Grade: 3rd | Duration: 45 Minutes | Class Size: 9 Students

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Lesson Title

Introduction to Charlotte's Web: Themes and Characters

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Lesson Description

In this engaging first lesson, students will be introduced to Charlotte’s Web by E.B. White. Through an interactive read-aloud of the first chapter, students will identify the novel’s main themes—friendship, loyalty, and the cycle of life. They will also get to know the key characters: Wilbur, Charlotte, and Fern. Students will visualize character connections and traits through a creative character map, preparing them for deeper discussions in future lessons.

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Learning Objectives (Aligned with Common Core State Standards)

I can...

• Identify key ideas and details in a text (CCSS.ELA-LITERACY.RL.3.1)
• Describe characters using specific details from the story (CCSS.ELA-LITERACY.RL.3.3)
• Determine the meaning of words and phrases in a text relevant to a grade 3 topic (CCSS.ELA-LITERACY.RL.3.4)
• Participate in collaborative conversations with diverse partners about grade 3 topics and texts (CCSS.ELA-LITERACY.SL.3.1)

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Success Criteria

• I can answer questions about what I hear during the read-aloud.
• I can name and describe main characters from Charlotte’s Web.
• I can explain what friendship, loyalty, and the cycle of life mean in the story.
• I can create a character map showing how characters relate to each other and what they are like.
• I can share my ideas and listen respectfully to others during group discussion.

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Materials Needed

• Charlotte’s Web by E.B. White (Chapter 1)
• Chart paper or whiteboard for notes
• Character map template (printed or drawn on paper)
• Colored pencils or markers
• Sticky notes
• Visual aids: photos of farm animals (pig, spider, girl) for character association

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Lesson Procedure

1. Introduction & Set the Purpose (5 minutes)

• Warmly welcome students and introduce the book Charlotte’s Web.
• Ask: “What do you think this story might be about based on the title and picture?”
• Explain that today they will learn about important characters and big ideas like friendship and loyalty.
• Share the I can statements aloud.

Differentiation:

• Provide visuals with each new vocabulary word (friendship, loyalty, cycle of life).
• For ELL or language support students, pre-teach these three vocabulary words with simple definitions and images.

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2. Read-Aloud of Chapter 1 (15 minutes)

• Read the first chapter aloud with expression and pauses to check comprehension.
• Use think-aloud strategies to model how to picture characters and settings.
• Ask periodic questions: “Who is Wilbur? How do you think Fern feels about Wilbur? Why?”
• Encourage students to raise hands or share quick thoughts with partners.

Differentiation:

• Provide copies of Chapter 1 for students who wish to follow along silently or read aloud in small groups post-lesson.
• Use gestures and tone variations to support comprehension.

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3. Group Discussion: Characters and Themes (10 minutes)

• Guide students in naming the main characters introduced: Wilbur, Fern, and Charlotte (introduce Charlotte by telling students she will appear soon).
• Facilitate discussion around key themes:
  • Friendship: How do Fern and Wilbur show friendship?
  • Loyalty: Why might loyalty be important among friends?
  • Cycle of Life: What does it mean that Wilbur is “very young” and “small”?
• Use sticky notes with theme words; place them on the board and add students’ ideas.

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4. Create a Character Map (10 minutes)

• Hand out character map templates with spaces for character names, traits, and pictures.
• Demonstrate filling out Wilbur and Fern’s sections with students’ help (e.g., Wilbur — young, friendly; Fern — caring, brave).
• Ask students to draw Wilbur and Fern and write words that describe them.
• Optional: Leave space for Charlotte’s character to be added later.

Differentiation:

• Provide sentence starters on the map for students who need extra writing support (e.g., “Wilbur is…”, “Fern is…”).
• Allow students to use drawing or stickers to express character traits.

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5. Wrap-Up and Reflection (5 minutes)

• Ask students to share one thing they learned today about the story or characters.
• Reinforce the I can statements and success criteria.
• Preview what comes next: more about Charlotte and the messages in the story.

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Assessment

• Informal observation during read-aloud and discussion to check participation and understanding.
• Review completed character maps for comprehension of characters and traits.
• Use exit ticket: each student writes or draws one word or phrase that describes either Wilbur or Fern.

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Differentiation Strategies

• Visual aids and pre-teaching vocabulary for ELL and language learners.
• Sentence starters and drawing options for students with writing difficulties.
• Small-group or partner discussions to boost confidence and participation.
• Repetition and modeling during read-aloud.

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Extension Activities for Advanced Learners

• Challenge advanced students to predict what they think Charlotte might be like based on the title and characters so far.
• Have them write a short paragraph explaining why friendship is important in any story or real life, supporting their ideas with examples from the chapter.
• Encourage them to create a mini “diary entry” from Wilbur’s perspective reflecting on how he feels in Chapter 1.

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Reflection for Teacher

• Note student engagement during discussion and their ability to connect characters and themes.
• Consider if vocabulary support helped ELLs grasp key ideas.
• Adjust pacing if necessary for future read-alouds and discussions.

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End of Plan