EDLC 632
Page 1 of 8
P : L F U TPATTERNS OF
RACTICE ITERATURE OCUS NIT EMPLATE
Steps
Step 1:
Book
Selection
TEACHER
CANDIDATE
PRINEISHA
ALEXANDER
LANGUAGE
ART(S)
Close Read,
Writing, Visual
Representation
4th Grade
GRADE
TEACHER GUIDE – Unit Plan Instructions and
Information
The kids will read E.B. White's beloved children's
book "Charlotte's Web" as part of this literature
lesson. This is one of my favorites since it imparts
important lessons about friendship and embracing
diversity. It is a work of fiction literature that is a
little more complex. It seems like a fantastic idea for
a unit of instruction at the start of the year. The
children will have the chance to review what they
studied during the previous academic year while
learning some significant new ideas. It is a
straightforward book that will act as the basis for our
LITERATURE
FOR UNIT
Charlotte’s Web by
E.B. White
Steps
Step 2:
Standards
Step 3:
Activities
(use
activities
that would
be
appropriate
for at least
one of the six
Language
Arts)
TEACHER GUIDE – Unit Plan Instructions and
Information
mid- and end-of-year projects.
4.4: The students will have the opportunity to expand
their vocabulary.
4.5: Students will complete a close read with the
teacher and demonstrate fictional, literary nonfiction,
and poetry texts.
4.7: Students will be required to write
4.8: Students will check writing for punctuation
errors, sentence structure, and paragraphing.
Activity 1) The students will tackle standards 4.5,
4.7, and 4.8 while concentrating on reading and
writing.Throughout the course of the novel, Wilber
attracts a lot of neighborhood attention and is the
subject of numerous newspaper pieces regarding his
abilities. The majority of his fame can be attributed to
his friend Charlotte. The children will write their own
newspaper article on Charlotte and Wilber for this
project. They can pick any passage that, in their
opinion, best captures the bond between our two
primary characters. They will be required to write a
compelling, well-structured piece that logically
arranges the content and demonstrates their
expertise.
Activity 2) Students will focus onstandards 4.4 and
Steps
Step 4:
Differentiati
on
TEACHER GUIDE – Unit Plan Instructions and
Information
4.5 and put an emphasis on the reading, writing, and
visual components. Each chapter of the book will
have terminology that I will provide the pupils. The
assigned vocabulary will be defined in-depth by the
students utilizing context cues from the text. Each
term will be asked to be used in a phrase that
demonstrates understanding. They will select one
word at the end of the session, make a poster with
illustrations, and present it to the class.
Activity 3) This activity willcover standards 4.5, 4.7,
and 4.8 while putting an emphasis on reading and
writing. Students will watch the movie and then
complete a packet that includes a Venn Diagram,
questions about tone and theme, how particular
elements or principles are shown in the text, sensory
findings, and a final section that will be in essay form
and allow them to summarize the plot and how the
theme is presented and solidified. The comparison
and contrast of the book and the movie will be the
main topic of this packet.
Using spelling or vocabulary lists at readiness
levels of students
Presenting ideas through both auditory and
visual means
Meeting with small groups to re-teach an
Steps
Step 7:
Schedule
Overview
Step 6:
Assessment
Step 5:
Digital
Resources/
Technology
TEACHER GUIDE – Unit Plan Instructions and
Information
Audiobooks
Videos at the end of each chapter that briefly
recap and explain the important points are
available. A quiz that tests comprehension of
the text will be presented after each video to
help students.
Students will be requested to take notes and/or
list questions for class and small group
discussions in Google Docs that will be shared
in our Google classroom. Throughout the unit,
they will be available at all times and will be
discussed in small groups.
Exit Ticket
Quiz
Self-Assessment
Questionnaire
This class meets daily for 75 minutes with the
students. Every day in class, students will have thirty
minutes to read. Any reading that isn't accomplished
in class will be expected as homework. The activities
small groups, and class discussion will make up the
final 30 minutes of instruction. Times for project
idea or skill for struggling learners, or to
extend the thinking or skills of advanced
learners.
StepsTEACHER GUIDE – Unit Plan Instructions and
Information
presentations will be changed as necessary.
NOTES
ACTIVITY 1)
STUDENTS WILL TAKE INSPIRATION FROM THE READING IN
CHARLOTTE'S WEB TO WRITE YOUR OWN NEWSPAPER
ARTICLE. PICK THE PASSAGE FROM THE NOVEL THAT, IN
YOUR OPINION, BEST CAPTURES CHARLOTTE AND
WILBER'S FRIENDSHIP. TO SUPPORT THEIR MAIN POINT IN
YOUR CHOICE, THE STUDENTS MUST USE PERSUASION IN
YOUR WORDS. THEIR PROPOSAL SHOULD BE BETWEEN 250
AND 300 WORDS LONG, WELL-ORGANIZED, AND ERROR-
FREE.
ACTIVITY 2)
STUDENTS WILL FILL OUT THE VOCABULARY LIST FOR
EACH READING CHAPTER. USING THE CONTEXT HINTS IN
THE BOOK, THEY SHOULD DEFINE THE TERMS IN THEIR
OWN WORDS. DICTIONARIES SHALL NOT BE UTILIZED.
STUDENTS WILL USE EACH TERM IN A SENTENCE TO
DEMONSTRATE THEIR GRASP OF IT. AT THE CONCLUSION
OF THE BOOK, THEY WILL SELECT THEIR FAVORITE TERM
AND PRODUCE A POSTER DEFINING IT SOLELY WITH
VISUAL CUES.
StepsTEACHER GUIDE – Unit Plan Instructions and
Information
ACTIVITY 3)
STUDENTS WILL COMPLETE A VENN DIAGRAM. STUDENTS
WILL IDENTIFY THE TONE, PLOT, AND
CHARACTERIZATIONS WITHIN THE BOOK AND MOVIE AND
JOT THEM DOWN ON THEIR VENN DIAGRAM. ONCE THEY
FILL OUT THE VENN DIAGRAM, STUDENTS WILL BE ASKED
A FEW COMPREHENSION QUESTIONS SUCH AS; 1) HOW
DOES THE DIFFERENCES EFFECT THE TONE? 2) WHAT
WOULD YOU LIKE TO CHANGE ABOUT THE BOOK AND THE
MOVIE? AND 3) WOULD YOU PREFER THE MOVIE OR THE
BOOK?
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References
English, Reading, & Literacy | Virginia Department of Education. (n.d.). Www.doe.virginia.gov.
https://www.doe.virginia.gov/teaching-learning-assessment/instruction/english-reading
