E-BCFN36 – Charlotte’s Web – Chapter 22 Part 2: Pages 177-184

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.

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:

How Spiders Use Electricity to Fly:

Theocratic Connections:

Activity 1 – Reading Chapter 22 Part 2: Pages 177-184 (10 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 emotions does Wilbur experience when Charlotte’s children begin to hatch, and how does he express these emotions?”
How did Wilbur react when the baby spiders started flying away? Why?”
“How does Wilbur’s interaction with the three spiders who choose to stay reflect his growth as a character?”
“As time went on, what happened every spring?”
“Did Wilbur replace his love for Charlotte with the new love he had for her children? How do you know?”

Activity 3 – Watch and Discuss: How Spiders Use Electricity to Fly Video (5 minutes):

Watch the video and then ask students the following questions to check their comprehension:

True or False: “The atmosphere holds a positive electric charge while Earth’s surface holds a negative charge.”
“Do opposite charges attract or repel each other?” (Answer: Repel)
“When the positive and negative charges attract each other, this creates an electric field. When spiders use this electric field to fly, what is it called?” (Answer: Ballooning)
“What does a spider do to secure itself?” (Answer: It drops an anchor silk)
“How do spiders know when the conditions are right for ballooning?” (Answer: It raises its two front legs in the air, and uses special fine hairs to sense wind and electrical conditions—sort of like a built-in weather station.)
“If the conditions are right for flying, what does the spider do?” (Answer: The spider ‘tiptoes’ on its back legs, raises its abdomen, and releases its silk to the air. [Side Note: The video doesn’t mention it but the silk is -negatively- charged])
“True or False: The spider lifts into the air using the force it gains from the electric field and wind.”

Activity 4 – Discuss Favorite Chapter Assignment (5 minutes):

Ask students to choose their favorite chapter and be prepared to share which one it is and why with their classmates in the final class.

Also, remind students to bring their true friend report performance to the next class.

Assessment:

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