Lesson Objectives:

The students will be able to:

1) Define characterization

2) Complete character quotes

3) Write descriptions of the characters from the story

Performance Assessment:

Assessment:

1) Definition- students will orally respond during the concept development/vocabulary stage of the lesson.

2) Completion of character quotes that require the student to take quotes from the text that reveals the personality of the characters in the story.

3) The student will write two personality profiles for the characters in Charlotte's Web. The personality profiles must at least three complete sentences that are grammatically correct.

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Before class have a written invitation and address envelope to the class from Wilbur.

"I've received this invitation in the mail this morning. Let's open it up and find out who wrote us." (Open the letter and read aloud to the students)

"Dear Class,

You are invited to a house warming party today. I wanted you to be the first to meet my good friend Charlotte. Charlotte is my new neighborhood and she is excited to meet all of you.

Hope to see you all there,

Wilbur

That is exciting news. Have you ever been invited to a house warming party? Why do you think Wilbur sent us a invitation today? What do you think is going to happen in today's reading."

(Give the students time to make prediction and share.)

"We have been reading Charlotte's Web the past couple of days. Is anyone one willing to share summary of what happen in yesterday's chapter?"

(In chapter four, Wilbur has been on the farm for awhile, and is beginning to miss Fern. Wilbur is looking for a friend in his new home on the farm. He is growing incredibly lonely because he can't find anyone who wants to play with him. Lurvy, Mr. Zuckerman helping hand, thinks something is wrong with Wilbur. They gave him two spoonfuls of sulfur and a little mollasses, to make him feel better. Wilbur is laying in the dark, when he hears a tiny voice saying "I'll be your friend, Wilbur, you will meet me in the morning."

Concept Development:

“Before we begin reading, there are a few vocabulary words that will be new to you in the reading, so we will learn what they mean now. Then the reading might be a little less confussing and you can follow the plot better. Please take out your vocabulary journal.”
“The first word is clashers. Have you ever heard this word before? Let’s read the sentence from the text. Maybe the surround text will give us some clues.”
“Another word I found in the text that might be challenging is gleam. Let’s refer to the text to see how it is used in the sentence.”
“Objectionable is used in the story does anyone know what this word means?”
“The first word is salutations. Have you ever heard this word before? Let’s read this sentence from the text and then we will see if can figure out what it means.”

(Answer Key)
Clashers- (page 32) “Why does he have to stay up all night, grinding his
clashers and destroying people’s property.”
Definition: refers to Templeton's teeth.
Gleam- (page 33) “Through a small window, a faint gleam appeared.”
Definition: a brief beam or flash of light
Objectionable- (page 35) “I didn’t mean to be objectionable.”
Definition: arousing disapproval; offensive
Salutations- (page 37) “Salutations! Very pleased to meet you.”
Definition: a greetings indicating respect and affection; regards

After completing the vocabulary terms, teach students about character quotes and characterization. This part of the lesson should be direct instruction to the students. When explaining character quotes model to the students how to use them.

"Today, when you read I want you to focus on the characters and characterization. Characterization is when the author uses descriptions, actions, gestures, dialogue, or speeches to develop and represent the character's personality. To help you understand characterization a little more, you are going to be completing character quotes. A character quote is a tool to help you understand the character's personality. I'm going to model exactly what I want you to do after you're done silently reading the chapter."

"The quote says: 'Wilbur stood in the sun feeling lonely and bored.' (pg. 16). Then I will record this quote on my paper making sure to include the page number. Next I will write a couple sentences describing what kind of person the character might be. Wilbur is lonely because he no longer lives with Fern. Also, Wilbur is stuck inside his pen and is not able to run around free and play anymore. Give me a thumb up if you understand what I want you to complete after you're finished silently reading. Give me a thumb down if you are totally lost and would like me to explain one more time. Give me a thumb to the side, if you feel okay with my direction, but might have a question once you start to work."

(This is differentiated for students below grade level, on grade level, and above grade level. This link will take you to the differentiation.)

"Remember you are reading chapter five in Charlotte's Web for a literary experience. As you read, try to see this story as a movie in your mind. Picture the characters, especially Charlotte and Wilbur. After you read I want you to complete character quotes for three characters."

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The students read chapter five silently. The teacher will circulate to asist the student, who might experience difficulty with the text.

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"Before we begin our discussion of this chapter turn to the person sitting next to you and retell the chapter to your neighbor using your own words. When discussing with your neighbor, make sure to discuss the characterization. If you need help you can use your character quotes. Each of you will have a turn to share."

(The students will take turns orally retelling their version of the chapter. Circulate around the room to listen to the students discussions.)

"Before we begin to discuss your character quotes, I am curious about what you thought of this chapter. Did you like? How do you feel about the farm? Will the other animals on the farm like Charlotte?

(Have student volunteers share their responses. Call student to have them participate in the discussion.)

[Debriefing and consensus on the character quotes]

"Now, let's discuss your character quotes. We will be focusing on one character at a time, so if you found quotes on Wilbur, please feel to share.

(Give students a chance to share and explain their quotes and responses)

What conclusion can you make about personality based upon our quotes?"

(Repeat the same time of questioning for the other characters: Charlotte, Templeton, Fern, the goose...etc.)

(Hopefully the discussion will be smooth and transition from one student to another student. However do not be afraid to facilitate the discussion. Be sure to apply the right amount of scaffolding for the discussion to be successful and beneficial to the students.)

"Now I want you to skim the chapter to find one quote that your neighbor shared. Once you have located your neighbor's quote, show it to them. Does the quote reveal anymore information to us about the character?"

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"For homework tonight, I want you to find two more character quotes for any of the characters in the story. I want you to write down the quote, page number and a response. In your response you need to tell me what the quote tells us about the character. Tomorrow you will be sharing your quotes with your neighbor."

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The on grade level students might find the reading to be just right. Then to complete their character quotes the students should choose quotes from a list below. The students will need to record the quote and their response on paper following the teacher's model in concept development/vocabulary stage of the lesson.

Quotes:

Charlotte:

“At last Wilbur saw the creature that had spoken to him in such a kindly way.” pg. 36

“She was about the size of a gumdrop." pg. 37

"She had eight legs, and she was waving one of them at Wilbur in friendly greeting." pg. 37

"I'm near-sighted," replied Charlotte. pg. 37

"I think you're beautiful," said Wilbur." pg. 37

Wilbur:

"Wilbur's stomach was empty and his mind was full." pg.32

"But he was determinded to get in touch with his unknown friend." pg. 34

"He lay down meekly in the manure, facing the door." pg. 35

"He could hardly believe what he was seeing, and although he detested flies, he was sorry for this one." pg. 38

How can I learn to like her, even though she is pretty and, of course, clever?" pg. 4

Templeton

"Templeton's teeth scraped loudly against the wood and made quite a racket." pg. 32

"Templeton had quit work and gone off somewhere on errand." pg. 35

The below grade level might find the reading to be challenging. Then to complete their character quotes the students will be provided with the following quotes. The students are responsible for providing a response for the quote following the teacher's model in the concept development/vocabulary stage of the lesson.

Here is one quote about Wilbur and on about Charlotte.

Wilbur:

"There are a lot of things Wilbur doesn't know about life," she thought. "He's really a very innoncent little pig." pg. 40

Charlotte:

"Underneath her rather bold and cruel exterior, she had a kind heart, and she was to prove loyal and true to the very end." pg.41

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