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• Many People of Charlotte Webb Lesson Plan.doc 57%

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Many People of Charlotte Webb Lesson Plan.doc

3

Lesson Plan

Students Name

Institutional Affiliation

Instructor

Course

Date

Lesson Plan

Academic Subject – English Language Art

Unit Name – The Many People of Charlotte's Web

Summary of the Unit’s Content

1 STUDENTS WILL WORK IN GROUPS TO DISCUSS THE

VARIOUS CHARACTER ATTRIBUTES THAT THEIR CHOSEN

CHARACTER POSSESSES. AFTER ESTABLISHING A

VARIETY OF ATTRIBUTES, STUDENTS WILL WORK

TOGETHER TO PRODUCE A POWERPOINT WITH AT LEAST

FOUR SLIDES OF SENTENCES DESCRIBING THE

CHARACTER WHO EXHIBITS THESE TRAITS THROUGHOUT

THE BOOK. STUDENTS WILL RETURN TO THEIR GROUPS

AFTER COMPLETING THEIR POWERPOINT

PRESENTATIONS AND BUILD A CHRONOLOGY OF THEIR

CHARACTER'S EVENTS THROUGHOUT THE NOVEL.

The Unit's Goals

1 STUDENTS WILL CREATE A CHARACTER QUALITIES LIST

USING A POWERPOINT TO DEPICT A CHARACTER FROM

CHARLOTTE'S WEB. THE KIDS WILL BE DRESSED AS THE

CHARACTERS WHILE GIVING THE CHARACTER TRAIT

POWERPOINT PRESENTATION. STUDENTS WILL ALSO

COLLABORATE ON A BOOKLET TO DEVELOP A TIMELINE

OF EVENTS FOR THEIR CHARACTER.

Description

1. Explain to pupils what a character is and what a character attribute is.

2. Reread parts of Charlotte's Web by having multiple individuals discuss

what happened in the previous chapter.

3. Today, we'll talk about a few of the story's important characters. Invite

a few pupils to talk about the main characters. 1 (WILBUR,

CHARLOTTE, FERN, TEMPLETON, HENRY, UNCLE, AND A

FEW OTHER ANIMALS.) 4. Make a character list on the

board. 1 STUDENTS SHOULD BE TAKING NOTES IN THEIR

GROUPS.

5. Ask pupils to write down one character attribute for each of the

characters. 1 "CAN YOU NAME A WILBUR CHARACTER

TRAIT?" Students might respond that he is afraid or lonely.

6. 1 ASSIGN A CHARACTER TO EACH CATEGORY AFTER

DESCRIBING ONE CHARACTER ATTRIBUTE FOR EACH.

7. 1 USING A VISUAL ORGANIZER, THE GROUP WILL

BRAINSTORM CHARACTER ATTRIBUTES.

8. 1 STUDENTS WILL PROCEED TO THE COMPUTERS ONCE

THEY HAVE FINISHED BRAINSTORMING.

9. 1 FOR EACH CHARACTER, STUDENTS MUST CREATE A

POWERPOINT CONTAINING AT LEAST FOUR SLIDES OF

CHARACTER ATTRIBUTES. Include a statement from the novel that

describes the character's character attribute on the slides.

10. 1 THE GROUP WILL PRESENT THE POWERPOINT TO THE

CLASS AFTER IT HAS BEEN COMPLETED.

11. 1 ALLOW PUPILS TO RETURN TO THEIR SEATS AND

WATCH A SHORT FILM ON SEQUENCE OF EVENTS ONCE

EVERYONE HAS PRESENTED TO THE

CLASS: HTTP://YOUTU.BE/ZEWITDYB6_Y

12. 1 EXPLAIN WHAT AN EVENT IS TO THE CLASS. Also, go over

some various types of items that have sequences with the students.

13. 1 STUDENTS WILL COLLABORATE WITH THEIR PEERS

TO CONSTRUCT A TIMELINE BOOKLET DETAILING THEIR

CHARACTER'S EVENTS THROUGHOUT THE STORY. Students

must incorporate six major events in the booklet. 1 EACH PAGE MUST

FEATURE A PICTURE AND 2-3 SENTENCES ABOUT THE

MAJOR EVENT.

Citations (1/1)

1. 1https://alex.state.al.us/lesson_view.php?plan_id=33407&res_id=33407&res_type

=LP