8L2C)pJJJJ IH(ȱH:=IH[H`@HcH  $ +   I/H`JLNGȄBȄF aK  haaFF  mJm# KKJ UJ )J ۈ) ;J3ȱJFȱJGJKaȄM  aaNNJFLGJL L FrEdLessons Disk 7 Contains a complete lesson plan with activities: Charlotte's Web, by Debbie Atkerson-Beldock and Patty Fares =============== Use FrEdWriter to oad and

rint each set of lessons. Files which end in .PF ar@: )CHAR.EVAL; 'CHAR.PFP; FL4A4' -READ.ME.FIRST  &CHAR.11[_&CHAR.2@(M$ &CHAR.3h%& &CHAR.4| - 'CHAR.WS? &PRODOS `DaElH$?EGvѶK+`L HHLy XP LM ӠS)*+,+`F)) (*=GJFjJJA QE'+ '== `@ STSP8QSS8 m P o R(8Re Prompted Files Files which end in .WS are Worksheets Files which end in .EVAL are writing evaluation guides You should copy files which end in .PF to a blank student data disk before you begin the lesson. ================================================  !"#$%&'()*+,-./0123456789:;<=>  Print the prompts when you print the CHAR.4. (Refer to  FrEdWriter Documentation DOC.D for details)  You will use: Char.PF when you show the lesson to your  students. You will want to duplicate for overheads and or ha Press the down arrow key (//e) or the Control-Z (][+) to read these messages. This TECC-15/CIC Lesson is called "Charlotte's Web". You will need  to print: CHAR.1, CHAR.2, CHAR.3, and CHAR.4 to make your  teacher's guide.****************** YOU ARE AT THE END OF THIS FILE: PRESS CTRL-B TO GO TO THE EGINNING OF THIS FILE********** * COMPUTER USING EDUCATORS * ***************************************** * PROGRAM MAY BE COPIED FOR EDUCATIONAL * * USE ONLY & MAY NOT BE SOLD. * * COPYRIGHT (C) 1986, CUE, INC. * *********************** (415) 685-7265. ================================================================= COPYRIGHT.... AGAIN ================================================================= FrEdLessons  ******************************* are unable to ship partial sets.) Make checks payable to SoftSwap and send to: CUE SoftSwap P.O. Box 271704 Concord, CA 94527-1704 To receive additional ordering information, call================================================================ ORDERING ================================================================= The complete set of FrEd disks is available from CUE SoftSwap for $40.00. (Sorry... weNTY OR GUARANTEE IS MADE AS TO THEIR SUITABILITY FOR ANY PARTICULAR APPLICATION. CUE SoftSwap IS NOT EQUIPPED TO PROVIDE TECHNICAL SUPPORT OR ANSWER QUESTIONS REGARDING THE OPERATION OF FREDWRITER AND ASSOCIATED DISKS. PLEASE DO NOT PHONE FOR SUPPORT. =le at minimal cost by CUE SoftSwap as a public service. We regret that we are unable to provide any warranty or support for FrEdWriter or FrEdLessons. We will assume responsibility ONLY for disks which fail to arrive in working condition. NO OTHER WARRAu wish. However, you may not sell them. ================================================================= DISCLAIMER ================================================================= These materials and programs are made availab================= COPYRIGHT ================================================================= FrEdWriter, FrEdLessons, and FrEdTips are copyrighted, (c) 1986, by CUE Softswap. You are free to make and share as many copies as yondouts the files called: Char.EVAL Char.WS   Your students will need to have Char.PF on their data disks  in order to do the assignments. If you are reading this on a 40 column screen, Press Control-W and input 65 To prin.........................29 Lesson 9-Editing of revised draft..............30 EVALUATION Overview.......................................31 Criteria for Teacher...........................32 POSTWRITING Overview...............................................24 Lesson 7-Response groups.......................25 REVISING Overview.......................................27 Lesson 8-Revision of first draft...............28 EDITING Overview..............luster special places................15 LESSON 4-Brainstorm descriptive words..........18 Lesson 5-Model descriptive sentences...........20 WRITING Overview and Lesson 6-First draft..............22 RESPONDING Overview.......lass Logistics................................5 Lesson Plans: PREWRITING Overview.......................................6 Lesson 1-Pre-reading and Reading Log...........7 Lesson 2-Brainstorm special places.............14 Lesson 3-C................................3 Audience/Target Population.....................3 Materials......................................3 Sequence.......................................4 Computer Management............................4 Cpts have been successfully used by 3 pilot classes. TEACHER/AUTHOR: Debbie Atkerson and Patty Fares San Diego Unified School District .page Directory of "Charlotte's Web" ------------------------------ Introduction: Lesson Overview guides the teacher through everystage of the writing process. Reading log prompts have been written for student use during the reading of the classroom favorite, Charlotte's Web. Students cluster, model, word process, respond, revise and edit. The promornia Model Curriculum Standards for Language Arts .PAGE LESSON ABSTRACT ------------------- LITERATURE: Charlotte's Web GRADE: 4th grade TIME: One month lesson SUMMARY: This lesson June Dodge, Project Coordinator Lessons that provide guidance for teachers to integrate: o Word Processing o The Writing Process o Literature o The Califand Curriculum Implementation Center San Diego County Office of Education Jack Hill, TECC Director Mary Barr, CIC Director Al Rogers, Computer Specialist Debbie Atkerson-Beldock and Patty Fares Presented by Region 15 Teacher Education & Computer Center print MouseAPPEND with the prompts showing. --------------- Charlotte's Web --------------- A Lesson by CIC Lesson (10 spaces) 'Charlotte's Web' (10 spaces)  Page (or Appendix) #" Char.1 starts at page 0  Char.2 starts at page 14 Char.3 starts at page 27 Char.4 (Appendix) starts at page 0   Read FrEdWriter documentation to learn how to t this lesson, Turn on the printer, line paper up. Press Control-P and press the RETURN key twice. (*) (*) Make your print outs more  elegant and readable by changing the TOP LINE in the Print Mode. Have the top line read; "TECC-15/........................33 Lesson 10-Postwriting activities...............34 APPENDIX Modeling Descriptive Sentences Worksheet....1 Prompted Writing File.......................2 Evaluation Form for Students................5 .PAGE INTRODUCTION OVERVIEW These lessons were developed to meet the goals of the TECC-CIC Writing Project to have children: 1) read, learn about, and enjoy literature; 2) write about literature; 3) use technology (comr at regular intervals (some thought 30 minutes worked best, while others thought 45 minutes) throughout the day. That meant that the students were able to rotate using the computer at a quicker rate, and it meant that the computer was used the entire dayassrooms, each with one or perhaps two computers. Because the teachers were overwhelmed with how to have all students have the experience with word processing, a major decision was made. The teachers decided that they would schedule the use of the computere going to incorporate this tool in their classroom. This lesson takes the outlook that the computer is going to be used as a means to an end, rather than as an end in itself. We tested this lesson in several different classrooms. These were regular clular typing skills to work their way through the computer activities, although familiarity with the keyboard is desirable. COMPUTER MANAGEMENT The teacher using the computer in the classroom will have to set aside time to plan the logistics of how they anation of the Reading Log). Students must be instructed in the use of and have opportunities to practice FrEdwriter BEFORE being assigned time to use the computer for writing assignments found in Lessons 5 and 8. Students do not need to exhibit any particeading of Charlotte's Web may take place prior to the lessons or simultaneously with the lessons. However, Chapter 3 must be read before Lesson 3. Assign the Reading Log prompts found in Lesson 1 with the corresponding chapters (see Lesson 1 for an expla is required. While the printer does not have to be located in the classroom, if it is not arrangements must be made for producing hard copies (printed pages) of students' work. .page SEQUENCE These lessons are to be presented in the order written. The r explanation below) -FrEdwriter word processing software -Data disks (number depends on computer management system) Computer activities are designed to be done in the classroom or a computer lab using Apple II or IIe computers. Use of a printert) -folders (1 per student) -spelling list paper (4 per student) -student worksheets (see Lesson 5) -optional charts for teacher's use -novel/s (1 per student or 1 copy for a teacher-read format) -computer/s and printer/s (seeement" section below). The lessons were piloted in three 4th grade classrooms in the San Diego Unified School District. MATERIALS These materials should be readied by the teacher before starting the lesson: -pencils -notebooks (1 per studenlse RELAX AND HAVE FUN. AUDIENCE/TARGET POPULATION These lessons were written for English-speaking students who read at a 4th grade level. They may be presented to small groups or a total class in a computer lab or classroom setting (see "Computer Manag Although these lessons have been written for a specific children's novel at a specific grade level, you can use these lessons as models and adapt them to fit ANY NOVEL AT ANY READING LEVEL. Adapt as you wish, learn as your students learn, and above all er a classroom that has one computer to be used by two students at a time. This lesson is organized around the writing process. Detailed instructions/explanations have been provided for teachers with little classroom experience using the writing process. puters) to support this instruction; 4) incorporate the writing process in their writing. Computers are used only for the first draft writing and editing of the first draft. These "ON-LINE" activities can be accomplished in a computer lab setting o. The teachers kept in mind what students needed extra help in other subjects and did not schedule them to work on the computer while that subject was being taught in whole group settings. The teachers prepared data disks so they had a ratio of 1 disk to 5 students. The disks were labeled with numbers (1, 2, 3, etc.) and the students were told which disk they were to use. These disks were kept in a napkin holder (cost about 50 cents for each fro the drug store) by the computer so students were able to heriences that will stimulate their writing. A possible two week period may be needed just for the reading of Charlotte's Web, so the teacher should assign the reading of the text before beginning the other activities. It is suggested that students read Casis and since do student was consistantly scheduled during the same time, they had little problem with catching up with their other classwork. .PAGE Overview-- PREWRITING INTRODUCTION During the prewriting activities, the students will be involved in exptarting amount of time, modifications were made according to student and teacher needs). In order for students to have enough time at the computer, they were sometimes scheduled during a math lesson, etc. Since this scheduling was done on an individual bWe conducted whole group demonstration lessons then pairs of students would work on assignments together. We had a posted schedule for students to know when they were to be on the computer. Students were scheduled for 30 minutes at a time (this was the sd the next student file, add the page break, etc. This takes advantage of the merging feature of FrEd and the hard page break. SCHEDULING WITH LIMITED NUMBERS OF COMPUTERS We are very committed to having our students use the computer as a writing tool. found it was best to do all the printing at once after or before school. To give themselves time to do other tasks while the printing was going on, they would load a student file, insert a last line for a hard page break (.page - see documentation D), loa printers to be in everyroom. We thought that this would facilitate the students getting hardcopies of their work. However, once we tested the lessons, we found that printing is very noisy and it demands a lot of time. The teachers in the field testing rate the two names is acceptable. As an example, when Debbie Atkerson saves her work for lesson six, she will name her file "PromptDA". The student could use capital or lower case letters to name a file. PRINTING When we tested the project, we requesteded this format for naming files: each assignment has a name (in lesson six the assignment is PROMPT). The student simply saves their work by the name of the assignment and their initials. There can be no spaces in the name of a file, but a period to sepalabeled by the teacher, there was a chart in the room displayed for students as a reminder for which disk they were to use. (It was always the same disk) NAMES OF FILES As the students complete activities, we have them save their work on the disk. We usdents the teacher had the students test each other with finding the general location of the key: top, bottom, left, right, middle, etc. CLASS LOGISTICS DISKS We were able to have one disk for every five students. The disks were , and reminded students of proper technique on a regular basis. As a result, there were no instances of lost data due to incorrect disk handling. The teachers soon discovered that some students needed help with finding keys on the computer. For these stu in two drive classes were told how to access information on the second drive: Press Control-L, Press Question Mark Comma the letter D and the Number 2 (?,D2) and press the RETURN key). .page All teachers spent time telling students about proper disk careave easy access to their data disks. Teachers who had only one disk drive put FrEd on the students data disk, while teachers with two disk drives kept a copy of FrEd in drive one and instructed their students to put their data disks in drive two (studentsharlotte's Web as a home assignment and complete their reading log assignments on a daily basis. If time is a factor, assure that students have read through Chapter 5 before beginning this unit. The other prewriting activities will allow students to gather ideas for the paragraphs they are writing and to also model paragraphs that are considered "good" examples. PREWRITING OBJECTIVES: LITERATURE- The students will read Charlotte's Web by E.B. White and respond to given prompts in their readiding log, if used successfully, provides the student with a self-made resource of ideas, phrases, feelings to draw upon in later writing assignments. PROCEDURE 1. Each student is provided with a composition or dictation book to record thoughts. 2. Telp their students record different feelings about something they are reading in class. Some teachers are very structured in their reading logs, writing prompts for students to respond to or vocabulary words for students to look for in a passage. The reaamount of reading that would be most appropriate for the reading level of the students. The reading log will be used along with this assignment. .page INTRODUCTION TO READING LOGS INTRODUCTION The reading log is an activity used by writing teachers to hut these animals as they read Charlotte's Web. Assign the reading of Charlotte's Web as a homework assignment or class seatwork. If enough copies of the book are not available, the teacher may read it to the class. Assign a chapter at a time or the s the dangers of first impressions. 5. Call your local natural history museum for their loan policy on stuffed animal displays. If available, check-out a spider, pig, rat, and goose display. Tell your students they will be learning more abo friendships. For example, Wilbur's first impression of Charlotte was that she was fierce, brutal, and blood-thirsty. Yet he finds out she is really kind-hearted and loyal. Ask them if they have had first impressions proven wrong. DiscusHave students compare and contrast farm summer days and summer days where they live. Tell them they will be learning more about farm life as they read Charlotte's Web. 4. Tell your students that they will be reading about several unlikelytudents they will be learning about Charlotte's web and the amazing things she did with it. This is also a good cover for their reading logs. 3. Read the first paragraph of Chapter 6 to your class. It describes summer days on a farm. t what happened to Charlotte A. Cavatica as they read Charlotte's Web. 2. Have each student construct their own smaller web and spider as described above. Display each web on a bulletin board with this heading: Charlotte's Webs. Tell the son paper and pipe cleaners. Place the spider in the middle of the web and tape it across the corner of your classroom. Above the web, hang this sign: "What happened to Charlotte A. Cavatica?" Tell the students they will be learning abouVATION ACTIVITIES: To generate an interest in reading Charlotte's Web, choose one of the following suggestions: 1. Construct a large web by folding and cutting a large sheet of paper (similar to making snowflakes). Make a spider out of constructi Reading Logs TIME: Motivation section: varies depending on the activity chosen. Reading Log prompts assigned with corresponding chapters as homework or a class seatwork activity: Intro of reading log: 15 minutes, Reading/prompts 11-2 days MOTIRICULUM STANDARDS FOR LANGUAGE ARTS-Numbers 3, 4, 5, 7, 9, 10, 11, 12, 13, 15, 20, 21, 23, and 25. Prewriting activities are covered in lessons 1, 2, 3, 4, and 5. .PAGE LESSON 1--- PREWRITING Motivation to read Charlotte's Web ng logs. WRITING- The students will participate in prewriting activities that involve clustering, brainstorming and modeling. WORD PROCESSING- There will be no assignments on the computer during the prewriting activities. MODEL CURhe teacher assigns either a free-writing activity or a structured assignment. Be sure students know how you will be using their reading logs. 3. The teacher collects these books on a regular basis, reads entries and makes written comments. NOTE As this is an activity for the student to express thoughts, they are not graded on spelling, punctuation, or grammar by the teacher in the reading log. The only grade recorded by the teacher is "done" or "not done". EXAMPLE ONE On the left side of thst pretending to hear the animals talk? Why do you feel this way? -What did Mr. Arable mean when he said, "Maybe our ears aren't as sharp as Fern's."? Chapter 9: -Write the steps you think a spider takes to spin a web. -Charlottords are. Chapter 7: -At the end of Chapter 7, Charlotte announces she will save Wilbur from being killed. How do you think whe will do this? -Write how you felt after reading this chapter. Chapter 8: -Do you think Fern was jurm are described. Write a description of a summer day at your favorite place. -Find 3 words a lot of children don't know the meaning of. Pretend you're making a children's dictionary and write what you think the meaning of these watching flies and drinking blood are cruel, but Charlotte convinces him they are important. What are some habits of others that bother you? Why do you think they do them? Chapter 6: -In the beginning of Chapter 6, summer days on a fam the time you get up until the time you go to bed? -Who do you think is talking to Wilbur at the end of Chapter 4? .page Chapter 5: -From the description Wilbur gives of Charlotte, draw her. -Wilbur thinks Charlotte's habits of chen Wilbur was returning from his escape the goose said, "An hour of freedom is worth a barrel of slops." What did he mean by that? Chapter 4: -At the beginning of Chapter 4, Wilbur lists his daily schedule. What is your schedule frocribed the mud as warm, moist, sticky, and ozzy. List all the words you can think of to describe mud. Chapter 3: -At the beginning of Chapter 3, Wilbur describes the smells of his new home, the barn. List smells found in your home. -WFern felt about Wilbur. -Do you think Fern will tire of caring for her new pig? Would you tire of the constant care a baby pig takes? Chapter 2: -Wilbur loved to play in the mud. Describe your favorite place to play. -Wilbur desto copy the prompt and chapter number before writing their responses. Inform students that errors in spelling, mechanics and grammar will not be graded and therefore should not be concerned that their entries be "perfect". Chapter 1: -Describe how s for each chapter to stimulate writing by the students in their reading logs. The entries will include comprehending the meaning of specific quotes, predicting outcomes and describing particular characters, objects or situa- tions. Direct the students Copying or describing and then commenting on favorite passages On the right side of the page, have students follow the same teacher-taught procedure for plot development. .page CHARLOTTE WEB READING LOG PROMPTS Choose one of the following prompt o Feelings about events o Questions about characters, setting, or events o Questions about puzzling passages or words o Things they's like to talk about during the next group meeting o Predicting what comes next oion or conclusion? On the right side of the page, have the students respond to teacher directed questions or activities about the story. EXAMPLE TWO On the left side of the page, have the students comment about the story. They might make comments about: e page, have the students answer these questions each time they stop reading the story: A Who or what is the story mainly about? B When and where does the story take place? C What is the problem or situation? D What is the solute thinks best when she is hanging head-down at the top of her web. Where do you think best? Why do you like this place for thinking? .page Chapter 10: -The goose egg made a terrible stink. Brainstorm smells you do not like. -At the end of chapter 8, Charlotte is working past mid-night What do you think she is working on? Chapter 11: -What would you do if you saw "Some Pig" written in a spider web? -Do you think Charlotte's plan to save Wilbur will work? WhyLESSON 2--- PREWRITING Brainstorming Special Places MATERIALS: Individual Writing Folders (each student should have a folder to use during the entire unit) Paper Chart/Chalkboard Pencils TIME: Brainstormiber to 0 D. Set Top Line to:  TECC-15/CIC "Charlotte's Web" Page # home. Include descriptive words wherever possible. -Write a sequel to Charlotte's Web about what was happening in the barn a year later. This is CHAR.1; To PRINT: A. Set idth to 65 B. Select

rint menu C. Set First Page NumWilbur will keep his promise? Why do you feel this way? -How did you feel when Charlotte died? Chapter 22: -In the next to the last paragraph, Wilbur lists all the reasons he likes the barn. List all the reasons why you like yournt in Mr. Zuckerman's life. What has been the greatest moment in your life? How did you feel at the time? Chapter 21: -Wilbur promised to let Templeton eat his slops first if Templeton would get Charlotte's egg sac. Do you think to find out what it means. What other character in the story is humble? Why do you think so? .page Chapter 20: -Why was biting Wilbur a nice thing for Templeton to do? -When Wilbur won a prize at the fair, it was the greatest mome you think it will be? Chapter 19: -Charlotte's magnum opus is her egg sac. Read Chapter 19 to find out what a magnum opus is. What is your magnum opus? -Charlotte's newest message is "Humble". Look up humble in the dictionary -What kinds of things do you think Avery will do at the fair? Chapter 18: -Why did Charlotte say "I shall be writing tonight for the last time? -At the end of Chapter 18, Charlotte is making something for herself. What dorlotte wants Templeton to go to the fair with her to run errands and do general work. How would you feel if someone wanted you to go to the fair to run errands and do general work? Chapter 17: -Brainstorm things you smell at a fair.hapter 15 to find out what this word means. Are you versatile? Why or why not? Chapter 16: -At the beginning of Chapter 16 the whole Avery family is dreaming about the fair. What dream would you have about the fair? -ChaChapter 15, Wilbur realizes that friendship is one of the most satisfying things in the world. Describe your best friend (without giving his/her name) and tell why he/she is so special to you. -Charlotte says she is versatile. Read C -Dr. Dorian predicts that Fern will change as she gets older and quit talking to the animals. In what ways have you changed since last year? -When you don't understand something in school, what do you do? .page Chapter 15: -In ilbur 2 bedtime stories in Chapter 13. Create an ending to the story about her cousin, the aeronaut. What happened after the wind carried her away? -Write another verse for Charlotte's lullaby at the end of Chapter 13. Chapter 14: do you feel this way? Chapter 12: -What would be a good new message for Charlotte to write in her web? -How did you feel about Templeton when he said, "Let him (Wilbur) die, I should worry."? Chapter 13: -Charlotte told Wng: 20-30 minutes Optional Activity: 15 minutes OPTIONAL ACTIVITY: The teacher may want to spend the first part of this lesson allowing students to create personal writing folders. These can be construction paper folded and decorated by the stude?ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdef / | \ / | \ / | \ / | \ / | \ SOUNDS | COLORS \ / \ / \ / \ / MR. ZUCKERMAN'S BARNof at least 6-8 ideas for each category. This type of clustering is somewhat modified due to the fact that specific categories are given. .page STARTING GROUP CLUSTER: FEELINGS \ \ choose which topics are the most important. Ask the students to think of Mr. Zuckerman's barn in Charlotte's Web. Explain to them what a cluster is and complete the following cluster on a chart or the chalkboard as a group. Encourage students to think uld write it close to its parent idea, circle it and draw a line to it. Students should continue this process until all their ideas about a particular topic have been recorded. The teacher and students should not evaluate any of the ideas at this time norer of the paper and a circle drawn around it. As ideas about the main topic occur, the students should write them around the main topic, circle them and draw a line connecting them to the main topic. If a related idea springs from another, the student sho Clustering: 20-30 minutes CLUSTERING: This activity will include the prewriting activity of clustering. Clustering is an activity that allows students to brainstorm related ideas about a particular topic. The main topic should be placed in the centknow the most about. Direct students to place their lists in their writing folders. .PAGE LESSON 3--- PREWRITING Cluster about a special place MATERIALS: Individual Writing Folders Paper Chart/Chalkboard Pencils TIME: (The list will be much longer) Ask students to write down three places that are very special to them. Caution students to choose real places that they have been to and can see clearly in their minds. Next ask students to circle the one place they the one below: SPECIAL PLACES grandma's house treehouse bedroom Balboa Park zoo beach boat docks woods will be writing a descriptive paragraph during later lessons about a place that is special to them. During the brainstorming lesson ask the students to brainstorm places that are special to them. The teacher and students will brainstorm a list similar tord. During the brainstorming session remind students that they are to say whatever comes to mind about the topic and they should not evaluate the responses of others. During the brainstorming activity, accept all responses. Explain to students that they nts. See Lesson 1, Prereading suggestion number 2 for a design idea. BRAINSTORMING: The teacher will direct the students in a brainstorming session. This should involve all students and the teacher should record their responses on a chart or a chalkboa \ | WHO/WHAT | | | | SMELLS .page EXAMPLE OF A FILLED IN GROUP CLUSTER: Lonely Red Confused | Scared Brown / __Tan \ | / | / / Hungry_______FEELINGS___Peaceful \ | / \ h during a later lesson about their special place. During this brainstorming lesson ask students to brainstorm words that describe sights, sounds, smells, and feelings associated with their special place. These lists will be used as descriptive word banksh about the nouns. Direct the students to make the conclusion that descriptive words provide the reader with an exact picture of what the noun looks, feels, smells, and sounds like. Explain to the students that they will be writing a descriptive paragrapWhat kind of smell did the rose have? (fragrant, stinky) What kind of music was it? (rock, classical, jazz) Was the music loud or soft, pleasant or distracting? Hopefully students will realize that the reader could not tell very mucstions: What are some other words that mean the same as big? (enormous, gigantic) What are some other words that mean the same as happy? (delighted, overjoyed) How do you feel when you are hot? (sticky, burning?) tance of descriptive words to "make a picture" of what you are describing. Give the students the following examples: big dog happy boy hot day smelly rose good music Elict a discussion from the students by using the following queriting Folders Spelling test paper (4 per student) Chalk/Chalkboard Pencils TIME: Brainstorming: 20 30 minutes GUIDING STUDENTS: Explain to students that E. B. White used many descriptive words in Charlotte's Web. Discuss the impor / PLACE / | \ SOUNDS | \______WHO/WHAT | SMELLS .PAGE LESSON 4--- PREWRITING Brainstorm descriptive words MATERIALS: Individual Wen the clusters have been completed, ask students to place them in their writing folders. SPECIAL PLACE CLUSTERING MODEL: FEELINGS \ \______ _______COLORS ___________SPECIAL/ Hay Once students have completed the class cluster about Mr. Zuckerman's barn, allow them to make clusters about their own special place. Direct students to use the same categories as in the sample (who/what, smells, sounds, colors, and feelings). Whmpleton __SMELLS_ Fish Heads/ / | || \_Perspiration / | || Pig Slops/ / | \Cow Breath / | Manure/ | | Creaking | Wilber | \\Grain Mud | | of Wood | | \ \ Moo Oink | Charlotte \ \Boots | | Harness | Te \ Hay Neigh__ | / | Rope \ | Horses \SOUNDS | \ \ | / Crackle_____// | || | \WHO/WHAT___Cow / / / | | / | \\ Squish of______/ / MR. ZUCKERMAN'S BARN / | \ / | \ / | \ Honks / | \ | | ____White \ COLORS/ \ / | \____Green \ / | \ / |__Pink \ when they are writing their descriptive paragraphs. .page The teacher and students will brainstorm a list of words that describe sights, sounds, smells, and feelings similar to the one below: SIGHTS: SOUNDS: SMELLS: FEELINGS: colorful blasting fragrant excited gorgeous whiney powerful freezing After this group exercise, ask students to write these four categories on the top of four separate spelling list papers. Next ask studentdents: Both sentences are describing opposites-one winter/summer and the other inside/outside. The description of the school was not modeled as closely as the description of the ocean. Ask students to model this sentence whenmely plain on the outside, but upon entering the walls were alive with color and activity. (This sentence appears on the student worksheet.) Elicit the following conclusions from the stu it was pleasantly cool in summer when the big doors stood wide open to the breeze. Once again, direct students to follow the changes you made when describing a school: The school was extre in Lesson 2. Continue this lesson by placing the following sentence on a chart or the chalkboard: The barn was pleasantly warm in the winter when the animals spent most of their time indoors, and word modeling is used in this lesson since students are writing sentences using a structured model. Ask students to write their own sentence beginning with "It smelled of" on the student worksheet. Students should write about the special place they chose a smell Smell and aroma are synonyns Instead of cooking hot dogs, the word roasting was used--more descriptive Both sentences are very similar in structure. Stephen Dunning calls this type of activity "copy change". However, the owing sentence describing the ocean: It smelled of coconut oil on suntanned bodies and a wonderful aroma of roasting hot dogs. (This sentence appears on the student worksheet.) Elicit such conclusions as: Both sentences describe Place the following sentence on a chart or the chalkboard: "It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows." .page Direct the students to follow the changes you made when creating the follf what you are writing about and also make the reading more enjoyable for the reader. Read the first two paragraphs of Chapter 3 "Escape" aloud to students. Lead a discussion of all the descriptions of Mr. Zuckerman's barn that are found in the passage. barn? o What did the barn smell like? Hopefully students will realize that the reader could not tell very much about the barn at all. Direct the students to make the conclusion that descriptive sentences provide the reader with an exact account oe: I went to the barn. It was noisy. We had fun. Elicit a discussion from the students by using the following questions: o Can you tell how the barn looked? o What kind of noise was in the barn?(cow,radio) o What was in thens in Charlotte's Web and that many of these descriptions can be used as models when writing descriptions of their own. Discuss the importance of descriptive words in sentences to "make a picture" of what you are saying. Give students the following exampl Charlotte's Web by E.B. White Chart/Chalkboard Student Worksheet (included APPENDIX and on the disk under "CHARLOT.WK5") Pencils TIME: 30 Minutes DESCRIPTIONS: Explain to students that E.B. White used many descriptios to brainstorm descriptive words for each category that apply to their special place. Direct students to place their lists in their writing folders for use during Lesson 6. .page LESSON 5--- PREWRITING Model descriptive sentences MATERIALS: writing a description of their special place on the student worksheet. It would be beneficial to direct students to think of two opposites to describe. .PAGE LESSON 6--- COMPOSING Write first draft on the computer OBJECTIVES: LITERATURE-The students will utilize their knowledge of descriptions,as written by E.B. White, to write the first draft of a descriptive paragraph. WRITING-The students will write the first draft of their descriptive paragraph. WORD PROCESSING-The stn. WRITING-The students will respond to each other's first drafts. WORD PROCESSING-There will be no assignment on the computer during the responding activity. Students will use their hard copies from Lesson 6. MODEL CURRICULUM STANDARDS FOR nded that when they don't like the way something "sounds" or they think something needs to be added, they should be prepared to give suggestions. OBJECTIVES: LITERATURE-Students will not be directly involved with Charlotte's Web during this lessoand not criticisms alone. The teacher will need to model and the students practice the types of comments that are desirable. As students continue to participate in response groups they will become less teacher directed. Students should be constantly remis and purposes and eliminate any parts which block reader comprehension. The responding stage activities are very risky for students, especially in the beginning. The teacher will need to stress the importance of making positive comments that are genuine nts and suggestions to the writer about the content or form of what was written. During this lesson groups of students will provide each other with reactions to the first drafts of their writing. The comments will serve to help writers clarify their idea after school. .PAGE Overview--- RESPONDING INTRODUCTION: The responding stage of the writing process allows students to make overt contact with an audience. The reaction of a reader to a piece of writing is usually expressed through questions, statemeents should make copies of the first draft for themselves and one for the teacher. One hard copy should be placed in the individual writing folders. Printing can be noisy and time consuming. The teacher may wish to do this part of the activity before orused. .page Students should save the first drafts on a data disk (approximately one disk for every five students). We suggest each student save his/her file under the name "PROMPT____" (for example, "PROMPTDA" stands for Debbie Atkerson's paragraph.) Stud this is a first draft and should not be perfect. Students should not be concerned with correct spelling, punctuation or mechanics at this time. Before assigning time periods to use the computer, the teacher should discuss the disk management system to be te a paragraph together using the prompts. Direct students to use their clusters from Lesson 3 and word banks from Lesson 4 to formulate ideas for their sentences and their examples from Lesson 5 to structure their sentences. However, remind students thatents that their answers should be in sentences, not just words or phrases. Ensure that all students have an understanding of the word "describe". If needed, the teacher may select a place (one that was not chosen by any student) and allow the class to wrie basic word processing commands with the class. Boot up the disk containing the prompted writing exercise (under the name "CHARLOT.PF") and read each prompt to the class. Discuss the types of answers that would be accepted for this activity. Remind studng Disk Individual Writing Folders TIME: Intro time, 30 minutes Writing time, each childe will need at least 30 minutes of computer time PROCEDURE: Assemble the students so everyone can see the screen of the monitor. Review thudents will use prompted writing to create the first draft. The students will also need to know how to save a file and print a copy on the printer. MATERIALS: Apple II or IIe computer Student Data Disk FrEdwriter Prompted WritiLANGUAGE ARTS-Numbers 9, 10, 11, 12, 13, and 15. Responding is addressed in lesson 7. .PAGE LESSON 7--- RESPONDING Students respond to classmates' writing MATERIALS: Individual Writing Folders Colored pencils or pens Response Group chart (see lesson) Sample paragraph on a chart (see lesson) TIME: 45 Minutes PROCEDURE: Tell students that they will listen to each other's first drafts during their Response Groups. Explain that this is one way they can help eachOverview--- REVISING INTRODUCTION: The revising stage of the writing process allows a writer to "resee" and "rethink" a piece of writing while rereading it, with special emphasis on how effectively the written material communicates the intent to the audie>idth to 65 B. Select

rint menu C. Set First Page Number to 14 D. Set Top Line to:  TECC-15/CIC "Charlotte's Web" Page # each writer is making necessary notes on the paper, not simply listening to oral comments. Ask students to share some compliments and helpful suggestions they received on their work at the end of the lesson. This is CHAR.2; To PRINT: A. Set idth to 65 B. Select

rint menu C. Set First Page Number to 27 D. Set Top Line to:  TECC-15/CIC "Charlotte's Web" Page # lletin board. o Create a diorama of the special place (this could begin during and after Lesson 5). o Share the paragraphs orally with another class or video tape students reading their paragraphs, to be one of the following activities (it is more profitable if everyone in the class is involved in the same activity): o Draw a picture that illustrates the descriptive paragraph and display them in a class book or on a bufts To be decided by teacher (according to activity chosen) TIME: Time varies, depending on the project selected PROJECTS: The teacher should choose the postwriting activity that best suits his/her needs and situation. Ask the students to do g activity. MODEL CURRICULUM STANDARDS FOR LANGUAGE ARTS-Numbers 9, 10, 11, 12, 13, 15, 16, 17, 18, and 19. .PAGE LESSON 10--- POSTWRITING Various projects MATERIALS: Individual Writing Folders Printed copies of final dra the student data disk for the lesson. Disk File: Char.PF   This is a prompted writing file. Do not press the RETURN key while you are in this activity. Press the up and down arrow key (on the //e) or the Control-A and Control-Z (on the ][+) to move from frame frame. Remember, this is a first draft. You will edit and polish this paper later. A DESCRIPTIVE PARAGRAPH the first draft Answer each questions wi_______________________________________ __________________________________________________________________ ________________________________________________________________. SCHOOL The school was extremely plain on the outside, but upon entering the walsmelled of __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ and the wonderful ___________________________ CHARLOTTE'S WEB STUDENT WORKSHEET - LESSON 5 NAME_____________________ DATE______________ OCEAN It smelled of coconut oil on suntanned bodies and the wonderful aroma of roasting hot dogs. It Select P>rint menu C. Set First Page Number to 0 D. Set Top Line to:  TECC-15/CIC "Appendix" Page # E. Set Print Prompts to Yes al letters? YES NO Do I end my sentences with periods, question marks, or exclamation points? YES NO Did I check the spelling of my words? YES NO .page This is CHAR.4 (Appendix); To PRINT: A. Set W>idth to 65 B. look over this check list. Keep revising your paper until you can answer YES to all the questions. Do I have descriptive words in my sentences? YES NO Are my sentences complete? YES NO Do I begin my sentences with capitdent, or it should be posted in the room. Disk File: Char.EVAL Charlotte's Web Evaluation Check List Name_______________________ Date___________________ As you write your paper, OUR PLACE.  You are at the end the file.  If you are finished, save your file as directed by your teacher. Press Control-B to start this activity! .page This file should be either duplicated for each stu DESCRIBE ANY PARTICULAR SMELLS AT YOUR PLACE.. DESCRIBE ANY SOUNDS AT YOUR PLACE. DESCRIBE ANY ACTIVITIES YOU DO AT YOUR PLACE  .page Disk File: Char.PF  DESCRIBE HOW YOU FEEL WHEN YOU'RE AT Yest is ____. .page Disk File: Char.PF   DESCRIBE HOW YOUR PLACE LOOKS.  DESCRIBE THE FIRST THING OR PERSON YOU SEE WHEN YOU ENTER YOUR PLACE. DESCRIBE TWO OTHER THINGS OR PEOPLE YOU SEE AT YOUR PLACE. th at  least one sentence. Use your  clusters to help you think of ideas COPY AND COMPLETE THE FOLLOWING SENTENCE AS YOUR TOPIC SENTENCE:  My special place is ___________. OR The place I remember bls were alive with color and activity. The__________________________________was__________________________ __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ but,______________________________________________________________ __________________________________________________________________ __________________________________________________________________ __AT YOUR PLACE. DESCRIBE ANY ACTIVITIES YOU DO AT YOUR PLACE  DESCRIBE HOW YOU FEEL WHEN YOU'RE AT YOUR PLACE.  You are at the end the file.  If you are finished, save your file as directed  DESCRIBE THE FIRST THING OR PERSON YOU SEE WHEN YOU ENTER YOUR PLACE. DESCRIBE TWO OTHER THINGS OR PEOPLE YOU SEE AT YOUR PLACE.  DESCRIBE ANY PARTICULAR SMELLS AT YOUR PLACE.. DESCRIBE ANY SOUNDS help you think of ideas COPY AND COMPLETE THE FOLLOWING SENTENCE AS YOUR TOPIC SENTENCE:  My special place is ___________. OR The place I remember best is ____.   DESCRIBE HOW YOUR PLACE LOOKS.frame. Remember, this is a first draft. You will edit and polish this paper later. A DESCRIPTIVE PARAGRAPH the first draft Answer each questions with at  least one sentence. Use your  clusters to   This is a prompted writing file. Do not press the RETURN key while you are in this activity. Press the up and down arrow key (on the //e) or the Control-A and Control-Z (on the ][+) to move from frame end my sentences with periods, question marks, or exclamation points? YES NO Did I check the spelling of my words? YES NO p revising your paper until you can answer YES to all the questions. Do I have descriptive words in my sentences? YES NO Are my sentences complete? YES NO Do I begin my sentences with capital letters? YES NO Do I Charlotte's Web Evaluation Check List Name_______________________ Date___________________ As you write your paper, look over this check list. Kee______________________________________________________________. by your teacher. Press Control-B to start this activity!ting as well as your tall tale. You and your partner will do the same for the other members of the group. You and your group will also be working on many other activities relating to the tall tale as your teacher assigns them to you. A listing of these meanings. Think of ways to say the same thing using today's slang terms. 2. Choose words that are unfamiliar to you from the entire story or from your favorite chapter or episode in the story. Find the meanings of these words in your dictionary. Prepawith your partner, others with your group. Read through the listing below in order to complete your assignment. 1. Choose your favorite chapter or episode in the story. Make a chart showing all of the cowboy lingo used in the chapter along with their THE TALL TALE--PECOS BILL AND LIGHTNING STUDENT ACTIVITIES: Welcome to Student Activities. Your teacher will tell you which activities you MUST do and which activities you MAY CHOOSE to do. Some you may do alone or vities will be found in this file. Depending upon you teacher's directions, you may now work on your "Super-Hero" prompted writing, your first draft, your revising, or your activities either on or off the computer. our new file on your group's data disk. You should delete your old file when you save your new one. If you wish to see the listing of activities that go along with the unit, load the file entitled "ACTIVITIES". Any special instructions for specific acti the file with your "Super-Hero" prompted writing. If you are going to edit your draft, boot the program, insert your group's data disk, load your file (if you can't remember the name of your file, call up the catalog), complete your revisions, and save y draft of your tall tale, boot the program and begin to write. When you and your partner are finished save the work on your group's data disk using your tall t tale title or initials. If you use the same name you used for your hero, you will be confusing are going to work on your "Super-Hero" prompted writing load the file entitled "SUPER.HERO" and follow the instructions. When you are finished save your writing on your group's data disk using your hero's name or initials. If you are going to write your 4. Edit/Revise Tall Tale (on the computer) 5. Final copy of tall tale in published form (on or off the computer) 6. Any activities assigned to you by your teacher (on or off the computer) If youyou should complete. However, you and your partner MUST complete the following: 1. "Super-Hero" prompted writing (on the computer) 2. Draft of Tall Tale (on the computer) 3. Participate in Writer's Workshop (in group) activities in located in another file on this disk. Instructions to load the file follow this introduction. .page Because there are many different activities that can be done both in your group and on your own, your teacher will let you know which ones re activities to use in order to present your new words to the class or to another group. EXAMPLE: Riddles, What am I? Write a couplet--two-lined poem that rhymes Make a concentration game matching words to definitions 3. In your groups, or individually, recall the main events in your favorite chapter or episode of the book. Draw pictures showing the events. Each one of you retell the story about your picture on a tape recorder in the order in which themit yourself to American tall tales. Try something new! Try "Sinbad the Sailor" or "Aladdin and the Wonderful Lamp". Your librarian can help you find materials. 20. Read more tall tales in POEM form. Recall your teacher read you "Yarns" by Carl Sandbt the great fight on the mountain in Arizona. 18. Work with your partner to design an invention your super-hero may invent. Make a model, advertise it, describe what it does, and present it to the class. 19. Read more tall tales on your own. Don't lisuch as the rodeos or the fight with Paul Bunyan occurred. .page 17. Work with your partner. One of you be Paul Bunyan writing home to his mother. The other Pecos Bill writing home to his mother. Each of you write a letter from your point of view aboud States for this activity. Label the states in which Pecos Bill traveled. Show your idea of the routes that Pecos Bill may have taken when he led his cattle drives. Also label rivers, mountains, and so forth as well as where you think certain incidents word often. Using your search and replace feature change that repetitive word to a different word. Do this several times. In your Reading Log write about how the meaning was changed as a result of your copy change. 16. Use an outline map of the Uniteto create a newspaper featuring folk tale heroes. (Example: "The South Texas Tabloid"). Headlines might read: "PECOS DRIVES CATTLE TO MARKET!" "PECOS AND BUNYAN CREATE GRAND CANYON!" 15. Choose a paragraph or passage from the story that uses the sameaphs that contain outstanding descriptions and copy them onto the computer. Using your delete key remove the descriptive words. In your Reading Log write about how you feel the meaning is changed as a result of your deletions. 14. Work with your group ions, figurative language, and humor that you can find in the story. Set your book up with meanings where necessary and with colorful illustrations.(Example: Pecos Bill jumped on a bolt of lightning and rode it to the mountain.) 13. Take selected paragrview to the class. Include such questions as: Where were you born? What was your family life like? What was your greatest accomplishment or invention? 12. Make a "Colorful Language" book. Include examples of metaphors, similes, cowboy lingo, descript exaggeration and descriptive language, did they both contain dialogue? 11. With a partner, plan an interview with a folk tale hero for a television talk show. You may use Pecos Bill or any other hero with whom you are familiar. Present your interh showing the similarities between the two stories. Look at it from two points of view: How the heroes are alike in dress, accomplishments, personalities, etc How the stories are written--were they both humorous, did they both contain class or to a small group. .page 9. Write another chapter or episode in the life of Pecos Bill. 10. Read about another tall tale hero such as Paul Bunyan, John Henry, Febold Feboldson. Your librarian can help you find materials. Make a chart or grapose a favorite episode in the book. Make puppets to represent the characters and present a puppet show about the episode. 8. Go back to your Reading Log and locate the dialogue written between Paul Bunyan and Pecos Bill. Polish it and present it to the events occurred. 4. Make cartoon strip about a chapter or episode in the book. Mount them on tagboard for display. 5. Make a diorama of your favorite part of the book. 6. Make a large mural showing the main events in the life of Pecos Bill. 7. Chourg. There are many more in poem form. Try "The Golden Treasury of Poetry" for some examples. EXTENDED READINGS: "They Were Brave and Bold" (Evanstan Illinois) "Sergeant O'Keefe and His Mule Balaam" by Harold W. Felton "Yankee-Doodle's Cousins" by Anne Malcolmson "Arabian Nights" by Andrew Lang "Welsh Legends and Folk Tales" by Gwyn Jones "Yugoslav Folk Tale" by Nada Curcija-Prodanovic "The Magic Drum" by Peter Asbjornsen "Tales from SIlver Lands" by Charles J. Finger great pyramid. The butiful colors of the bateria culture amazzed us when we lookd them under the mikroscipe. tes history. Did youknow that the Vikings beat columbus to the newworld by 1000 years. on the other hand i'm not so sure the sixth graders are trulyinto the spirit of ancient mesomotamias and grease. They wonder waht it was like to have been lost in a save using the title of the file and your inititals (FWF.ONE.LC). Move you cursor arrow to the next paragraph and begin. Remember to look for ALL errors including spelling, capitalization, and puncuation. all the fifth gaders enhjoy studying united sta Word Processing Warm Up Welcome to FUN WITH FRED EXERCISE ONE. Today you will be practicing moving your cursor arrows, deleting, making minor corrections, and saving. When you have finished the exercise or your half hour is over,