Exploring Charlotte's Web

Grade 3 English Language Arts

Duration: 45 minutes
Class size: 9 students
Text: Charlotte’s Web by E.B. White (Chapters 2-5)

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Learning Objectives

Students will be able to:

• I can retell key events from chapters 2-5 in Charlotte's Web. (CCSS.ELA-LITERACY.RL.3.2)
• I can describe characters' traits and feelings using examples from the text. (CCSS.ELA-LITERACY.RL.3.3)
• I can answer questions about who, what, where, when, why, and how to understand the story better. (CCSS.ELA-LITERACY.RL.3.1)
• I can participate in discussions by taking turns and listening carefully to others. (CCSS.ELA-LITERACY.SL.3.1)

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Success Criteria

• Students accurately summarize main events from chapters 2 to 5 using their own words.
• Students identify at least two character traits for Wilbur or Charlotte and support their ideas with evidence from the story.
• Students respond to comprehension questions by referring back to the text.
• Students contribute to group discussions respectfully, building on peers’ ideas.

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Materials Needed

• Copies of Charlotte’s Web chapters 2-5 (print or digital)
• Chart paper or whiteboard
• Sticky notes or index cards
• Character trait graphic organizer (simple template with spaces for traits and evidence)
• Drawing supplies (optional)

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Lesson Procedures

1. Opening (5 minutes)

• Briefly review what happened in Chapter 1 (Wilbur’s arrival on the Zuckerman farm).
• Ask students to share any predictions about what will happen next in chapters 2-5.
• State the learning objectives clearly with “I can…” statements posted on the board.

2. Read Aloud and Guided Reading (15 minutes)

• Teacher reads aloud chapters 2-5, pausing to model think-aloud strategies focused on character feelings and motivations (e.g., “I wonder why Fern is so worried about Wilbur?”)
• Students follow along with their copies, marking any confusing or exciting parts with sticky notes.

3. Collaborative Discussion (10 minutes)

• Use a guided question approach to check comprehension:
  • Who are the main characters in these chapters?
  • What new information do we learn about Wilbur and Fern?
  • How does Wilbur feel about his situation? How do you know?
• Write student responses on chart paper. Encourage use of text evidence by asking “Where in the story did you find that?”
• Facilitate turn-taking to ensure all 9 students contribute, using a “talking stick” or similar object.

4. Character Trait Activity (10 minutes)

• Distribute character trait graphic organizers.
• Students work in pairs or individually to:
  • Identify two traits for Wilbur or Charlotte (e.g., kind, lonely, brave).
  • Find and write down sentences or events from the story that prove these traits.
• Teacher circulates to support students, prompting with questions (e.g., “What does Wilbur do that shows he is brave?”)

5. Wrap-Up and Sharing (5 minutes)

• Invite 2-3 students to share one trait they found and the text evidence.
• Review the “I can” statements and success criteria with the whole class, highlighting the progress made.
• Preview the next lesson's focus (e.g., themes and how characters change).

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Differentiation Strategies

Student Needs	Strategies
English Language Learners	Provide sentence starters for discussions; pair with fluent peers; use visual aids
Students with reading difficulties	Use audio recording of chapters; allow oral responses instead of writing; provide simplified summaries
Students with attention challenges	Break tasks into smaller steps; use a timer; offer frequent movement breaks
Advanced learners	Encourage deeper analysis of Charlotte’s role and motivations; prompt to find multiple traits and complex evidence

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Extension Activities

• Creative Writing: Write a diary entry from Wilbur’s point of view describing his feelings about the farm.
• Art & Drama: Create a comic strip or short skit depicting a favorite scene from chapters 2-5.
• Research Project: Investigate real-life farm animals and compare their behaviors to Wilbur’s character traits.

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Alignment to Common Core Standards

Standard	How Addressed in Lesson
RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.	Comprehension questions during discussion; students cite text evidence.
RL.3.2 – Recount stories, including fables, folktales, and myths from diverse cultures; determine their central message, lesson, or moral.	Retelling main events; beginning discussion on theme connections for future lessons.
RL.3.3 – Describe characters in a story and explain how their actions contribute to the sequence of events.	Character trait graphic organizer with text evidence and discussion.
SL.3.1 – Engage effectively in a range of collaborative discussions with peers.	Guided peer discussions, turn-taking strategies, and active listening practices.

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This lesson invites students to deeply engage with early chapters of Charlotte’s Web, focusing on comprehension and character analysis, while building collaboration and critical thinking skills aligned with grade-level Common Core standards. The blend of read-aloud, discussion, graphic organizers, and differentiated supports ensures all learners access and enjoy the classic story.