Interactive Whiteboard Activities, Book Resources

Charlotte’s Web: A Flashlight Readers Activity

With engaging graphics and activities, this interactive hub gives fans of the classic book Charlotte’s Web more of their favorite read.

The “Explore Charlotte’s Web” interactive hub, part of the Flashlight Readers literary experience, gives fans of the classic book more of the story and characters they love.

Students can:

• Celebrate Charlotte’s love of words with the Pick-the-Perfect-Word activity, which challenges their vocabulary and word analysis skills. 
• Use the Flash Board to connect with other Flashlight readers.
• Make their very own comic strip where they decide what happens to Wilbur and his friends!
• Browse a slideshow of images from the movie, Charlotte’s Web.
• Meet the Producer of Charlotte’s Web, who offers an inside look at the making of the movie.
• Browse (and read) a slideshow of spiders, from the tarantula to the brown recluse.
• Gather their friends to act out Charlotte’s Web: A Play.
• Meet the Author, E.B. White, by reading this brief bio of him.
• Check out More Best Books, including E.B. White’s other children’s books, plus great books about farm life

Learning Objectives

While participating in “Flashlight Readers,” students will:

• Offer observations, make connections, react, speculate, interpret, and raise questions in response to text
• Identify and discuss book themes, characters, plots, and settings
• Connect their experiences with those of the author and/or with characters from the books
• Support predictions, interpretations, conclusions, etc. with examples from text
• Practice key reading skills and strategies (cause-and-effect, problem/solution, compare-and-contrast, summarizing, etc.)
• Monitor their own comprehension

Benchmarks for Charlotte's Web Flashlight Readers Lesson Plans

Language Arts Standards (4th Ed.)

Lesson 1: Comic Strip Creations Lesson Plan

• Uses prewriting strategies to plan written work (e.g., uses graphic organizers; brainstorms ideas; organizes information according to type and purpose of writing)
• Uses strategies to draft and revise written work (e.g., elaborates on a central idea; writes with attention to audience, word choice, sentence variation)
• Uses strategies to edit and publish written work (e.g., edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; selects presentation format according to purpose; incorporates photos and illustrations; uses technology to compose and publish work)
• Evaluates own and others' writing (e.g., determines the best features of a piece of writing, determines how own writing achieves its purposes, asks for feedback, responds to classmates' writing)
• Writes in response to literature (e.g., summarizes main ideas and significant details; relates own ideas to supporting details; advances judgments; supports judgments with references to the text, other works, other authors, non-print media, and personal knowledge)

Lesson 2:  What's the Word? Lesson Plan

• Uses word reference materials (e.g., glossary, dictionary, thesaurus) to determine the meaning, pronunciation, and derivations of unknown words
• Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words)

 Lesson 3: Compose a Collaborative Play Lesson Plan

• Uses prewriting strategies to plan written work (e.g., uses graphic organizers; brainstorms ideas; organizes information according to type and purpose of writing)
• Uses strategies to draft and revise written work (e.g., elaborates on a central idea; writes with attention to audience, word choice, sentence variation; produces multiple drafts)
• Uses strategies to edit and publish written work (e.g., edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; uses reference materials; considers page format; selects presentation format according to purpose; uses technology to compose and publish work)
• Evaluates own and others' writing (e.g., determines the best features of a piece of writing, determines how own writing achieves its purposes, asks for feedback, responds to classmates' writing)
• Uses strategies to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)
• Works cooperatively within a group to complete tasks, achieve goals, and solve problems
• Provides feedback in a constructive manner and recognizes the importance of seeking and receiving constructive feedback in a non-defensive manner

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