Samantha McStraw

DIFF 515 Multilevel Lesson Plan

Charlottes Web

A. General Curriculum Section

1. General Curriculum Objective
Objective: Students will demonstrate an understanding of what kind of friend Charlotte is to

Wilbur, the main theme of the novel Charlottes Web.

Grade Level: 3
Range of Students' Current Levels of Performance:
Most students (e.g. John) have a full understanding of the importance of Charlotte and
Wilburs friendship.
Jo can make sense of what it means to have a friend but does not quite understand the
importance of Charlottes friendship with Wilbur.
Nita has full understanding of the main theme of this story. Nita also understands the
importance of friendship in this novel and often relates to her own friendships.
Andy has a basic understanding of the theme and its meaning, however he struggles with the
reading and writing throughout the unit. Andy will struggle to spell words correctly.
2. Standards
NYS Common Core Standards

o CCSS.ELA-Literacy.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
3. General Curriculum Procedures (applied curriculum & active learning):
Sequence of Instructional Activities

Opening:
- Begin by asking students what kind of friend Charlotte is to Wilbur?
o Students should recall the nice things Charlotte did for Wilbur.
- Ask students what this means to them about friends.
o After students list some ideas, they will complete a character web for Charlotte.
This will give them some ideas about what Charlotte is to Wilbur.
o Students will complete the character web using words that describe Charlottes
friendship to Wilbur.
Lesson
- After students have finished completing the character web, bring students attention to
posters with subway art on them around the room.
o Do not explain what subway art is yet.
o Students will go around to each chart. They will have 1 minute at each of the 5
charts. For a total of 5 minutes, students will jot down their notices and wonders
about these photos of subway art.
- After students complete the carousal, bring their attention back to the SMARTboard with
the guideline sheet for their pieces of subway art.
- Explain to student they will be able to create their own piece of subway art or create a
poem.
o Before we begin we need to brainstorm some words that describe what you think
a good friend looks like.

Samantha McStraw

DIFF 515 Multilevel Lesson Plan

Give students a few minutes to jot down some ideas. Bring their attention
back to the character web that we filled out for Charlotte.
Ask students if they think Charlotte was a good friend?
Could we include some of the words that we used for Charlotte?
After brainstorming students will have the rest of the period to work on their poems or
pieces of subway art. Make sure students are aware of what subway art is. Display this
definition on the SMARTboard.

Assessment:

Students will have a choice to create a poem or a piece of subway art. If students choose
to write a poem, they may also have the choice create a different kind of poem; haiku,
acrostic, cinquain, concrete.

B. Individualization Section:
1. Additional Instructional Supports
Anticipated Problem
Reading
Reading the
instructions for the
Subway Art.
Processing

Developing words to
describe Charlotte

Writing
(esp.
spelling)

Spelling the words

onto Poster paper for
Subway Art.

Supplemental Aids & Materials

Read aloud the instructions to the entire class standing in close
proximity of Andy to be sure he is following along in reading
quietly. Allow Andy to work with a partner (while the rest of
the class is reading in partners) to read the instructions aloud.
After giving students examples on the Character Web, have
Andy to speak his words into a hand held dictionary. Andy
will be able to tell the dictionary his words and get a definition
to find out if that word matches Charlottes friendship to
Wilbur.
Allow Andy to speak those his words into a hand held
dictionary or computer software to see how to spell them.
Andy will write them on his Subway Art Poster.

2. Goal Adaptations
a. Enriched Curriculum:
Nita understands the friendship that Wilbur and Charlotte have. Nita also understands the
importance of their friendship in the sense of the entire novel. Nita understands their
importance to the other characters in the novel. Nita will be given a choice to create a poem
or Subway Art about the importance of friendship in terms of her own life. She will also have
the option to write a comparison of her friendships with Charlottes and Wilburs.
b. Prioritized Curriculum:
i. Description of Target Student (with severe disabilities)
Age: 8 Grade: 3
Type of Disability: Multiple disabilities
Annual IEP Goals:
1. Print legible letters and numbers. (Present Level of Performance: Can currently print E,
F, I, L, O, T, 1,7, 9, and 0 independently. Requires a model for other letters/numbers.)

Samantha McStraw

DIFF 515 Multilevel Lesson Plan

2. Increase sight word vocabulary (to 90% of words 1-50 from the Dolch list). (Present
Level of Performance: Can currently read the following words: a, I, and, big, go, make,
play, see, the, you)
3. Improve articulation skills (pronounce words with initial s, z, f, v sound, clearly enough
for an acquaintance to understand).
4. Improve number concepts (create models of numbers 1-50) (Present Level of
Performance: Can count & create models of numbers up to 13, independently.)
5. Improve pincer grasp.
6. Improve handwashing skills.
7. Improve turn taking skills.
8. Improve street safety skills (indicate when it's safe to cross).
ii. Student's Role in the activity:

Jo will be required to participate in the whole group portion of this lesson. She will be
required be in a group to improve her turn taking skills. While she is in the group
she will give her partners examples of what kind of friend Charlotte is to Wilbur. Her
partners will help her come up with some words.
Jo will not be required to show knowledge about the importance of Charlotte and
Wilburs friendship.
The general education curriculum concepts for Jo will be to describe the kind of
friend Charlotte is to Wilbur with the prompts of teacher and fellow classmates and to
verbally describe these words to partners in groups. This will allow her to work on
her articulation skills.
The main goal for Jo is for her to be able to describe the kind of friend Charlotte is to
Wilbur with prompting and support.
Jo will also be able to create her own piece of Subway Art by spelling out words she
has come up with. She will need prompting and support for printing legible letters in
which she has some difficulties with
.

iii. IEP Goal(s) Being Addressed during this activity for the student.
Print legible letters and numbers. (Present Level of Performance: Can currently print E, F, I, L, O,
T, 1,7, 9, and 0 independently. Requires a model for other letters/numbers.)
Improve articulation skills
Improve turn taking skills

Materials:
-SMARTboard and slides
-Character Web sheet
-Guidelines sheet
-Construction paper
-coloring utensils