Hannah Schumsky

Thematic Unit Plan

December 1, 2020
TCHLRN 322
Erik Price
Charlotte’s Web- 1st grade (read aloud)

Themes we will focus on this unit: Friendship, sacrifice, mortality, and rebirth
Standards:
CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
Week One:
Monday: CHAPTER 1: “Before Breakfast”
Read chapter one aloud in class then discuss what Fern and her father talked about. What did
Fern convince her father to do?
Learning goal: Students will understand that when you love someone you will do anything to
protect them, even if you must convince others.
Success Criteria: Students will describe to me what it means to “convince” someone to do
something
Writing: In 3 sentences describe a time you convinced someone to do something. What was it?

Tuesday: CHAPTER 2: “Wilbur”

Read chapter two aloud in class then discuss ways Fern treated Wilbur as if he were her “infant”.
Learning goal: Students will understand that Fern loves Wilbur so much that she will take care
of him
Success Criteria: Students will be able to give examples of what taking care of an infant would
looks like.
Writing: Create a list of examples from the book where Fern treated Wilbur like an infant. What
did she do?

Wednesday: CHAPTER 3: “Escape”

Read chapter 3 aloud in class then ask your students if Wilbur really wanted to escape. Ask them
how they know.
Learning goal: Figure out with your students why they did or did not believe Wilbur wanted to
escape.
Success Criteria: Students will retrieve evidence from the book that supports their belief.
Writing: Write down two examples from the book that support your belief on whether Wilbur
wanted to escape or not.

Thursday: CHAPTER 4: “Loneliness”

Read chapter 4 aloud in class then discuss why Wilbur’s day is so “dreary”. What is the main
reason Wilbur is sad? How do we know this?
Learning goal: Students will be able to make the point that Wilbur’s loneliness and desire for
friendship is the true source of his sadness
Success Criteria: Students will understand that Wilbur’s day is so dreary mostly because he has
no friends and none of them want to play with him.
Writing: Look back in the book, what did the other animals do that made Wilbur feel lonely and
friendless? Write down the quote from the text. Also, quickly write down what Wilbur truly
desires.

Friday: CHAPTER 5: “Charlotte”

Read chapter 5 aloud to the class. As we read please write down words that Wilbur and the
narrator use to describe Charlotte, we will create a class list.
Learning goal: Students will be able to determine if Charlotte is good or bad based on the list of
attributes from the book to support the idea. (pretty, fierce, clever, brutal, loyal, bold, true, cruel)
Success Criteria: Students will give me examples from the book to describe Charlotte as being
good or bad.
Writing: Write down at least 3 sentences on whether you believe charlotte is good, bad, or a
little bit of both. Think about the list we created.

Week Two:
Monday: CHAPTER 6: “Summer Days”
Read chapter 6 aloud to the class then discuss what the author means when they say “Early
summer days are a jubilee time for birds”. What does Jubilee mean? We notice that the goose
gives birth to seven baby geese in this chapter and once we know what jubilee means, we will
understand that it’s a joyful time for birds because they give birth during this time. Also have a
short discussion on why Charlotte warns everyone about the Templeton needs to be careful or
else they will have some broken, stinky eggs.
Learning goal: Students will understand the word Jubilee and how it relates to birds giving birth
Success Criteria: Students will give me an example of a jubilee time they have experienced.
Writing: Like the birds in early summer in our book, when was a time that you felt jubilee?
Write at least three sentences.
Tuesday: CHAPTER 7: “Bad News”
Read chapter 7 aloud to the class then discuss what kind of bad news Wilbur receives from the
old sheep. How does Wilbur react to this news? Also discuss the meaning of Conspiracy as it is
used in the book.
Learning goal: Students will understand that there is conspiracy that Wilbur may be killed at
Christmas time for the family to eat and that it upsets many animals.
Success Criteria: Students will tell me what conspiracy means in their own words.
Writing: Write about a time that you received bad news, what was it and how did you react to
it? Was it anything like how Wilbur reacted?

Wednesday: CHAPTER 8: “A Talk at Home”

Read chapter 8 aloud in class then discuss why Mrs. Arable is worried about Fern and what she
is going to do about it.
Learning goal: Students will understand why Mrs. Arable is worried about Fern.
Success Criteria: Students will be able to tell me why Mrs. Arable is worried.
Writing: Write about a time that you were worried, what did you do about it? Give me at least
three sentences

Thursday: CHAPTER 9: “Wilbur’s Boast”

Read chapter 9 to the class then discuss what Wilbur’s big boast was. Next discuss the several
ways Charlotte takes care of Wilbur. Why do we believe she does this for Wilbur?
Learning goal: Students will understand that Charlotte is beginning to love Wilbur. Therefore,
why she is taking care of him.
Success Criteria: Students will explain to me one way that Charlotte takes care of Wilbur.
Writing: Write about a time that you have taken care of a friend. What did you do to take care of
them? Why did you choose to do this for this person? Write at least 4 sentences.

Friday: CHAPTER 10: “An Explosion”

Read chapter 10 aloud to the class then discuss what you think Charlottes plan is to save Wilbur.
She says that it will work because people are very gullible. Discuss with the class what gullible
means based on how Charlotte describes it in the text. Lastly, discuss why Templeton’s egg both
saves the day and causes a big problem.
Learning goal: Students will understand that the broken egg saved Charlotte from Avery but
also made the barn very stinky for the animals.
Success Criteria: Students will give me one reason Templeton’s egg saves the day and what
problem it causes as well.
Writing: Write me one sentence that uses the word gullible, correctly.

Week Three:
Monday: CHAPTER 11: “The Miracle”
Read chapter 11 aloud in class then discuss what the word miracle means as this is what the
chapter is called. Then discuss the specific changes that happen on the farm after Lurvy and the
Zuckerman’s see Charlotte’s web.
Learning goal: Student’s will understand the meaning of miracle and be able to identify
miracles that happen in the story.
Success Criteria: Student will give me their own definition or example of a miracle.
Writing: Write me a short list of things that change on the farm once they see Charlotte’s web.

Tuesday: CHAPTER 12: “A Meeting”

Read chapter 12 aloud to the class then discuss what word Charlotte picks to spin in her web.
She has trouble spelling the word terrific, so she asks the gander. Let’s figure out how to
correctly spell it. We will also discuss how the old sheep helps convince Templeton to help
Charlotte save Wilbur.
Learning goal: Students will learn how to spell the word Terrific by sounding out each letter.
Success Criteria: Students will be asked to spell the word terrific randomly during the lesson.
Writing: Using the given worksheet with a premade web, trace the word terrific in your web.
Next, write me one sentence using that word.
Wednesday: CHAPTER 13: “Good Progress”
Read chapter 13 aloud in class then discuss the three word clippings that Templeton gives
Charlotte. Why does “crunchy” not work? Why does “pre shrunk” not work? Lastly discuss with
the class what “radiant action” means. Why does Wilbur say he feels radiant?
Learning goal: Students will understand that Wilbur feels radiant because he feels love and
happiness.
Success Criteria: Students will give me their own definition of radiant when asked.
Writing: Create your own sentence using the new word, radiant.

Thursday: CHAPTER 14: “Dr. Dorian”

Read chapter 14 aloud with the class then discuss why Dr. Dorian doesn’t think it’s a problem
that Fern talks to the animals.
Learning goal: Students will understand that Dr. Dorians isn’t worried about Fern because he
believes she will “grow out of it” as most children do.
Success Criteria: Students will be able to describe to me why Dr. Dorian isn’t worried about
Fern.
Writing: Why do you think Fern can hear the farm animals and not Dr. Dorian? Give me a
couple sentences.

Friday: CHAPTER 15: “The Crickets”

Read chapter 15 aloud to the class then discuss the quote from page 115 that says “no pig had
ever had truer friends, and he realized that friendship is one of the most satisfying things in the
world”. What makes a true friend? and why is friendship one of the most satisfying things in the
world?
Learning goal: Students will understand why Wilbur is so respected by his friends
Success Criteria: Students will be able to explain what a true friend means to them.
Writing: Write about your best friend and tell me why they are a true friend and why you find
your friendship so special or satisfying.
Week Four:
Monday: CHAPTER 16: “Off to the Fair”
Read chapter 16 aloud to the class then think back to chapter 15 when Charlotte said she wasn’t
going to make it t0 the fair because she needed to lay her eggs. In chapter 16 we see that
Charlotte decides to go to the fair but wants Templeton to come with her. What does the old
sheep do or say to convince Templeton this time? Also, at the end of the chapter Wilbur faints,
discuss what causes this with the class.
Learning goal: Students will understand that Wilbur faints because of what Mr. Arable says
about him making good bacon.
Success Criteria: Students will tell me why Wilbur fainted
Writing: Tell me in 3 sentences about a time that you got some news that made you feel sick or
even faint.

Tuesday: CHAPTER 17: “Uncle”

Read chapter 17 aloud to the class then discuss who Wilbur’s competition is in the fair. What do
we know about this pig? We also start to notice that Charlotte isn’t feeling well, what signs in the
book tell us this?
Learning goal: Students will notice signs that Charlotte isn’t well based on what Charlotte and
Wilbur say in the book
Success Criteria: Students will tell me what they know about Wilbur’s competition and the
signs they see that Charlotte isn’t well.
Writing: What do you think Wilbur means when he says Charlotte looks “swollen”? Make your
best guest!

Wednesday: CHAPTER 18: “The Cool of the Evening”

Read chapter 18 aloud to the class then discuss what final word Templeton brings to charlotte to
spin in her web. What does the word humble mean based on the book and why does Charlotte
like the word so much? Also discuss with the class why Charlotte leaves her web at the end of
the chapter. Lasty, why did Fern say she had “the best time of her life at the fair”? This was at
the beginning of the chapter.
Learning goal: Students will understand the word humble and why its related to Wilbur.
Success Criteria: Students will give me their own definition of the word humble based on our
class discussion
Writing: Write about a time when you saw someone act humbly. What did they do and why do
you think they did it?

Thursday: CHAPTER 19: “The Egg Sac”

Read chapter 19 aloud to the class then discuss what Charlottes masterpiece was. Once we find
out it was her egg sac and all that means, I want to know what Charlotte is feeling after making
her masterpiece. She uses the word “languishing” and we will discuss that this means she is
getting older and slowing down. We also see Wilbur win first prize in the fair and we will
discuss the Arable’s and Zuckerman’s reaction.
Learning goal: Students will start to understand that Charlottes masterpiece is what made her
tired and get old faster.
Success Criteria: Students will tell me why they think laying eggs made Charlotte so tired.
Writing: Write down three facts that we learned about how spider lays eggs. Try and think back
to what Charlotte told us.

Friday: CHAPTER 20: “The Hour of Triumph”

Read chapter 20 aloud to the class then discuss where Fern was during Wilbur’s great triumph.
Would Fern have done this at the beginning of the book? Lastly, we will discuss how Fern has
changed throughout the book.
Learning goal: Students will reflect on how Fern has changed throughout the book.
Success Criteria: Students will tell me why Fern wasn’t there to celebrate Wilbur’s prize.
Writing: In 4 sentences I would like you to tell me how you think Fern has changed throughout
the book.

Week Five:
Monday: CHAPTER 21: “Last Day”
Read chapter 21 aloud to the class then discuss the harsh death of Charlotte. I want to know how
they feel about her death. We will look at this quote “Nobody, of the hundreds of people that had
visited the fair, knew that a grey spider had played the most important part of all. No one was
there when she died.” What role did Charlotte play as they refer to here? And how do you feel
about her dying alone? Do you think that Charlette was really happy when she died?
Learning goal: Students will understand that Charlotte has died and will no longer be a part of
the farm, but here babies will all be there.
Success Criteria: Students will tell me why charlotte may have been sad or happy when she
died
Writing: Tell me how you felt when Charlotte died. Do you think she was happy or sad when
she died? Do you respect Charlotte for what she did?

Tuesday: CHAPTER 22: “A Warm Wind”

Read chapter 22 aloud to the class then discuss what happens when Charlotte is gone. Does
Wilbur have any friends now? How do these three new friends help Wilbur to stay close to
Charlotte?
Learning goal: Students will understand that birth brings new life and although Charlotte died,
she brought new life to the farm and some would even be Wilbur’s friend.
Success Criteria: Students will tell me the names of Wilbur’s three new friends and why they
decided to be his friend.
Writing: I want you to reflect on the friendship Wilbur and Charlotte had. Charlotte loved
Wilbur so much that she sacrificed so much to save him. Charlotte ends up dying but she also
brings new baby spiders onto the farm so that they can be friends with Wilbur after she is gone.
Have you ever had a person that was as special to you as Wilbur was to Charlotte? In at least 4
sentences tell me about this person. Why are they so special to you? Have you ever helped this
person like Charlotte helped Wilbur? Write as much as you want!