Chandler unified school district
Suggested Resource Guide for Required Texts
Extended Text: Charlotte’s Web E. B. White Garth Williams 0-06-112495-8
Title Author Illustrator ISBN
GRADE LEVEL: 2 (Read Aloud)
Synopsis:
The classic Newbery Honor book, Charlotte’s Web, was published in 1952. It is a story of Fern, a little girl, and Wilbur, a pig whom the she loves, and Charlotte, an enterprising spider. Wilbur discovers he is doomed to become “Christmas Dinner” until Charlotte creates a plan to save him. It is a timeless story of friendship and loyalty.
Background:
Before reading, you will need to build background on farms, farm life, and animals. This book is a fantasy grounded in reality. Animals are not so much pets, but are raised as a food source. You will need to compare and contrast life on a farm in the 1950s to now. Fern’s family struggles to survive on the farm. At this time, more families did live on farms and off the land (i.e., no grocery store at the corner), as opposed to the majority of city dwellers today. Many farms now are operated as a big business (i.e., one person owns many farms).
Author: E. B.(Elwyn Brooks) White (1899-1985), the author of twenty books of prose and poetry, was awarded the 1970 Laura Ingalls Wilder Medal for his children’s books Stuart Little and Charlotte’s Web. He was born in New York and was the youngest child of a large family. E.B. White graduated from Cornell University in 1921. He worked at newspapers and magazines for many years. He is known best for his children’s books, of which Charlotte’s Web is the most famous. Mr. White died in 1985 at his farm in Maine.
Charlotte’s Web/About the Author website (HarperCollins):
http://www.harpercollinschildrens.com/HarperChildrens/kids/gamesandcontests/features/charlottesweb/about.aspx
How did E. B. White think up the story for Charlotte's Web? “I had been watching a big grey spider at her work and was impressed by how clever she was at weaving. Gradually I worked the spider into the story that you know as a story of friendship and salvation on a farm.”
Biography of E. B. White on Scholastic: http://www.scholastic.com/teachers/contributor/e-b-white
Note from the author to readers: http://www.harpercollinschildrens.com/Kids/AuthorsAndIllustrators/AuthorNote.aspx?CId=10499
Book Awards for Charlotte’s Web:
1953 Newbery Honor
American Library Association Notable/Best Books
NCTE Notable Children’s Books in the Language Arts
School Library Journal Best Book
1970 Laura Ingalls Wilder Medal
1971 National Medal for Literature
1984 Massachusetts Children’s Book Award
Book Trailer - http://bcove.me/l47mov44
E. B. White Read Aloud Award:
This award honoring E. B. White was established in 2004, to honor books that reflect the universal read aloud standards that were created by the work of the author E.B. White in his classic books for children: Charlotte’s Web, Stuart Little, and The Trumpet of the Swan.
http://theabfc.wordpress.com/the-eb-white-read-aloud-awards/
Adaptions to Charlottee’s Web
Wilbur's Adventure: a Charlotte's Web picture book by E B. White, illustrated by Maggie Kneen (Picture Book)
Some Pig!: a Charlotte's Web picture book by E. B. White, illustrated by Maggie Kneen (Picture Book)
Charlotte's Web: Wilbur Finds a Friend (I Can Read Book 2) by E B. White, illustrated by Aleksey Ivanov. (Easy Reader)
Charlotte’s Web Audio is available at Public Libraries
Movies made:
Charlotte’s Web 1973 – Movie Trailer - http://www.imdb.com/title/tt0070016/ (animated)
Charlotte’s Web 2006 – Movie Trailer - http://www.imdb.com/title/tt0413895/ (G rated)
Text Complexity Analysis:
This book is listed on the Common Core State Standards Appendix B exemplar list for Story Read Aloud in the 2-3 grade band.
Quantitative:
Lexile: 680 (2/3 Grade band of 420-820) and ATOS: Book Level: 4.4 (2/3 grade band of 2.75-5.14), 5.0 points in length
Qualitative:
According to the Kansas Qualitative Measures Rubric for Literacy Text, there is a middle-high complexity in this book. The story line is straightforward and follows the lives of the characters. The use of personification brings to life the animals and students will be able to connect with their own lives. The language is more on the difficult end and will need to be supported by teacher talk, or after reading a vocabulary word, going back and rephrasing it. The knowledge demands are intense in this story for most city dwellers. Students will need help with understanding life on the farm and the ways of farmers.
Reader and Task:
Readers will need considerable support to fully appreciate this book. One consideration during the reading of this text is an understanding of how our culture has changed. For example: on a farm, a gun may be used for hunting game (food for the table) back in those times. Not so much anymore. Thus the reason Avery has an “air rifle” on pg. 4 and 7. Another sensitive part to be aware of is when Fern is given Wilbur. Mr. Arable is about to kill the runt (Wilbur). This is because this pig is most likely not going to survive anyway. The idea that Wilbur is being fed to be slaughtered will need to be handled with care. You will want to explore the animals that are in the text, as they are introduced. Have many nonfiction and fiction books for students to explore in the classroom. One last item to watch for is where Charlotte, the spider, kills her prey. This is a great time to talk about the life cycle. Watch how Fern changes during the story, her focus will turn from the animals, to boys, as she grows. County Fairs may to be explored.
Motifs and Themes:
Friendship – How we treat one another shows that we should make and keep friends. Friends can be very different from one another, responsibility, the power of love, life choices – cause and effect, death/grief – loss, words make a difference and can change lives. (connect with Martin Luther King/peacefully protest), size doesn’t matter – anyone can make a difference (Lion and the Mouse fable)
Across Content Themes Covered:
Science – Life Cycles, Adaptations (spider’s webs)
Social Studies – Urban vs. Rural life, Citizenship
ELA CCSS 2.RI.7 – Diagram of a spider
ELA CCSS 2.RI.5 – Text Features (NF-Books on Spiders)
LANGUAGE:
Vocabulary Acquisition and Use
Tier 2 Vocabulary / Tier 3 Vocabulary· runt pg. 3
· injustice pg. 3
· commotion pg. 18
· absolutely pg. 29
· scruples pg. 46
· sedentary pg. 60
· scuttled pg.72
· sensational pg. 91
· radiant pg 99
· civilly pg 110
· versatile pg
· genuine pg 118
· scrambled pg 133
· humble pg 140 / · specimen pg. 5
· scythes pg. 14
· salutations pg. 34
· spinnerets pg. 55
· slogan pg 87
· aeronaut pg. 103
· lacerated pg 124
Conventions of Standard English or Knowledge of Language focus standard:
Standard Code / Standard Text / Description of where and how it fits with the extended textCCSS 2.L.3 / Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English. / Pg. 34 “Attention, please!” he said in a loud, firm voice. “ Will the party who addressed me at bedtime last night kindly make himself or herself known by giving an appropriate sign or signal!” Have students rephrase what Wilbur is saying in their language. How is it different?
CCSS 2.L.6 / Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g. When other kids are happy that makes me happy). / Pg. 41 Charlotte was a loyal friend. Example: Students would use the word “loyal” in conversation, supported by examples. “Tommy was a loyal friend when he came to sit with me when I got hurt.”
CCSS 2.L2 / Demonstrate command of the conventions of
Standard English capitalization, punctuation, and
spelling when writing.
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. / Have students look in the dictionary for unknown words to confirm their student friendly definition is correct.
Companion Texts:
Informational Texts
Text Title and Author / A short description of the textand how it relates to the extended text / Label Difficulty:
· Advanced
· Grade Level
· Meant for Scaffolding
1. Rats by Patricia Whitehouse / A basic introduction to rats, including their habitat, diet, and physical features. / Grade Level
2. Pigs by Gail Gibbons / Examines the basic characteristics, common breeds, intelligence, behavior, life cycle, and uses of pigs. / Grade Level
3. Growing up on a Farm by Lynn Stone / Teaches students about what it is like to live on a farm. / Meant for Scaffolding
4. Spiders Up Close by Robin Birch / An overview of spiders that covers their anatomy, sense, habitats, and life cycles and explains how they make silk and spin webs. / Advanced
*Descriptions are from Follett Destiny See Additional Titles following the activities
Literary Texts
1. Farm by Elisha Cooper / Describes the activities on a busy family farm from the spring when preparations for planting begin to the autumn when the cats grow winter coats and the cold rains begin to fall. / Meant for Scaffolding2. Field Trip Day by Lynn Plourde, illustrated by Thor Wickstrom / A boy who has a tendency to wander, provokes mayhem on a field trip to the farm. / Meant for Scaffolding
3. The Year at Maple Hill Farm by Alice and Martin Provensen / Describes the seasonal changes on a farm and the surrounding countryside throughout the year. / Grade Level
4. Dooby Dooby Moo by Doreen Cornin / While Farmer Brown sleeps, his animals prepare for a talent show at the county fair. / Grade Level
5. The Very Busy Spider by Eric Carle / The farm animals try to divert a busy little spider from spinning her web, but she persists and produces a thing of both beauty and usefulness. The pictures may be felt as well as seen. / Meant for Scaffolding
6. Cricket in Times Square by George Selden / With the help of a mouse and a cat, a musical cricket improves business at the newsstand run by Mario and his family. / Advanced (Read aloud)
7. Tucker’s Countryside by George Selden / Adventures of a city bred cat and mouse when they go to the country to visit their friend, Chester Cricket. / Advanced
8. City Dog, Country Frog / When City Dog comes to the country, he meets Country Frog for the first time. Every season afterward, the two have a fun time playing together. / Grade Level
*Descriptions are from Follett Destiny See Additional Titles following the activities.
Standards-Based Activities:
ACTIVITY #1 –
This activity will compare and contrast “city life” to “country life”.
RESOURCES:
· 2 charts: KWL Chart (Know, Want to Know, Want to Learn) on following pages
· (Optional) Aesop’s Fable, “Town Mouse and the Country Mouse” (many versions are available)
o Brett, Jan. Town Mouse, Country Mouse. New York: Puffin Books, 2003. Print.
o Summers, Kate. Milly and Tilly : the story of a town mouse and a country mouse. New York: Dutton Children's Books, 1997. Print.
· (Optional)Various books, both fiction and nonfiction, displayed in classroom on farms, spiders, pigs, rats, etc.
STANDARDS ADDRESSED:
· Social Studies Strand 4: Geography: Concept 4: Human Systems: PO 1. Discuss the differences between urban and rural communities.
· CCSS 2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
· CCSS 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
DESCRIPTION:
1. Start out with 2 charts, KWL Chart (Know, Want to Know, Want to Learn). One labeled “City Life” and one labeled “Country Life” (see example on following pages) First, have students write on sticky notes (or volunteer for teacher to script) things they know about city life and country life. Try to lead students to discuss animals, types of buildings, jobs, transportation, etc. If you have used sticky notes you can then lead students in a discussion to categorize.
2. Next, have students discuss what they would like to know about city and country life. They will be adding what they learned as they discover information.
3. Venn-Diagram or Double Bubble
Students will take what they KNOW about city life and country life and place it in a Venn-Diagram or Double Bubble. Discuss the differences between the two.
Example:
Animals: in the city, animals are usually kept as pets. In the country, some animals may be pets, some may be working animals (dogs and riding horses for herding cows), and some are raised as a food source (beef, cattle, and pigs).
Food Sources: In the city, people usually go to the grocery store to purchase food. In the country or on a farm, some food is raised for consumption and the excess is sold. Sometimes people go hunting for food.
Jobs: In the city, many people drive to work and work in offices. In the country/farms, people work right there on the farm in the fields or with the animals.