CLT with Text 1/20/18 California State University, Fullerton 1 Charlotte’s Web BY E.B. WHITE (1952) • After her father spares the life of a piglet from slaughtering it as runt of the litter, a little girl named Fern Arable nurtures the piglet lovingly, naming him Wilbur. • The novel tells the story ofWilbur and his friendship with a barn spider named Charlotte. • When Wilbur is in danger of being slaughtered by the farmer, Charlotte writes messages praising Wilbur (such as "Some Pig") in her web in order to persuade the farmer to let him live. TITLE CLT WITH CHARLOTTE’S WEB Objectives Appropriate to their level of English language development, students will be able to (BAT): • Share opinions/perceptions about themes in Charlotte’s Web; • Back up opinions with evidence; • Follow norms of behavior for classroom small group discussion; • Use English appropriately (context, content, and pronunciation); • Use selected vocabulary terms; and • Demonstrate developing proficiency in reading, writing, speaking, and listening English as a second language Assessments • Progress monitoring will include checking for understanding during group work and submission of a group assignment • Final Assessment will revision of QuickWrite 1-paragraph essay on “Who is a Friend?” • PBL: Book Trailer video long term project Materials • Internet Connectivity with audio • Ranking strips • Handouts for Vocabulary Activity, Who Said What?, POV, and POV Argument, QuickWrite TITLE CLT WITH CHARLOTTE’S WEB ACTIVITY Structure CLOSE READING - CHAPTER 1 (35) 1. Introduce Book (Slide 1) (5) 2. Introduce Close Reading Strategy (6) 3. Audiotape of Chapter 1 w/transcript (6) 4. Vocabulary Activity (6) 5. Who Said What? (6) 6. POV and POV Argument (6) DIALECTIC JOURNAL - CHAPTER 5 (24) 1. Introduce Dialectic Journal Strategy (5) 2. Conduct Dialectic Journal (13) 3. Share entry with elbow partner (6) WHAT MAKES A GOOD A FREND? (45) 1. Quick-Write on Friendship (15) 2. Ranking activity – Characteristics of a Good Friend (15) 3. Activity: Who is a Friend? (2) 4. Peer Group Sharing of Quick-writes (15) Linguistic Supports • Directions on Dialectic Journal • Transcripts of Chapters 1/2 INTO, THROUGH, AND BEYOND A TEXT INTO THROUGH BEYOND INTRO – Introduction to the text prepares students for content to be learned and connects new content with prior learning. In our airplane travel metaphor, the INTRO part of the flight includes boarding, stowing gear, locating safety features, rolling down the runway, and taking off. THROUGH – Body of the text delivers the content to be learned. In our airplane travel metaphor, the THROUGH part of the flight is when the plane is traveling at the appropriate altitude, and you are free to move around the cabin. BEYOND – Closing the text provides time for reflection and to link to future learning. In our airplane travel metaphor, BEYOND part of the flight is the landing, subsequent departure from the airplane, and on to the next part of the journey.
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CaliforniaStateUniversity,Fullerton 1
Charlotte’sWeb�BYE.B.WHITE(1952)• Afterherfathersparesthelifeofa
pigletfromslaughteringitasruntofthelitter,alittlegirlnamedFernArablenurturesthepigletlovingly,naminghimWilbur.
• ThenoveltellsthestoryofWilburandhisfriendshipwithabarnspidernamedCharlotte.
• WhenWilburisindangerofbeingslaughteredbythefarmer,CharlottewritesmessagespraisingWilbur(suchas"SomePig")inherwebinordertopersuadethefarmertolethimlive.
TITLE CLTWITHCHARLOTTE’SWEB
Objectives
AppropriatetotheirlevelofEnglishlanguagedevelopment,studentswillbeableto(BAT):• Shareopinions/perceptionsaboutthemesinCharlotte’sWeb;• Backupopinionswithevidence;• Follownormsofbehaviorforclassroomsmallgroupdiscussion;• UseEnglishappropriately(context,content,andpronunciation);• Useselectedvocabularyterms;and• Demonstratedevelopingproficiencyinreading,writing,speaking,
andlisteningEnglishasasecondlanguage
Assessments
• Progressmonitoringwillincludecheckingforunderstandingduringgroupworkandsubmissionofagroupassignment
• FinalAssessmentwillrevisionofQuickWrite1-paragraphessayon“WhoisaFriend?”
• PBL:BookTrailervideolongtermproject
Materials
• InternetConnectivitywithaudio• Rankingstrips• HandoutsforVocabularyActivity,WhoSaidWhat?,POV,andPOV
Argument,QuickWrite
TITLE CLTWITHCHARLOTTE’SWEBACTIVITY
Structure
CLOSEREADING-CHAPTER1(35)1. IntroduceBook(Slide1)(5)2. IntroduceCloseReadingStrategy(6)3. AudiotapeofChapter1w/transcript(6)4. VocabularyActivity(6)5. WhoSaidWhat?(6)6. POVandPOVArgument(6)DIALECTICJOURNAL-CHAPTER5(24)1. IntroduceDialecticJournalStrategy(5)2. ConductDialecticJournal(13)3. Shareentrywithelbowpartner(6)WHATMAKESAGOODAFREND?(45)1. Quick-WriteonFriendship(15)2. Rankingactivity– CharacteristicsofaGoodFriend(15)3. Activity:WhoisaFriend?(2)4. PeerGroupSharingofQuick-writes(15)
LinguisticSupports
• DirectionsonDialecticJournal• TranscriptsofChapters1/2
INTO,THROUGH,ANDBEYONDATEXT
INTO THROUGH BEYONDINTRO–Introductiontothetextpreparesstudentsforcontenttobelearnedandconnectsnewcontentwithpriorlearning.Inourairplanetravelmetaphor,theINTROpartoftheflightincludesboarding,stowinggear,locatingsafetyfeatures,rollingdowntherunway,andtakingoff.
THROUGH–Bodyofthetextdeliversthecontenttobelearned.Inourairplanetravelmetaphor,theTHROUGHpartoftheflightiswhentheplaneistravelingattheappropriatealtitude,andyouarefreetomovearoundthecabin.
BEYOND–Closingthetextprovidestimeforreflectionandtolinktofuturelearning.Inourairplanetravelmetaphor,BEYONDpartoftheflightisthelanding,subsequentdeparturefromtheairplane,andontothenextpartofthejourney.
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CLOSEREADING–CHAPTER1
CloseReading• Closereadingis
thoughtful,criticalanalysisofatextthatfocusesonsignificantdetailsorpatternsinordertodevelopadeep,preciseunderstandingofthetext'sform,craft,meanings,etc.
• ItisakeyrequirementoftheCommonCoreStateStandardsanddirectsthereader'sattentiontothetextitself.
ClarificationofCloseReading1. “Where’sPapagoingwiththatax?”saidFerntohermotherastheyweresettingthetablefor
breakfast.2. “Outtothehoghouse,”repliedMrs.Arable.“Somepigswerebornlastnight.”3. “Idon’tseewhyheneedsanax,”continuedFern,whowasonlyeight.4. “Well,”saidhermother,“oneofthepigsisarunt.It’sverysmallandweak,anditwillneveramount
toanything.Soyourfatherhasdecidedtodoawaywithit.”5. “Doawaywithit?”shriekedFern.“Youmeankillit?Justbecauseit’ssmallerthantheothers?”6. Mrs.Arableputapitcherofcreamonthetable.“Don’tyell,Fern!”shesaid.“Yourfatherisright.The
pigwouldprobablydieanyway.”7. Fernpushedachairoutofthewayandranoutdoors.Thegrasswaswetandtheearthsmelledof
springtime.Fern’ssneakersweresoppingbythetimeshecaughtupwithherfather.8. “Pleasedon’tkillit!”shesobbed.“It’sunfair.”Mr.Arablestoppedwalking.9. “Fern,”hesaidgently,“youwillhavetolearntocontrolyourself.”10. “Controlmyself?”yelledFern.“Thisisamatteroflifeanddeath,andyoutalkaboutcontrolling
myself.”11. Tearsrandownhercheeksandshetookholdoftheaxandtriedtopullitoutofherfather’shand.12. “Fern,”saidMr.Arable,“Iknowmoreaboutraisingalitterofpigsthanyoudo.Aweaklingmakes
trouble.Nowrunalong!”13. “Butit’sunfair,”criedFern.“Thepigcouldn’thelpbeingbornsmall,couldit?IfIhadbeenverysmall
atbirth,wouldyouhavekilledme?”14. Mr.Arablesmiled.“Certainlynot,”hesaid,lookingdownathisdaughterwithlove.“Butthisis
different.Alittlegirlisonething,alittleruntypigisanother.”15. “Iseenodifference,”repliedFern,stillhangingontotheax.“Thisisthemostterriblecaseofinjustice
Ieverheardof.”
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QuotefromText:
Definition:
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Argument Construction, Document-Based Questions, Free Response Questions
DIALECTICJOURNAL–CHAPTER5:CHARLOTTE
DialecticJournal• Adialecticaljournalisawrittenconversationwithyourself
aboutapieceofliteraturethatencouragesthehabitofreflectivequestioning.
• Youwilluseadouble-entryformtoexaminedetailsofapassageandsynthesizeyourunderstandingofthetext.
TEXT REFLECTION
IwishIcouldseeyou,Wilbur,asclearlyasyoucanseeme.""Whycan'tyou?"askedthepig."I'mrighthere."“Yes,butI'mnear-sighted,"repliedCharlotte."I'vealwaysbeendreadfullynear-sighted.
ARESPIDERSREALLYNEAR-SIGHTED?HOWANDWHATDOSPIDERSSEE?Spidersusuallyhaveeighteyes(somehavesixorfewer),butfewhavegoodeyesight.Theyrelyinsteadontouch,vibrationandtastestimulitonavigateandfindtheirprey.(HowSpidersSeetheWorld,AustralianMuseum)
THEMEOFFRIENDSHIP
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RankingActivity• Organizethecharacteristicsofa
goodfriendintothreepiles– MOSTIMPORTANT(top5)– SOMEWHATIMPORTANT– LEASTIMPORTANT(bottom3)
• Composeanothercharacteristicofagoodfriendandaddittotheappropriatepile.
• Bereadytoshareyourtopfivecharacteristicsandtheanswertothequestionbelow:– Whichcategoryofcharacteristicsdidyouidentifyasmostimportant?• Integrity–characteristicsingreen• Caring–characteristicsinorange• Congeniality–characteristicsinblue
Quick-WriteActivity
• Thinkaboutapersoninyourlifethatyouconsidertobeagoodfriend(pastorpresent).
• Reviewthelistofcharacteristicsofagoodfriendandconsiderhowyourankedtheminorderofimportance.
Ina10-minuteQuickWrite,(1)composeashortstoryaboutyourfriendthatillustratesyourrelationship;and(2)identify2-3differentcharacteristicsportrayedbyyourfriend.Bepreparedtoshareyourwritinginasmallgroup.
Atruefriendacceptswhoyouare,butalsohelpsyoubecomewhoyoushouldbe.
PeerSharingActivity
• Onebyone,eachmemberreadstheirstoryandidentifies1-2characteristicsportrayedbytheirfriend.
• Thegroupthenreflectsonthestoryanddecideswhetherthefriendportraysintegrity,caring,congeniality,oracombinationoftwoorallthree.
ValueofPeerCritique/Review/Sharing• givesstudentsopportunitiestoanalyzeandevaluate• Increasesamountoffeedbackstudentsreceive• promotescollaboration,communication,andreflection• improvesunderstandingbybothstudentconductingcritiqueandpersonreceivingreview
Happiness is . . . good conversation.
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