For further information contact… Donna Borders Dee … Resource Teacher 30 yrs. teaching experience Amy Caraway-Harris Writing Resource Teacher ... Lesson Plan No 3: Readers’ Theater

“Spinning a Web Across the Curriculum”

n PROGRAM OVERVIEW This program is designed to entice

our students to want to read more books. By concentrating on a school wide read aloud of the same book, all of our students can participate in similar activities and be able to discuss the book with siblings or friends in other grades. We selected a classic novel that was soon to be released in movie theaters. This enabled us to use the media coverage to excite our students to want to read more.

The program was initiated with a character introduction in the media center. Several of our leadership team members dressed up as the main characters in Charlotte’s Web. Simple farm scenery- bails of hay, a stuffed horse and fencing, enhanced the portrayal of the first chapter. After students were introduced to the beginning of the book, teachers followed up by reading the remaining chapters in their classrooms over a period of six weeks. Activities were provided to integrate the story across the curriculum.

Describe the students: The lesson plans created can be

used with Kindergarten through 5th graders. The Kindergarten and First Grade teachers may choose to do their lessons whole group.

For further information contact…

Donna BordersDee O’Hern

Lisa ComparatoAmy Caraway-Harris

Janie Howard Wilson Elementary 306 Florida Ave.

Lake Wales, Florida 33853863.678.4211

2007 - 2008 IdeA CAtAlog of exCellenCe

n OVERALL VALUE In the last two years, we have had

four school wide read alouds: Because of Winn Dixie, One Hundred Dresses, Charlotte’s Web, and Mr. Popper’s Penguins. There has been a dramatic increase in book circulation in our media center since we started this program. Our FCAT and SAT 10 scores increased significantly last year, and we received a state grade of “A” and made Adequate Yearly Progress.

We a re look ing fo rward to implementing a school wide read aloud next year. We can count on the media-hype to assist us to engage our students in the desire to read more books. Maybe, The Bridge to Terabithia, Harry Potter, or Nancy Drew will be their next inspiration! Remember the right book can change everything!

n LESSON PLAN TITLES• The Farm vs. The City

• Be a Reporter… Who’s Your Favorite Character?

• Readers’ Theater - Charlotte’s Web

n MATERIALS Materials for each lesson are listed

with each lesson plan. The overall materials budget, including pricing, follows lesson plans.

n ABOUT THE DEVELOPERS Donna Borders

Math Resource Teacher 30 yrs. teaching experience

Amy Caraway-Harris

Writing Resource Teacher 10 yrs. teaching experience

Lisa Comparato

Media Specialist 5 yrs. teaching experience

Dee O’Hern

Reading Coach 24 yrs. teaching experience

H H H

“Spinning a Web Across the Curriculum”Lesson Plan No 1: The Farm vs. The City

n SUBJECTS COVEREDReading

n GRADESKindergarten - Five

n OBJECTIVES Understanding what is the same

and different between a Farm and a City through the use of a Venn Diagram.

n SUNSHINE STATE STANDARDS

• LA.A.2.2.7

n MATERIALS• Venn Diagram Worksheet

• Charlotte’s Web by E.B. White

n DIRECTIONS Overview and Purpose: Recognizing the use of comparison and contrast in text.

Introductory activity before reading the story, Charlotte’s Web. Using the Venn Diagram Worksheet to compare farms and cities. In the outer circles, students write what is different about the two. In the center, students write about what they have in common.


n EVALUATION/ASSESSMENT After reading Charlotte’s Web,

students choose two characters to compare and contrast with a Venn Diagram. Orally share with class.

H H H

n SUBJECTS COVERED Mathematics

n GRADESKindergarten - Five

n OBJECTIVES Understanding how to conduct a

survey and use the data to create a graph. Using and comparing data on a graph.


• MA.E.1.2.3

n MATERIALS • Survey Sheet

• Graph Paper

K-2nd — Inch grid

3rd-5th — Cm. grid

n DIRECTIONS After discussion of each of the

characters in the book Charlotte’s Web, conduct a class survey about who is your favorite character in Charlotte’s Web. Display results on whiteboard in classroom. Work with each student to construct a graph from the data in the survey. Have each student answer the following questions about their graph:

1. Which character had the most votes?

2. Which character had the least votes?

3. How many people agreed with you?

“Spinning a Web Across the Curriculum”Lesson Plan No 2: Be a Reporter... Who’s Your Favorite Character?

n EVALUATION/ASSESSMENT Students survey 5 students,

construct a graph, and share results orally with class.

H H H


“Spinning a Web Across the Curriculum”Lesson Plan No 3: Readers’ Theater – Charlotte’s Webb

n DIRECTIONS Overview and Purpose: This is a culminating activity for the reading of the book Charlotte’s Web. It will provide practice and develop fluency.

After completion of reading the book, Charlotte’s Web, students perform a readers’ theater of the book. Before introducing this activity, the teacher needs to model how the script needs to be read. This can be taped before hand and the students can listen to it at a center. This can be a literacy center activity where each group practices the script for four days. On Friday, they can perform for the entire class.

n EVALUATION/ASSESSMENT

Each group performs for the entire class on Friday.

n ADDL RESOURCE• www.charlotteswebmovie.com

H H H

n SUBJECTS COVEREDReading

n GRADESOne - Five

n OBJECTIVES To increase the students’ fluency

and aid in retelling of the story.


• LA.C.3.2 The student uses speaking strategies effectively.

n MATERIALS • Copy of the script for Charlotte’s

Web for each child in the group with their part highlighted

• 30 minute tape


Materials Budget SuPPLieR iTem DeSCRiPTioN CoST QuaNTiTY ToTaL CoST

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

Teacher__________________________________________

Teacher__________________________________________

Teacher__________________________________________

Teacher__________________________________________

School:__________________________________________ _

_______________________________________________

_______________________________________________

_______________________________________________

Subtotal

Tax_if_applicable

Shipping_if_applicable

TOTALBUDGETAMOUNT

“Spinning a Web Across the Curriculum”Lesson_Plans_Materials_Budget

Polk Cty Supply Catalog Sticks for Puppets 3.14 1,000 3.14

Walmart Marshmallow pack (large) 1.50 40 60.00

Walmart Movie - Charlotte’s Web 20.00 1 20.00

Walmart Glue Sticks 1.00 20 20.00

Walmart Costumes ($10 per costumes) 10.00 4 40.00

Walmart M & M Candy (large bag) 3.00 20 60.00

Walmart Chocolate Chips (large bag) 3.00 20 60.00

Walmart Red string licorice 1.00 20 20.00

Walmart Popcorn 1.00 20 20.00

Scholstic Scholastic set of books (1 per teacher) 5.00 40 200.00

Regal Cinema Movie Tickets 7.00 28 196.00

Oriental Trading Prizes and Incentives (book marks, pencils, erasers) 100.00 n/a 100.00

$799.14

$799.14


Donna BordersDee O’Hern Lisa ComparatoAmy Caraway-Harris Janie Howard Wilson Elementary


“Spinning a Web Across the Curriculum”Rubric

Name

Assessment for: K-6 Reading Aloud

DeVeLoPiNG

aCComPLiSHeD


“Spinning a Web Across the Curriculum”Additional_Information

Level 1• Write or recite simple facts - Basic

ideas.

• Brainstorming - listing ideas or words.

• Simple spelling, vocabulary and writing simple sentences.

• Use Standard English (write and speak) - grammar, punctuation, capitalization, spelling, etc.

Some samples that represent but do not constitute all of Level 1 performance are:• Use punctuation marks correctly.

• I d e n t i f y S t a n d a r d E n g l i s h grammatical structures and refer to resources for correction.

Level 2• Mental processing involved.

• F i r s t d ra f t wr i t i ng o r b r ie f extemporaneous speaking.

• Connect ideas using simple organization skills - Note taking, outlining, summaries, etc.

• Use of reference mater ia ls: dictionary, thesaurus, web site, encyclopedia, etc.

Some samples that represent but do not constitute all of Level 2 performance are:• Construct compound sentences.

• Use simple organizational strategies to structure written work.

• Write summaries that contain the main idea of the reading selection and pertinent details.

Norman WebbWriting Depth-of-Knowledge Levels

Wisconsin Center of Education Research University of Wisconsin-Madison

Level 3• Higher level mental processing.

• Developing compositions that include multiple paragraphs.

• Construct complex sentences and demonstrate some synthesis and analysis.

• Exhibit awareness of audience and purpose.

• Use appropriate compositional elements in different modes of writing.

• Apply editing and revising skills.

Some samples that represent but do not constitute all of Level 3 performance are:• Support ideas with details and

examples.

• Use voice appropriate to the purpose and audience.

• Edit writing to produce a logical progression of ideas.

Level 4• Higher-level thinking is central.

• Mult i -paragraph composit ion demonstrating synthesis and analysis of complex ideas or theme.

• Deep awareness of audience and purpose.

• Composit ions demonstrate a distinct voice and stimulate the reader or listener to consider new perspectives on the addressed ideas and themes.

Some samples that represent but do not constitute all of Level 4 performance are:• Write an analysis of two selections,

identifying the common theme and generating a purpose that is appropriate for both.

H H H



Level 1 (Recall)• Recall of information - fact, definition,

term, simple procedure, etc.

• Performing simple algorithm or application of a formula - Rote response, perform a well-known algorithm, follow a set procedure, or perform a clearly defined series of steps.

• One-step problems.

• Rate response.

• Key words - ident i fy, recal l . recognize, use, measure, etc.

Some samples that represent but do not constitute all of Level 1 performance are:

• Read, write and compare decimals in scientific notation.

• Compute with numbers (that is, add, subtract, multiply and divide).

Level 2 (Skill/Concept)• Some mental processing.

• Requires decision-making as to how to approach the problem or activity.

• Multi-step problems.

• Include interpreting information from a simple graph, requiring reading information from the graph; explaining the purpose and use of experimental procedures; carrying out experimental procedures; making observations and collecting data; classifying, organizing. and comparing data; and organizing and displaying data in tables, graphs, and charts.

Norman WebbMathematics Depth-of-Knowledge Levels


• Key words – classify, organize, estimate, make observations, collect and display data, compare data, etc.


• Construct two-dimensional patterns for three-dimensional models, such as cylinders and cones.

Level 3 (Strategic Thinking)• Higher level of thinking - Cognitive

demands are more complex and abstract.

• Requires reasoning, planning, and using evidence.

• Explain thinking - Justify answer.

• Draw conclusions from observations, citing evidence and developing a logical argument for concepts, using concepts to solve problems, and explaining phenomena in terms of concepts.


• Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the solutions in the context from which they arose, and verify the reasonableness of results.

Level 4 (Extended Thinking)• Complex reasoning, planning,

developing, and thinking.

• Required to relate ideas within the content area or among content areas and select one approach among many on how the situations should be solved.

• Students should be required to make several connections - relate ideas within the content area or among content areas - and have to select one approach among many alternatives on how the situation should be solved.

• Designing and conducting experi-ments, combining and synthesizing ideas into new concepts, critiquing experimental designs, etc.


• Design a statistical experiment to study a problem and communicate the outcomes.

H H H



Norman WebbReading Depth-of-Knowledge Levels


Level I• Basic comprehension skills.

• Requires students to receive or recite facts and or to use simple skills or abilities.

• Does not include analysis of text.

• Verbatim recall.

Samples may include but do not constitute all of Level 1 performance are:• Use a dictionary to find the meaning

of words.

• Support ideas by reference to details in text.

• Identify figurative language in a reading passage.

Level 2• Requires both comprehension and

subsequent processing of text.

• Inter-sentence analysis of inference is required.

• Standards and items may include such vocabulary as predict, summarize, interpret, infer, classify, organize, collect, display, compare, fact/opinion, etc.

• Literal main ideas are empha-sized.

• Application of Level 1 skills and concepts.

Samples may include but do not constitute all of Level 2 performance are:• Use context cues to identify the

meaning of unfamiliar words.

• Predict a logical outcome based on information in a reading selection.

• Identify and summarize the major events in a narrative.

Level 3• Focus is on deeper knowledge.

• Involves more reasoning and planning.

• Required to show understanding of ideas in text and go beyond text.

• Explain, generalize and/or connect ideas from text.

• Support thinking - Prove - it.

• Abstract theme identification, inference across entire passage, and application of prior knowledge.

Samples may include but do not constitute all of Level 3 performance are:• Determine the author’s purpose

and descr ibe how i t affects the interpretation of a reading selection.

• Summarize information from multiple sources to address a specific topic.

• Ana l yze and desc r i be t he characteristics of various types of literature.

Level 4• Higher order thinking.

• Extension - Take information from text and apply to a new task.

• Develop hypotheses and perform complex analyses of connections among texts.

Samples may include but do not constitute all of Level 4 performance are:• Analyze and synthesize information

from multiple sources.

• Examine and explain alternative perspectives across a variety of sources.

• Describe and illustrate how common themes are found across texts from different cultures.

H H H











Documents

For further information contact… Donna Borders Dee … Resource Teacher 30 yrs. teaching experience Amy Caraway-Harris Writing Resource Teacher ... Lesson Plan No 3: Readers’ Theater