, synonyms, antonyms and idioms to determine the meaning of words and phrases.
v 1.5 Use a thesaurus to determine related words and concepts.
Key Vocabulary: mysterious brutal
flashy scheming
bloodthirsty loyal
fierce clever
Anticipatory Set: TTW build suspense by re-reading the last paragraphs of chapter four to the class:
Darkness settled over everything. Soon there were only shadows and the noises of the sheep chewing their cuds, and occasionally the rattle of a cow-chain up overhead. You can imagine Wilbur’s surprise when, out of the darkness, came a small voice he had never heard before. It sounded rather thin, but pleasant. “Do you want a friend, Wilbur?” it said. “I’ll be a friend to you. I’ve watched you all day and I like you.”
“But I can’t see you,” said Wilbur, jumping to his feet. “Where are you? And who are you?”
“I’m right up here,” said the voice. “Go to sleep. You’ll see me in the morning.”
TTW ask the class to predict who they think the “voice” is. TTW write the predictions on the whiteboard.
Input: TTW list the eight vocabulary words on an overhead projector and explain that these words will appear in chapter five.
Modeling: TTW briefly define each word using words, props, gestures and body language.
Check for Understanding: TTW ask the students if they have any questions or need clarification about the vocabulary words.
Input: TTW write page numbers next to each word on the overhead to explain where they are located in the text. TTW instruct the class to silently read chapter five, highlighting the eight vocabulary words as they come across them.
Check for Understanding: TTW ask the students if they have any questions regarding the instructions.
Guided Practice: TLW read chapter five silently and highlight the vocabulary words. TTW walk around the room to observe progress.
Transition: When all students finish reading, TTW pass out the “Chapter 5 Vocabulary” handout to the students. (Open link for example of handout.) TTW also pass out one thesaurus to each pair of students.
Input: TTW read the directions on the handout to the students. TTW explain that the students are to list synonyms for each vocabulary word, to write the sentence that the word appears in from the book, and to then create their own sentence using the vocabulary word.
Modeling: TTW help the students work on the first vocabulary word:
v TTW write the word, “Mysterious,” and the corresponding definition (which is printed on the handout), “Something unexplained or secret,” on the whiteboard.
v TT and TLW lookup the word “mysterious” in the thesaurus. TTW write the synonyms “hidden, strange, secret and puzzling” on the whiteboard.
v TT and TLW look for the word “mysterious” in chapter five. TL should already have the word highlighted on page 34. TTW write the sentence: “He hated to break the lovely stillness of dawn by using his voice, but he couldn’t think of any other way to locate the mysterious new friend who was nowhere to be seen,” on the whiteboard, underlining the word “mysterious.”
v TT will ask the students to help make up a sentence in their own words using the word “mysterious.” After briefly brainstorming, TTW write, “Michael Jackson is a mysterious man.” on the whiteboard.
Check for Understanding: TTW ask the students if they have any questions regarding the instructions.
Guided Practice: TLW complete the vocabulary handout at their desk.
Closure: TTW read the sentences from the book that the vocabulary words appear in. TTW ask the students to give examples of the corresponding synonyms. Finally, TTW ask for volunteers to share their invented sentences with the entire class.
Assessment: Does TL demonstrate understanding of key vocabulary words from the text that describe Charlotte? Is TL able to apply knowledge of synonyms to determine the meaning of new vocabulary words? Is TL able to use a thesaurus to determine accurate synonyms? TTW collect the handouts and grade accordingly. (Open link for example of master handout.)
Adaptations:
v English Learners: TTW provide comprehensible input by defining each vocabulary word using clear and concise words, props, gestures and body language before the students read the chapter on their own. TTW model success by helping the students solve the first vocabulary word. TTW explain idioms, metaphors and similes that are used throughout the chapter. Some other options include: 1) TTW allow EL to whisper-read with a non-EL, 2) TTW allow EL to work with a buddy on the handout, or 3) TTW work one-on-one with EL throughout the lesson.
v Advanced Learners: TTW provide these students with an additional list of vocabulary words to search for and define. TTW ask the student to list antonyms for new vocabulary words as well. The advanced learner may also be challenged to search for vocabulary word origins on the Internet.
v Special Needs: TTW insure that these students receive assistance from an aide or the technologies dictated by their specific needs. TT may need to work one-on-one with these children throughout the lesson.
Technology: TTW integrate computers into this lesson by allowing students who complete their work early to type their invented sentences in Word and print them. Students who do not complete their work early will be required to word process and print their invented sentences later in the day. Printed documents will be posted on a “technology” bulletin board. Requiring students to publish their sentences empowers them to do their best work and teaches them the fundamentals of word processing.