charlottes web novel study

Novel Study Miss Lavender 3rd grade Created by Emily Lavender, 2014

Charlotte’s Web A Summary

Charlotte’s Web is a heartwarming book on friendship. This story about a little pig named Wilbur who was born a runt will have readers wanting more. Mr. Arable wants to kill Wilbur, until his daughter Fern decides she will take care of Wilbur. Fern spends her free time with Wilbur and loves him very much. Wilbur meets new barn animals that become some of his friends, including Charlotte. Charlotte befriends Wilbur and helps him deal with the shocking news that his life will end. Charlotte goes as far as coming up with an interesting plan that only this spider could carry out, with the help of Templeton the rat to help Wilbur escape death.

Created by Emily Lavender, 2014

About the Author Elwyn Elwyn Brooks White White was born on July 11, 1899 in Mount Vern Vernon, on, New York. E.B. White’ White’s father was wa s a piano manufacturer. manufacturer. He had ha d two brothers and an d three sisters. E.B. White served in the Army during World War I. He attended and graduated graduated from Cornell Cor nell University Unive rsity.. E.B. White White loved lo ved to travel. travel. E.B. White White worked wo rked for The New Yorker, where he became a writer and editor for several years. As an adult, E.B. White lived on a farm, where he got most of his ideas for writing. E.B. White is most known for his children’s novels, Stuart Little (his first children’s novel!), Charlotte’s Web, and The Trumpet Swan. He received many awards and honors for his work. He received the Presidential Medal of Freedom, 1971 National Medal for Literature, the Laura Ingalls Wilder Medal, and a Newbery Honor Award. E.B. White passed away on October 1, 1985, at the age of 86. E.B. White is still remembered and celebrated today by his outstanding literary work.


KEY VOCABULARY: Charlotte’s Web

runt- p. 1 a small, weak animal salutations- p. 35 greetings gullible- p. 67 easily to fool or trick unremitting- p. 53 continual, constant, around-the-clock versatile- p. 116 can easily move from one thing to another; able to do many different things loot- p. 123 a collection of valued objects slogan- p. 87 memorable saying sedentary- p. 61 not moving, staying in one place conspiracy- p. 49 a planning and acting together secretly, for an unlawful or harmful place updraft-p. 179 an upward current of air languish- p. 146 to become weak or feeble


Name:__________________________ Name:______ ____________________

Date: Da te: ___________

Charlo Char lott tte’ e’s Web Web Key Vocabu Vocabullary ar y Review: Revi ew: Directions: Read the definition. Circle the correct word. 1. A small, small, weak animal. animal. a. runt b. languish languish c. riot

d. slogan slogan

2. To become become weak or feeble. feeble. a. slogan slogan b. tired c. languish languish

d. loot

3. An upward upward current current of air. a. loot b. languish languish c. slogan slogan

d. updraft updraft

4. A planning planning and acting acting together together secretly. secretly. a. runt c. languish languish d. conspirac conspiracyy d. cage 5. Not moving, moving, stayin stayingg in place. place. a. loot b. sedentary sedentary c. conspirac conspiracyy

d. tired

Directions: Match the definition to the correct word. 1. _____ Slogan Slogan 2. _____ _____Loot Loot 3. _____ _____Saluta Salutations tions

a. collection collection of valued valued items b. memorable memorable saying saying c. greetings greetings

Directions: Use the following words in a sentence. 1. Vers Versat atil ile e ___________________________________________________________________ _________________________________ __________________________________ _________________________________________________________ _________________________________ ________________________ 2. Gull Gullib ible le ___________________________________________________________________ _________________________________ __________________________________ _________________________________________________________ _________________________________ ________________________ 3. Unremi Unremitti tting ng ___________________________________________________________________ _________________________________ __________________________________ _________________________________________________________ _________________________________ ________________________


Poems! * A list of poems included included to discuss throughout throughout the literature study for Charlotte’s Web

Pigs by Charles Guigna Pigs are playful Pigs are pink Pigs are smarter than you think. Pigs are slippery Pigs are stout Pigs have noses Called a snout. Pigs are pudgy Pigs are plum Pigs can run But never jump. Pigs are loyal Pigs are true. Pigs don’t care for Barbecue. *Discussion: Give an example of a time where Wilbur is loyal in the book, Char Charlotte’ lotte’s Web. Are there any other examples of loyalty in this book?


Spiders Webs Spiders webs are sticky sticky Spiders weave them tight Spiders weave that that silky string To make their webs just right!

Pig Behold the pig! It’s very big! Its color pink Is nice, I think! Its tail’s a beaut, So curly cute! And on the farm, It oinks with charm!

About the Author Quiz! Stuart Little Little

editor

Elwyn

86

Mount Mo unt Vernon, ern on, New York

awards

Directions: Directions: Fill in the blanks blanks using usin g the correct words from the word wo rd bank. 1. The initial E in E.B. White White stands for _________________ _______________________. ______. 2. E.B White was born in ____________ _______________________ ______________________ ___________.. 3. ___________ ______________________ ___________ was was E.B. White’s first Children’s Children’s Novel. It was written in 1945. 4. E.B. White received several several _______________ _______________ and honors for his his outstanding literary work. 5. E.B. White passed passed away at the age of ________________ ________________..


Charlotte’s Web: FUNSIE! Craft/Activity: Paper Plate Pigs and Paper Plate Spiders! Materials Materials Needed: Neede d: black paper plates light pink paper plates permanent per manent black black markers googly eyes (large) dark pink paper red pipe cleaners black pipe cleaners glue


Summarizing: Five Finger Retells... Directions: With your pair and share partner, partner, use u se the fiver finger fin ger retel retells ls strategies to summarize Charlotte’s Web.

With With your pair and share partner, partner, discuss the followin followingg and an d write about it in your writing ournal.

Directions: Directions: Use these the se questions below to summ su mmari arize ze Charlott Char lotte’ e’s Web. Web. Do this with your pair and share partner Questions

What you will say say... ...

WHO is the story about?

The story is about _____.

WHAT WHAT is the problem?

The problem was that ___.

WHEN does it take place?

It was in the _______.

WHERE does it take place?

It happens on a _______.

HOW is the problem resolved?

The problem was solved when ________.


Name: ________________ ________________

Author Report E.B. White 3 Interesting Facts about the author’s life: __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ 2 books written by the author: __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ 1 question you would ask the author if you interviewed him: __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________ __________________________ ________________________________________ __________________________ ____________


Before Reading Charlotte’s Web:

Activity

Before reading rea ding Charlotte’ Charlotte’s Web Web,, discuss disc uss the similarities and an d differences abou abo ut farms farm s and an d cities. Have a Venn Diagram D iagram available available on chart paper p aper,, the SmartBoard, etc. Have students brainstorm what they know about farms and citie citiess. Then proceed procee d to introduce introd uce the th e book, bo ok, Charlotte’ Charlotte’s Web Web.. Discuss how this book takes place on a farm. Encourage students to keep a list of new things they learn about farms while reading Charlotte’s Web.



Visualization:

Students create create an image or picture picture in their minds while

listening to a story that has strong visual images.

Visualization

Activity Activity #1 The teache teacherr will w ill read rea d a passage from Charlotte’ Charlotte’s Web Web.. The teache teacherr will ask the students to close their eyes and visualize an image/picture from what they hear. When the teacher is finished reading, he/she will ask the students to ope openn their eyes and an d draw what what they saw on on a worksheet provide d. The teacher will w ill encourage students to use colors, colors, words, phrases, and pictures. The students will then share their work. Visualizatio Visualizationn Activity Activity #2 The teache teacherr will w ill read rea d a passage from Charlotte’ Charlotte’s Web Web.. The teache teacherr will have a worksheet provided provide d wi w ith an ou o utline of a charac character ter from the book on it. The teacher will ask students to listen closely as he/she reads from the book. When the teacher is finished finishe d reading, he/she will ask the students to use the character and the space around to portray the character based on the passage they just heard. The teacher will encourage students to use symbols, words, phrases, color, pictures, and shapes to complete this. The students will then share their work. (This activity is similar to a sketch-to-stretch activity.)


Visualization

Making make to-text to- text,, world

Connections:

textand an d

to -self, text-to text-to--

Students text-

connections. Making Connections Activity #1 The teacher teache r will wi ll have a Text Text-to-T -to-Text ext,, Text Text-to-to-Sel Selff, and an d Text Text-to-toWorld chart on the SmartBoard (or on chart paper, white board, etc). The teacher teacher will w ill use this th is chart throughout throug hout the book. bo ok. The students will have their own o wn chart to keep throughout throug hout the novel no vel study. study. Each Each week, the teacher will use this th is chart to help students make make connections conne ctions.. This will be a whole-group activity. The students will keep a personal list, and the class will use u se the SmartBoard as their “class “class making connections conn ections chart.”


Making g CConnections Summarizing:

Students being able to identify main ideas.

Summarizing Sum marizing Activity Activity #1 Students will w ill be given g iven a summarizing sum marizing gr g raphic organizer. organizer. Students will work on their own to complete this graphic organizer. This activity is to be complet completed ed once the novel n ovel has been read. Students will deter determine mine the main ideas from the book, Charlotte’s Web. They will write the main ideas from the beginning, the middle, and the end of the book on their graphic organizer. Once students have completed the graphic organizer, the teacher teacher will put the students into into groups gro ups.. In their groups gro ups they will compare each each others gr g raphic organizers to see who has the same main ideas. The groups gro ups will w ill be asked to make make a list list of the main ideas idea s they have in common. commo n. Then as a whol w hole-grou e-groupp discussion, the class will decide deci de which main ideas and key events were most important in the story. Created by Emily Lavender, 2014

Summarizing students dents listen, listen, they are predicting what will happen next. next. Predicting : As stu Predicting Predictin g Activi Activity ty #1 Students will w ill be given g iven a graphic organizer organizer.. Students will be asked a sked to fill in what they predict will happen next. Then they will be asked to give reasons why they think this will happen based on what they have read so far. They will complete the graphic organizer and then discuss their predictions with their pair and share partner. Predicting Predictin g Activity Activity #2 The teacher will have a Predicting Poster hung in the classroom. During independent inde pendent//silent silent reading time, tim e, the teacher teacher will ask a sk students to make make a prediction of what they think will happen next based on their reading. Students will write their predictions on a post-it note and place it on the Predicting Poster. As a whole group, the class will discuss the predictions made. Predicting Predictin g Activity Activity #3 The teacher will put students in groups and ask them to create a 1-2 minute minute video recording their predictions of what they think will w ill Created by Emily Lavender, 2014

Predicting happen next. next. The teacher will w ill encourage e ncourage creativity creativity (ex: a newscast n ewscaster). er). The teacher teacher will w ill play play the videos vi deos for the class, class, this will begin the class class discussion on predicting. predicting.

Stu dents ask questions before, before, during, and an d after after they read. Questioning : Students Questioning Activity #1 The students will w ill be given g iven a gr g raphic organizer. organizer. Student will complet completee this th is on their own o wn as they are reading. This gr g raphic organizer will be given each week so student can record record their the ir questions. Students will fill in questions they have before, before, during, dur ing, and an d after after their reading. If their questions are answered, they will fill in the answers on the graphic organizer. Questioning Activity #2 Students will be given the worksheet, “Wonderful Wonderings.” Students will fill in the thought bubbles with wonderings they may have after their reading.


Questioning Inferencing : Students use clues in the text and their own background knowledge to deepen understanding about oral, written, and visual texts.

Inferencing Activity #1 Students will w ill be given a gr g raphic organizer. Student will fill in the chart with what they already know and new information they have learne learnedd from the text text to draw inferences. inference s. This activity activity will Created by Emily Lavender, 2014

be

Making Inferences

done in groups gro ups.. The groups gro ups will w ill be asked to discuss and draw draw inferences and then present to the class.

Comprehension Strategies Created by Emily Lavender, 2014


About the Author


CLosing Activity To conclude the novel study on Charlotte’s Web, a class trip to Stone Hollow Farmstea Farmsteadd will w ill take take pl p lace. ace. This field trip will include touring the Grade A Dairy and Creamery, the vegetable gardens, the herb gardens, the chicken chicken house, ho use, the honey bee hives and an d more. We will w ill depart at 9:00am and return to the school by 2:00. Lunch will w ill be provide provi dedd by the school scho ol.. The cost cost of this th is trip will be $10.00 per student. Students will complete the Field Trip Reflection after return returning ing from fro m the field trip. trip. The students will be asked to make connections from the book, Charlotte’s Web.


Name: ______________________ ___________ ___________

Date: Da te: __________

Field Trip Trip Reflection Reflection 1. Did you enjoy enjoy this field field trip? trip? What What was your your favori favoritte part?

2. Wha What new new thi things ngs did did you you lea learn? rn?

3. Did you see or hear hear anything tha that we discusse discussedd in the book Charlotte’s Web? Practice making connections here.


Additional Resources


Opening/Closing Activity Charlotte’s Web


Reading Schedule


Weekly Schedules


Poem Poem Act Activi ivity:

Directions: Directio ns: Write Write an acrostic poem po em about ab out Wilbur Wilbu r. Begin each line with a word that starts with the letter on that line. Use words that describe Wilbur.

W ______________________________ ______________________________ I ______________________________ L ______________________________ B ______________________________ U ______________________________ R ______________________________


Charlotte’s Web: Extension Project 1. Make a soun so undtra dtrack ck to Charlo Char lott tte’ e’s Web Web..

2. Create Create a diorama of the farm in the t he book, bo ok, Charlo Char lott tte’ e’s Web. eb.

3. Make Make a video of your favorite favorite scene scene in the video.

4. Create Create a storyboard storybo ard of Charlotte’ Charlotte’s Web Web on o n a poster. poster.

**Choose one of the above to do your extension project. Be creative!


Charlotte’s Web Project Ideas


Miss Lavender’s Class List


Poem Activity


Genre Web


Charlotte’s Web Class Summary Project This project is designed to incorporate the comprehension strategy, summarizing. summar izing. Each student student will w ill be assigned assigne d a chapter chapter from the book, bo ok, Charlotte’ Charlotte’s Web Web.. Each Each student stu dent will w ill receive recei ve a graphic organizer o rganizer and an d will w ill be asked to tak takee not n otes/fill es/fill ou o ut their graphic graphic organizer for their assigned assign ed chapter. The students will take their notes and create a summary of their chapter. Their summary should be a few sentences. This will be the first draft. To help students understand what the assignment entitles, the teacher will complete the first four chapters (in class), the class will do four, and then from then on o n ou o ut, individual in dividual students will w ill do their assigned assigne d chapter chapter.. At the end en d of the novel, no vel, the students will be asked to make make a final draft draft of their summary. The students will include a picture. The teacher will have the summaries bound together in order to keep in the classroom classroo m library library..


Charlotte’ Charlotte’s Web Web Chapter Chapter _______ Summary Sum mary Name: ___________________________ ____________________________________ _________

__________________________ ________________________________________ _________________________ ___________ ___________________________ ________________________________________ _________________________ ____________ ___________________________ ________________________________________ _________________________ ____________ ___________________________ ________________________________________ _________________________ ____________ ___________________________ ________________________________________ _________________________ ____________ ___________________________ ________________________________________ _________________________ ____________ ___________________________ ________________________________________ _________________________ ____________ ___________________________ ________________________________________ _________________________ ____________ Created by Emily Lavender, 2014

Summary Project Chapter Assignments: Chapter 1- Miss Lavender Chapter 2-Miss Lavender Chapter 3-Miss Lavender Chapter Chapter 4-Miss Lavende Lavenderr Chapter Chapter 5-Class Chapter 6-Class Chapter 7-Class Chapter Chapter 8-Class Chapter 9-Joey Chapter Chapter 10-Ross 10 -Ross Chapter 11-Rachel Chapter 12-Pheobe Chapter 13-Monica Chapter Chapter 14-Chandler 14 -Chandler Chapter 15-Derek Chapter 16- J.J. Chapter 17-David Chapter 18-Aaron Chapter 19-Penelope Chapter Chapter 20-Reid 20-Rei d Chapter 21-Emily Chapter Chapter 22-Alex


Cross Curricular: Math Standard: 20.) Recognize area as an attribute of plane figures, and understand concepts of area measurement. [3-MD5]

Objective: Obje ctive: When given g iven an exit exit slip, slip, students stu dents will w ill be able to calcula calculate te the area of a rectangle or square with 100% accuracy. Activi Activity: ty: This activity activity is designed designe d for a Geometry Geo metry lesson. The teacher will w ill review area. This particular activity is focusing on area of a rectangle and square. square. The teacher teacher will discuss how ho w animals on o n a farm sometimes so metimes stay in an animal pen. The teacher will discuss different shapes of animal pens, ask students if they have ever seen one, etc. Then using a SmartBoard, Elmo, Elmo, or the whi wh ite board, the teacher will review how ho w to find the area of a rectangle and square. Prior to this lesson, the teacher will have set up “animal pens” around the classroom. The teacher will have measurem mea surements ents at each “animal pen sta station. tio n.” The students will work with a partner to find all of the “animal pen” areas. When the students have finished, finishe d, they will w ill discuss their answers. The teacher teacher will w ill provide and exit slip to see if the students have mastered this concept.


Name: ______________________ ___________ ___________ Date: Da te: __________ Area Exit Slip! Directions: Find the area of the “animal pens” below. 1. Find the area of Wilbur’s animal pen.

3 Answer: ________________________

2. Find the area of Temple emp leton’ ton’s

9

animal ani mal pen. pen .

4

4


Answer: _______________ ____________________ _____

Cross Curricula Cur ricular: r: Science Standard: 8.) Identify Standard: Identify how ho w organisms o rganisms are classifie classifie d in the Animalia Animalia and Plantae kingdoms. Objective: When given a chart, students will be able to correctly classify classify a specific speci fic animal an imal.. Activity: Activity: The teacher will w ill review revie w content on Classifying Classifying Animals (content (content attatched). The teacher will have students choose an animal from the book bo ok Charlott Ch arlotte’ e’s Web Web to begin be gin and then add ad d different animals animal s. The students will plug in the information on http://animaldiversity.ummz.umich.edu/ site/index.html and then classify classify their animal using u sing a chart given. g iven.


Writing Writing Connection: Co nnection: “It is not often that someone comes along who is a true friend and a good writer. Charlotte was both.” -Charlotte’s Web Think abou abo ut your friends. What What do you like like to do together? How Ho w would wou ld you describe de scribe your friends? What characteristics make a good friend? What makes a true friend?

Brainstorm Here:


Cross Curricula Cur ricular: r: Social Studies/ Studie s/Geography Geography Standard: 1.) Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on o n maps and an d globes. globes. • Interpreting information on thematic maps (examples: (examples: popula po pulatio tion, n, veget ve getaation, tio n, climate, climate, irrigation) irr igation) Objective: Activity


Cross Curriculum: Charlotte’s Web


SCIENCE LESSON www.mensaforkids.org Lesson 2. Organizing the Animals: How It Happened Back in the 18th century, a Swedish man named Carolus Linnaeus thought it was important to organize living things, and he developed a system to do just that. He started out interested in plants, but he ended up ordering all life as he knew it. We still use the essence of his system today. Scientists are constantly refining the system based on new knowledge. Who knows? Maybe you will make a change in how animals are organized! Putting animals in order like this is called taxonomy. The taxonomists — people who name animals — use a book called the International Code of Zoological Nomenclature , or ICZN, to tell them the rules for classifying animals. Linnaeus’s system has seven levels: 1. Kingd Kingdom om 2. Phylu Phylum m 3. Class Class 4. Orde Order r 5. Fami Family ly 6. Genu Genus s 7. Species Every animal on the planet, down to the most microscopic creature you can imagine, can be classified according to this system. You can remember the order the system comes in with one of the following phrases. The first letter of each word is the first letter of the level of classification. Pick the one you like the best and practice saying it five times.

King Phillip, come out, for goodness sake! King penguins congregate on frozen ground sometimes. Keep ponds clean or frogs get sick. ! !

Let’s look at each level, and an example using one common animal. These levels start out broadly — that means the top levels have the most animals, and they get narrower and narrower as you go down. So, by the time you get to the species, there is only one animal in the group. You can imagine these levels as an upside-down triangle.

Kingdom: Generally, scientists agree there are six kingdoms. The animal kingdom (called Kingdom Animalia) is just one of those. In case you’re interested, the others are Achaebacteria, Achaebacteria, Eubacteria Eubacteria,, Protists, Fungi and Plants. Origin ally, Linnaeus only identified two kingdoms: plant and animal. Some scientists think that viruses should have their own kingdom, but currently they are not included under this system. Created by Emily Lavender, 2014

Phylum: Within the animal kingdom, the animals are divided into more than 30 phyla (which is the plural of ”phylum”). You might be interested in Phylum Chordata – it’s the one humans and all animals with backbones are in (do you see how “chordata” looks like the word “cord” – like spinal cord?). Phylum Arthropoda contains insects, spiders and other animals with segmented bodies, like shrimp. Arthropods have their skeletons on the outside of their bodies (think of the hard shell of a lobster) and other characteristics in common. Class: The third level of classification is class. For example, Phylum Chordata has classes in it like birds, mammals (Mammalia) and reptiles. Order: The next level, or rank, is order. Orders are smaller groups within the different classes. Lepidoptera is the order of moths and butterflies. Carnivora is the order within Mammalia that has the most diversity in animal size. Family: The fifth rank of classification is family. (When you get to this rank, people sometimes disagree about which family an animal belongs to, so you may find that different sources tell you different things. This can even happen with orders.) The family for dogs is Canidae. Genus: This rank looks like “genius,” doesn’t it? It’s the second-to-last rank, and a genus may have only one or two animals in it. If animals are in the same genus, they are really closely related. In fact, you may not be able to tell them apart just by looking at them! When we write the name of the genus, we capitalize it and italicize it. For example, the genus of dogs (and wolves, too!) is Canis . Species: If animals can breed together successfully, they are a species. When an animal is called by its scientific name, then that means it is being identified by its genus and species. We use a lowercase letter and italics for the species. The scientific name of dogs is Canis familiaris ; however, the scientific name of wolves is Canis lupus .


Cross Curricul Curr icular: ar: Art Standard: Utilize a variety Standard: variety of processes and media me dia in the production of artwork. Examples: producing a drawing using markers, crayons, creating a paining using watercolors and pastels on watercolor paper Objective: When given g iven a piece pie ce of paper pape r, students will w ill be able to correctly use a Elmer’s glue and water color to create a spider web artwork. Activity: Students will be given a sheet of white paper. They will use Elmer’s glue to create their own spider web. The following day, students will use water color to create a background for their web. Students will be encouraged to think about the setting and theme of Charlotte’s Web when painting their background. backgroun d.


Resources (Bibliography) www.the3amteacher.blogspot.com www.wisagclassroom.org/teachers/docs/faces/Pork%20Plans.pdf http://animaldiversity.ummz.umich.edu/site/index.html Clip Art: Purchase Purcha sedd from fro m Apples Apples ‘n’ ‘n’ Acorns Clip Art


Cross Curricul Curr icular: ar: Social Studies


Cross Curricular: Technology


Cross Curricula Cur ricular: r: Music


Opening Activity To begin the novel study on Charlotte’s Web, the students will learn all about E.B. White and his purpose for writing this novel. To begin, the teacher teacher will w ill ask students to to brains brainstorm torm some so me ideas i deas of why they think E.B. White wrote Charlotte’s Web. The teacher will record these. The teacher teacher will review Author’ Author’s Purpose Pur pose and an d the PIE (persuade, (per suade, inform, entertain) entertain) poster poster.. The class c lass will research and an d decid de cidee wha w hatt the th e author’s author’s purpose of this book is. The teacher will use the Author’s Purpose Poster to help students remember and an d underst un derstand. and. Once the class has decided deci ded the author’s purpose, purp ose, they will begin beg in researching research ing about E.B. E.B. White. White. They will read a short s hort “About “About the th e Author” page and write write not n otes, es, using u sing the Author’s repor re portt activity sheet. sheet. The teacher teacher will w ill use a Voki Voki to inform students of some random ando m and an d fun facts facts about E.B. White. The teacher teacher will w ill make make this exciting exciting and an d engaging engagin g as this is the opening op ening activity, setting up the novel study on Charlotte’s Web.


Dear Parents, We are beginning a novel study on Charlotte’s Web by E.B. White. Charlotte’s Web is a wonderful, heartwarming story of a friendship between a little girl, and a group of barnyard animals. Your child will w ill be reading the majority majority of this th is novel no vel in class, class, but will have some som e homework ho mework to do. do. Your child will w ill be using usin g the school’ scho ol’s copy of this book, bo ok, so I ask that you make make sure the book bo ok is returned daily from from home and kept in good condition. For this novel study, we will be doing a lot of fun, interactive, and engaging activi activities! ties! There will w ill be one o ne project project that will need n eed to be completed at home. Your child will be able to choose which project they want to complete (Project directions attached). When we finish our study, the students will present their projects to the class. We will have a great time listening and looking at all of the projects. I am looking forward to reading this novel with your children! I know they will love it! If you have any questions, please feel free to contact me.

,

Miss. Lavender


charlottes web novel study

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