Charlotte s web
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“Charlotte’s Web”. Theme 6 Lesson 26 Day 2. Question of the Day. What do you know about pigs? Who can tell me things pigs might do in real life as well as in books? What I know about pigs is _______.

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“Charlotte’s Web”

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Charlotte s web

“Charlotte’s Web”

Theme 6 Lesson 26

Day 2


Question of the day

Question of the Day

What do you know about pigs?

Who can tell me things pigs might do in real life as well as in books?

What I know about pigs is _______.

Write two or three sentences describing what pigs are like, how they act, and where you have seen them.

T38


Today s read aloud

Today’s Read Aloud

  • Set a purpose – Why might you read or listen to a poem?

    For enjoyment, to learn something new.

  • Listen and follow along as I read the poem aloud. Try to imagine that you are the pig in the poem.

T39


A pig i never blamed

A Pig I Never Blamed

A pig is never blamed in case

He forgets to wash his face.

No dirty suds are on his soap,

Because with soap he does not cope.

He never has to clean the tub

After he has had a scrub.

For whatever mess he makes,

A bath is what he never takes.

But then, what is a pool to him?


Charlotte s web

Poor pig, he never learns to swim.

And all the goodies he can cram

Down his gullet turn to ham.

It’s mean:

Keeping clean.

You hardly want to, till you’re very big.

But it’s worse to be a pig.


Charlotte s web

What do you know about pigs before reading this poem?

What does the poet tell us about pigs?

Why do you think pigs are never blamed?

T39


Words with tion and sion

Words with –tion and -sion

Review Words in Context: Listen as I say the first two words in part A.

What do you notice about these two words?

  • Word with Endings –tion and -sion

  • Part A

  • section

  • caution

  • Remember that many words end in –tion or –sion, sometimes these letter combinations are suffixes and sometimes they are simply part of the word.

T40 Transparency R174


Words with tion and sion1

Words with –tion and -sion

Review Words in Context: -tion and –sion are usually pronounced /sh n/.

Now look at 3-6 and let’s complete the word by adding –tion or –sion.

e

Word with Endings –tion and -sion

Part A

3. vaca

4. ses

5. ques

6. deci

tion

sion

tion

sion

T40 Transparency R174


Words with tion and sion2

Words with –tion and -sion

Review Words in Context: Notice in vision and decision the –sion is pronounced /zh n/. Say these words with me now.

visiondecision

e

T40 Transparency R174


Words with tion and sion3

Words with –tion and -sion

Review Words in Context: Now look at Part B and choose the correct spelling for each word.

  • Part B

  • We went to the bus (stassion/station).

  • “Charlotte’s Web” is a (ficsion/fiction) story.

  • Hockey games have lots of (action/achun).

  • Enrico’s stamp (collecsion/collection) is very valuable.

T40 Transparency R174


Words with tion and sion4

Words with –tion and -sion

Word Sort: Remember that a suffix is added to the end of a root word.

prevent prevention

recess recession

Notice the final t and s are usually dropped from a root word before adding –sion or –tion.

T41


Build robust vocabulary words from the selection

Build Robust VocabularyWords from the Selection

Teach/Model:

Was anyone summoning you to breakfast this morning?

What noises can be a nuisance when you are studying?

Is it better for your health to be active or sedentary?

summoning when you are calling for a person to come

nuisance  when something or someone bothers you

sedentary  when you are sitting down most of the time

oblige when you help a person

boasting when someone is telling others wonderful things about himself or herself  

sway when something swings slowly back and forth

T42 R175


Build robust vocabulary

Build Robust Vocabulary

Teach/Model:

Do you oblige your friends when they need help with homework?

Have you been told that you are boasting?

Do you sway back and forth as you dance?

summoning when you are calling for a person to come

nuisance  when something or someone bothers you

sedentary  when you are sitting down most of the time

oblige when you help a person

boasting when someone is telling others wonderful things about himself or herself  

sway when something swings slowly back and forth

T42 R175


Charlotte s web

Build Robust VocabularyNow let’s read page 298


Build robust vocabulary1

Build Robust Vocabulary

Teach/Model:

What sound is summoning the farmer at the start of the day?

Is the rooster’s crowing helpful or is it a nuisance?

Why can’t a farmer be sedentary?

Why is the farmer glad to oblige?

summoning when you are calling for a person to come

nuisance  when something or someone bothers you

sedentary  when you are sitting down most of the time

oblige when you help a person

boasting when someone is telling others wonderful things about himself or herself  

sway when something swings slowly back and forth

T42 R175


Charlotte s web

Build Robust VocabularyNow let’s read page 299


Build robust vocabulary2

Build Robust Vocabulary

Teach/Model:

About what might a farmer be boasting?

What do stalks of wheat look like when they sway in the wind?

summoning when you are calling for a person to come

nuisance  when something or someone bothers you

sedentary  when you are sitting down most of the time

oblige when you help a person

boasting when someone is telling others wonderful things about himself or herself  

sway when something swings slowly back and forth

T42 R175


Reading student edition charlotte s web

ReadingStudent Edition: “Charlotte’s Web”

Genre Study:

Fantasy is a story about events that could not happen in real life. Its characters, setting, and events take place in make-believe world.

Like fairy tales, fables, and myths, fantasies often have talking animals as characters.

Look on page 220 at the genre study and read the information.

Remember that a fantasy is a story with characters, a setting, and plot events.

T44


Reading

Reading

Genre Study – Introduce Graphic Organizer:

Make this graphic organizer and as you read “Charlotte’s Web” fill in the information.

T226


Comprehension strategy

Comprehension Strategy

Discuss Reading:

on page 300 at the Comprehension Strategy information.

Asking questions is a good way to identify the most important information in a story.

For example, after reading the title, you might ask: Who is Charlotte? Why is her web important?

Asking questions should help you better understand what is happening in a story.

T44


Charlotte s web

Now let’s at page 300 and 301.

Build Background

Discuss Competitions

Spider build webs using special body parts. The purpose of a spider’s web is to catch food, especially insects. Who can tell me about a spiders web you have seen?

SET A PURPOSE AND PREDICT

One purpose for reading a story is to learn something new. Look at page 300 and 301 and answer these questions.

*What animals are pictured or referred to on the title page?

*What do you think this story will be about?

T 45


Charlotte s web

Now read along with me on pages 302 and 303

Draw Conclusions

Why does Fern like to visit the farm?

She enjoys watching and listening to the animals.

Important Details

What animals live on Zuckerman’s farm?

Wilbur, a pig; Charlotte, a spider; Templeton, a rat; some lambs; and a family of geese

T46 Monitor Comprehension


Charlotte s web

Apply Comprehension Strategies

Answer Questions: As you I read the story I am asking questions such as: When does Charlotte like to do her weaving? What does Wilbur ask Charlotte. As I answer these questions it helps me comprehend what I am reading.

T46 gray box


Charlotte s web

Now read along with me on pages 304 and 305.

Characters’ Traits

What are the names of the sections of Charlotte’s legs? How many sections are there?

Coxa, trochanter, femur, patella, tibia, metatarsus, and tarsus; there are seven sections.

Interpret Characters’ Feelings

How does Wilbur feel about Charlotte’s spinning a web? Do you think he is jealous?

Wilbur is amazed but a little jealous, since he boasts that he could spin a web if he tried.

Character’s Emotions

How does Wilbur feel after he falls? Does he give up or try again?

Wilbur is cheerful and tries again.

T47 Monitor Comprehension


Charlotte s web

Now read along with me on pages 306 and 307.

Important Details

What does Templeton do with the string?

Templeton ties it around the end of Wilbur’s tail.

Express Personal Feelings

How did you feel when Wilbur fell?

Make Predictions

Do you think that Wilbur will ever be able to spin a web? Why or why not?

No because he is not a spider.

T48 Monitor Comprehension


Charlotte s web

Now read along with me on pages 308 and 309.

Characters’ Emotions

How does Wilbur feel after he falls a second time?

He is sad.

Compare and Contrast

How are a spider’s web and the Queensborough Bridge alike and different?

Both stretch and connect one end of something to another; a spider’s web catches bugs, but the bridge does not catch anything.

Author’s Purpose

Why does the author talk about people always being in a hurry?

He might want people to slow down and pay attention to the small things in life.

T2234 Monitor Comprehension


Charlotte s web

  • Use Multiple Strategies

  • Summarize: I am going to make a list of the most important events in the story to help me summarize what has happened so for.

  • Fern is watching the animals at Zuckerman’s farm.

  • Wilbur tries to spin a web.

  • Wilbur fails at making a web.

  • Charlotte explains to Wilbur why he cannot make a web.

  • Wilbur rests and watches Charlotte fix her web.

T49 gray box


Charlotte s web

  • Analyze Authors’ Purpose

  • Author’s Purpose: Remember that authors have a purpose, or reason, for writing. Why did the author write “Charlotte’s Web”?

  • To remind readers to be friendly to animals.

  • To explain that pigs can’t make webs

  • To entertain readers with a fantasy story

T50 gray box


Charlotte s web

Now let’s look at page 311 and think about these questions.

Monitor Comprehension

He is cheerful, determined, friendly, and willing to try new things.

She feels delighted and proud that he is not a quitter.

No. He would figure it out on his own.

4. Charlotte talks about the people who rush over the Queensborough Bridge.

5.

T50


Charlotte s web

Look at page 312 and 313 and let’s Meet the Author and the Illustrator.

Garth Williams was well know for his illustrations in E.B. White’s Charlotte’s Web and Stuart Little. He also illustrated the Little House on the Prairie books by Laura Ingalls Wilder. In addition, Williams was a painter and a sculptor. He found the most joy and success in illustrating children’s books as well as in writing his own books, which include Baby Farm Animals and Rabbit’s Wedding.

The E.B. in the author’s name stands for Elwyn Brooks. E.B. White was born in a small town and lived for many years in New York City. He later moved to a quiet farm in Maine, where he wrote Charlotte’s Web. His children’s books are very popular. They include Stuart Little and The Trumpet of the Swan.

T51


Charlotte s web

Retelling

Retell: What is Charlotte like.

The author does not describe Charlotte with words like smart, intelligent or a good friend but these are things we think of when we think of Charlotte. This is making an inference based on how the author describes her, and what you already know from your own lives

Write a Summary

Use the responses you have on your graphic organizer to write a short summary of “Charlotte’s Web,” including the characters, setting, problem and solution of the story.

Check Comprehension

Retelling

T52


Charlotte s web

Check Comprehension Retelling

Fluency Expression

Teach/Model: Remember that good readers pay attention to punctuation. Who can tell when we use each of these punctuation marks?

comma, period, question mark, exclamation mark, quotation marks

T 52


Charlotte s web

Check Comprehension Retelling

Practice/Apply

Track alone as I read page 306 of “Charlotte’s Web”. Pay attention to punctuation. As I read I am going to stop and ask what punctuation mark was used and how to express it.

T52


Charlotte s web

Check Comprehension Summarizing

Fluency Expression

Practice/Apply: Partner Read – Now you are going to partner read page 310 taking turns reading the third paragraph. Us punctuation as a guide as you read.

T52


Build robust vocabulary words about the selection

Build Robust VocabularyWords About the Selection

Teach/Model:

Wilbur was adamant about making his own web.

Are you adamant about choosing your own clothes, or do you prefer someone else to choose.

bristly If something is bristly, it is covered with short, stiff hairs.

dreadful If something is dreadful, it is scary or terrible.

adamant If someone is adamant about something, he or she is very determined and won’t change his or her mind about it.

inevitable If something is inevitable, it cannot be avoided or stopped.

T239


Build robust vocabulary words about the selection1

Build Robust VocabularyWords About the Selection

Teach/Model:

It is inevitable that Wilbur will not spin a web.

Is it inevitable that best friends have a lot in common, or can they be very different?

bristly If something is bristly, it is covered with short, stiff hairs.

dreadful If something is dreadful, it is scary or terrible.

adamant If someone is adamant about something, he or she is very determined and won’t change his or her mind about it.

inevitable If something is inevitable, it cannot be avoided or stopped.

T239


Build robust vocabulary words from the selection1

Build Robust VocabularyWords from the Selection

  • Practice/Apply Guided Practice:

  • Discuss with your neighbor things that are inevitable at a sporting event?

  • Now create a list of these things in your notebook.

T53


Charlotte s web

Grammar

Irregular Verbs with Helping Verbs

Teach/Model:

Fern saw the spider web yesterday.

I came home at noon.

The verbs in these sentences are saw and came and they tell about past actions. These are irregular and do not have the ending –ed, as do verbs such as walked, talked, or looked.

T240


Charlotte s web

Grammar Irregular Verbs with Helping Verbs

Teach/Model:

She has seen many funny things.

I have come to the farm.

These words are the main verbs in each sentence.

These helping verbs work with the main verbs to tell when an action takes place. Notice that these actions happened in the past but are not yet complete.

T54


Charlotte s web

Practice/Apply

Write has, have, seen, come, done, and said in your notebook. Then combine two main irregular verbs with two helping verbs and write sentences with these verb phrases.

Example: Alice has seen a hummingbird. We have come to dance.

DOL

  • keisharunned to the store

    2. we seed the movie last night

T240


Charlotte s web

Writing Directions

  • Explain how to do something

  • Explain steps one-by-one and in time order

  • Use accurate words and phrases

  • Use numbers or time-order words

    Prewrite – One of the first steps in writing is to determine your audience and purpose. The audience is the group of people who will read your directions. The purpose is your reason for writing

T241


Model prewriting

Model Prewriting

Look at each of these headings and let’s complete the chart for going to the library.

Checking out a library book

Library users

Library card

Waiting in line

To explain how to check out a book.

T55


Practice apply

Practice/Apply

Now you are going to choose one topic for a set of directions. In your notebook, prepare for writing by making a four-column chart like the one below. Then you are going to complete the chart with the information about your chosen topic.

Remember to keep in mind:

Writing Directions

*Explain how to do something

*Explain steps one-by-one and in time order

*Use accurate words and phrases

*Use numbers or time-order words

T55


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