EDLC 632
Page 1 of 5
P : L F U TPATTERNS OF
RACTICE ITERATURE OCUS NIT EMPLATE
Steps
Step 1:
Book Selection
TEACHER
CANDIDATE
OLIVIA BICKOFF
Step 2: Standards
LANGUAGE
ART(S)
Listening, Reading,
Writing
3
GRADE LITERATURE
FOR UNIT
Charlotte’s Web
TEACHER GUIDE – UNIT PLAN INSTRUCTIONS AND
INFORMATION
Charlotte’s web
Written by E.B. White
I choose Charlotte’s web because it is a great transitional book to assist
students in moving from picture books they are accustomed to into
chapter books that will grow as they continue through their education.
The book is a fiction title that will give students the opportunity to
explore a great friendship that should be modeled in their daily life.
Virginia Learning Standards Grade 3
3.1 The student will use effective communication skills in group
activities.
a) Listen attentively by making eye contact, facing the speaker, asking
questions, and summarizing what is said.
3.5 The student will read and demonstrate comprehension of fictional
text and poetry.
f) Ask and answer questions about what is read.
i) Identify the main idea.
k) Use reading strategies to monitor comprehension throughout the
reading process.
m) Read with fluency and accuracy.
3.9 The student will write for a variety of purposes.
c) Write a clear topic sentence focusing on the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of information and elaboration
according to the type of writing.
rd
Step 4:
Differentiation
Steps
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
Activity #1: The first activity will focus on listening. To assist in getting
the students vested in the story, I will read the first two chapters aloud to
the class. Before I read the first chapter students will look at the cover
of the book and make a prediction about the story based solely on the
pictures. The students will write the prediction down in their journal so
they can revise their predictions as they read through the book. While
reading the first two chapters students will be encouraged to revise their
predications and to participate in discussions at the end of each chapter
or main event in the story. Because the students are reading this story as
aesthetic listening, we will employ the strategies of predicting,
visualizing, and connecting throughout the story. This activity will also
meet the 3.1 VA standard.
Activity #2: The second activity will focus on reading. Students will
continue to the read the book, choosing to read with a partner,
independently, or using an audiobook version. Before reading each
chapter, the students will use their reading journal to ask a question that
they have from the previous chapter or one they hope to find the answer
to as they continue to read. Then, at the end of each chapter the students
will use their reading journal to respond to at least two of the prompts
that will be listed in the classroom. The students will also provide the
answer to the question they asked before reading the chapter, when able.
This will increase their comprehension of the text as they read and assist
them in reading for a purpose. This activity will work on VA standard
3.5.
Activity #3: This activity will focus on writing. Once students finish
reading the book they will work with a partner to complete a graphic
organizer to identify the elements of the story. The students will then
present their graphic organizer to the class. After each pair has
presented the students will be expected to write a short essay (1-3
paragraphs) summarizing the story. Students will be expected to include
a topic sentence, information from the beginning, middle and end of the
story, as well as a well-developed conclusion. A rubric will be provided
to students before they begin writing.
Giving students the choice of reading independently, with a partner or
using an audiobook will allow struggling readers the opportunity to
select the best option for them. When considering partners for activity
#3, I will assign students that may struggle with writing or organizing
their thoughts with students that have shown stronger in those areas.
Students that are struggling with the daily journal entries will also be
given the opportunity to work with the teacher through individual
StepsTEACHER GUIDE – UNIT PLAN INSTRUCTIONS AND
INFORMATION
conferences, as needed.
Students with IEPs will also be given the appropriate accommodations
based on their plans.
Step 5: Students will be afforded the opportunity to use an audiobook for the
story.
Digital Resources/
Technology
While working on their journal entries they will have access to their
iPads to assist with spelling and proper grammar.
At the conclusion of the unit, the class will watch the movie to fully
bring the story to an end.
Step 6: Each day, I will be reviewing and commenting on the reading journal
Assessmentfor each student. I will use this as a formative assessment to ensure that
the students are reading and comprehending the main points of the
book. During these reviews if I notice a student does not appear to be
fully understanding the text, I will be able to work with that student
individually to assist them. For this unit the short essay will be used as
their summative assessment. They students will be given a rubric with
the necessary information to ensure they understand the expectations of
the submitted essay.
Step 7: Schedule The students will be given 50 minutes each day for reading the book and
Overview 30 minutes for the writing activities (split up as 10 minutes before
reading and 20 minutes after finishing the reading assignment that day).
Students will be expected to read at least two chapters each day.
Activity #3 will span over a 4-day period, giving students 1 day to
complete the graphic organizer, 1 day for presentations, and 2 days to
write, review and revise their essays.
NOTES
Reading Journal example: (each day will be on a new page and labeled as seen below)
Day 1: Charlotte’s Web, Chapters 1 & 2, April 7, 2023
Prediction 1:
Prediction 2:
Graphic Organizer
StepsTEACHER GUIDE – UNIT PLAN INSTRUCTIONS AND
INFORMATION
Day 2: Charlotte’s Web, Chapters 3 & 4, April 8, 2023
Revision to Prediction 1:
Question 1 from Chapter 2:
Answer to Question 1:
Prompt 1: Charlotte reminds me of myself because….
Prompt 2: I really don’t understand…..
Reading Journal Prompts listed in classroom:
My favorite part….
This book reminded me of ……
I wonder why….
I was confused when….
I was surprised when….
Some words I’m not sure of are….
I like/dislike (character) because….
I think (character) is feeling….
I predict that…
I noticed that E.B. White is….
This book reminds me of….
I hope to learn….
Theme?
What is the problem?
What is the setting?
Title
Characters?
What was the so
Plulotito?n?
References
Tompkins, G. E. (2015). Language Arts: Patterns of Practice (9th ed.). Pearson Education
(US). https://libertyonline.vitalsource.com/books/9780133910230
Virginia Department of Education. (2010). English Standards of Learning Curriculum Framework 2010.
https://vdoe.prod.govaccess.org/home/showdocument?id=34964&t=638054101804406115
White, E. B. & Williams, G. (1952). Charlotte's web. First edition. New York, Harper & Brothers.
