E-BCFN16 – Charlotte’s Web – Chapter 9 – Part 2: Pages 60-65

How do FreeNode lessons work?

FreeNodes are instructor-led schooling lessons with a unique approach, granting you the freedom to independently teach using a personalized lesson plan. This autonomy enables you to tailor your lessons to suit students’ individual needs, learning styles, and interests.

To use a FreeNode, read the provided class outline & follow the formatting provided for each class. Make sure to touch on the Theocratic Connection in each class. Follow the outline closely so it is aligned with our main at-home curriculum.

How Do I Use the FreeNode?

Read this lesson plan before class to familiarize yourself with the ideas and concepts you’ll be teaching the students. You may print this page out if you need to use it as a reference point during live classes.

This lesson is a guide, but feel free to expand on the content or decrease/increase what you teach depending on the learning levels of the students in your class or the amount of time you have to cover the material.

Can I show videos in FN classes?

Yes, feel free to include additional material to supplement the class lesson material. Videos, Physical Objects, Games, Activities, etc. are okay to share in live classes.

Videos should have no advertisements or logos and should be viewed by you before showing them to the students to ensure no offensive or questionable content is included.

The video should make up only 1-3 minutes of the live class and should not take the place of instructor-led instruction. Videos should be supplementary only.

How do bookmarks work?

Bookmarks help you keep track of lessons you’re going to teach in future live classes. The bookmarks you see are for all your bookmarked lessons across all grades.

You can bookmark a lesson by visiting the lesson you want to bookmark and clicking the “bookmark” button in the bookmark section.

You can remove a single bookmark by visiting a lesson you’ve bookmarked and clicking the “bookmark” button again to unbookmark it.

You can clear all of your bookmarks by clicking the “clear all bookmarks” button. Be careful, this will erase all of your bookmarks.

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Class Lesson Plan

Student Objectives:

  • Take turns reading pages or paragraphs in the book to practice their reading skills.
  • Identify who the main characters and settings of the story are.
  • Understand the moral lessons presented in the book.
  • Be able to summarize the story in their own words.

Video Links:

  • Truffle Hunting Pig:

Theocratic Connections:

*NOTE: Cover this theocratic connection after considering the discussion questions for this part of the chapter.*
Since this part of the chapter highlights a lamb speaking harshly to Wilbur, discuss Ephesians 4:29 and encourage students to consider the following article on the power of the tongue after class:

Activity 1 – Reading Chapter 9 – Part 2: Pages 60-65 (15 minutes):

Open the story in the Bookclub bookcase and have students take turns reading the rest of the chapter.  Assign character roles if appropriate.

Activity 2 – Discussion (10 minutes):

Ask students the following questions:

  • “What does Charlotte explain to Wilbur about her web-building skills and anatomy that helps him understand why he can’t make a web?”
  • “What do we learn about the complexity of Charlotte’s web-making process through her descriptions?”
  • “In this chapter Charlotte compares her life to the lives of others. She says people “rush, rush, rush, every minute . . . I stay put and wait for what comes. Gives me a chance to think.” Think about your own lifestyle. Do you rush from one activity to the next, or do you have time at home to relax and think? Which do you enjoy more, going from place to place or spending time relaxing and thinking? Which do you think is more important? Why?”
  • “When Charlotte and Wilbur are talking one of the lambs walks in and calls Wilbur smelly. How does Wilbur react to that? How would you feel if you were Wilbur?”
  • “The lambs often say unkind things to Wilbur speak harshly to him. Why do you think that is?”
  • “Earlier in the chapter, the narrator said that Wilbur’s smell attracts flies that Charlotte can eat. So it is true that Wilbur is smelly, but being called smelly makes Wilbur feel embarrassed and sad. Why is it unkind for the lamb to point out that Wilbur is smelly even though it’s true?”

Activity 3 – Watch and Discuss: Truffle Hunting Pig Video (5 minutes):

Ask students the following question:

  • “Have you ever tried a truffle before? What did you think?”

(Optional) Bonus Activity: If students are creating a “Charlotte’s Words” dictionary, remind them to add “sedentary” and any other new words from this chapter.

Assessment:

Assess student understanding of the story’s moral through participation in discussions, completion of reflection questions, and identification of key concepts presented.