Charlottes

Web Chapter 10: An Explosion. Sequencing Events

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will be able to create their own detailed sequence of events showing problem and solution.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
Students will individually create an alternate, detailed sequence of events for Chapter 10, including appropriate characters and
presenting problem and solution as they use a sequence of events graphic organizer.
What modifications of the above assessment would you use for language learners and/or students with special
needs?
Students who need extra help will be able to work with teacher in a small group to receive more detailed instruction and
guidance to create their own SOE.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students have prior experience with how to identify and write sequence of events, write narratives, and read classic literature.
Strategy to connect school learning with prior experiential knowledge and/or cultural background
Clip of the movie, Frozen, will be shown to spark student interest as well as relate sequence of events and strategies used to
grab and keep viewers attention.
Pre-assessment strategy
Teacher will ask students to, think of your favorite book (or the book you are reading for Independent Reading). How does the
author get you excited and encourage you to keep reading? Students will think-pair-share.
Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?
Sequence of events, problem, solution, climax, pasture.
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels)
Describe your differentiated instructional strategy.
Occasional choral reading will allow ELL to see and hear the text simultaneously and will help build fluency. Students who are
struggling will work with teacher during independent work to scaffold the task in more detail. The teacher will model academic
language and vocabulary words and require students repeat her words and use the vocabulary in their narrative. Students who
complete their work early will be allowed to offer assistance to their peers or begin illustrating their story.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and
prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor
student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.
Time Teacher
Students
Resources/



Materials




3
Teacher will introduce video clip of a
Students watch film clip paying attention to
Laptop
min relevant childrens movie, Frozen, to spark
sequence of events as well as ways the director
computer,

student interest and introduce sequence of
grabbed their attention.
projector.

events as well as strategies used to grab



viewers/readers attention. Teacher will ask


students to pay attention to sequence of



events and strategies to grab viewers



attention in the Frozen video clip.


7

Students will think-pair-share and participate in

min Teacher will ask the students to think of the class discussion.


main events in the video clip and decide



which ones are the most important to include


in a sequence of events chart. How did the



director grab your attention? Students will



be encouraged to think-pair-share. Whole



group discussion will follow.


25

Students will read along quietly at their desks while Charlottes Web
min Teacher and students will begin reading
one student reads aloud at a time. Students will
text, reading





































5
min





20
min

Chapter 10 in Charlottes Web. Teacher will

utilize equity sticks to choose students to
read at random and will decide when to
choral read throughout the chapter. Teacher
will stop at predetermined times during the
reading to clarify main points, help students
make personal connections with the text, and
check for understanding.

Pg. 67: ...didnt have that much time.
Teacher asks students, how do you think
Charlotte will plan to save Wilburs life?
Teacher has students jot in their journals
different ideas.

Pg. 70: wild raspberries and ate them.
Teacher asks students if they have heard the
word, pasture, before. Teacher goes over
proper definition. Land covered with grass
and other low plants suitable for grazing
animals, esp. cattle or sheep.

Pg. 70: had enough energy to walk.
Teacher says: Wow! I noticed that the
author is showing us much more information
about Avery. He seems very different from
fern. Think-pair-share ways Avery is
different from Fern. Use evidence from the
text to support your response. Group
discussion will follow.

Pg. 74: crept away to pay a visit to the
dump. Teacher asks, How did the rotten
goose egg save Charlotte and her web?
Student jot in your reading journal. Group
discussion follows.

Teacher and students will review the
sequence of events in the chapter using
graphic organizer on the white board.
Teacher will scaffold filling in the important
details in the chapter. Teacher will ask
students to participate in the discussion.

Teacher will have students: create their own
sequence of events for this chapter, using the
same characters and showing some action,
climax, problem and solution. Students will
use SOE organizer worksheet to fill in their
details.

participate and read chorally when prompted to do

so. Students will also student jot in their reading
journals to answer questions teacher poses
throughout chapter.




Students write different ideas in their reading
journal about Charlottes plan to save Wilbur.
Students will participate and share with the class.



Students offer definitions of the word, pasture.






Students think-pair-share and use text to support
evidence of the differences between Avery and Fern.
Students will participate in a group discussion.






Students jot in their reading journals how the egg
saved Charlottes life. Students will participate in a
group discussion.



Students will offer important details to complete
SOE chart.





Students will create their own SOE for the same
chapter using worksheet.

journals, pencil.



































Whiteboard,
markers.




SOE graphic
organizer
worksheet.