Hana Dolan

Dr. Casey
ELD 376
Mini Reading Lesson
Grade:
- 5th Grade
Rationale:
-Introduction of main characters in the novel and how they are different/similar using the
text as evidence.
Standards:
- CCSS.ELA-LITERACY.RL.5.3. Compare and contrast two or more
characters, settings, or events in a story or drama, drawing on specific
details in the text (e.g., how characters interact).
Objective:
- Students will be able to give specific examples and quotes from the text to support their
answers to the questions.
Procedures:
The teacher will ask the students to grab their Charlottes Web book and gather the
students around the carpet and in front of the white board.
She will then reintroduce the first few chapters up the book up to chapter 7.
First she will give an overview of the chapters then ask students to volunteer to give
a brief summary of the chapter of their choosing to help remind the students of the
events that happened during that chapter.
Once the teacher feels that the students are familiar with the chapter she will ask
them to pull out their pens/pencils and their post-it notes.
Now that are familiar with the relationship between Charlotte and Wilbur, I want
us to think about how their personalities are different and how they are similar
Take a minute and think to yourself how Charlotte and Wilbur can be the same
and how they can be different
After giving the students a minute or two to think to themthe teacher stops them
and says now turn and talk to a partner next to you and share you thoughts on
Charlotte and Wilburs personalities.
Once the students are done discussing We notice that even though Charlotte and
Wilbur may have a few similar characteristics, it seems obvious that they are also

very different On your post- it note, write down two or three things that Wilbur
dislikes about Charlotte, when you are finished come up and stuck your post-it
note on the white board.
Then take another sticky note and write one thing that Charlotte does that scares
Wilbur.
Once all the students have completed this task, the teacher will pick a few post-it
notes to share with the class and then ask students to come up and stick a post-it
note to share that is not one of thiers. If the students agree with what is written on
the post-it note the teacher will ask for a thumbs up, if they disagree with the postit not then the teacher will ask for a thumbs down but the student will have to
provide a reason why they disagree.
Then the student will take another post-it note and the teacher will ask them to
Now write down on your post-it note some of Charlottes good qualities, or what
does she do that Wilbur likes
Again the students will write down their responses on the post-it note and stick it on
the white board for the teacher the teacher to share and discuss with the class.
Finally, the student will send the students back to their individuals seats where they
will do some independent practice to ensure that they are able to find evidence for
their response using the text.
Materials:
- Charlottes Web book
- Pen/pencil
- Post-it notes
Assessment:
- The assessment for the students understanding of this mini lesson will be the teacher
walking around during the independent practice and observing the students actively
search for examples and quotes on the chapters that are accurate for supporting their
opinions and response.
Differentiation:
- For students that are having a difficult time pulling out quotes and evidence from the
text so support their earlier responses, the teacher will provide the students with examples
and quotes and then model for them how she found them.
Technology:
Instead of using the white board for students to come up and post their post it notes on,
the teacher can have the students use their iPads and go onto padlet.com where a board
will be made for them to post their response to the questions the teacher is asking.
Future Connections:
This lesson will help with future connections in the classroom because students will
have the skill of taking a text and looking for examples and quotes within the text
to help support their opinions and answers to questions that the teacher may ask.