Lesson Overview:

In this language lesson, students analyze passages native E.B. White"s Charlotte"s Web and also identify exactly how the adjectives Charlotte used to characterize Wilbur changed his life. Then, students architecture Visual Thesaurus "word webs" to use in a video game where students must guess adjectives used to describe themselves, based upon synonym clues.

You are watching: Words charlotte used to describe wilbur

Instructional Objectives:

students will:

analyze just how E.B. White indirect characterizes Wilbur (through various characters" perspectives) use the visual Thesaurus to define and explore key adjectives from Charlotte"s Web usage the intuitive Thesaurus to recognize adjectives to describe their peers play a game to recognize adjectives by receiving synonym clues


duplicates of E.B. White"s Charlotte"s Web (one every student) student notebooks white board computer systems with Internet access computer printer and record (one sheet per student)

Note: This lesson to be designed as a post-reading task for college student who have actually recently either read Charlotte"s Web or have listened to the novel being review aloud in class.


Analyzing a quotation from Charlotte"s Web:

review aloud Mrs. Arable"s summary of Wilbur top top the opening web page of Charlotte"s Web:

"...one of the pigs is a runt. It"s very small and weak, and also it will never amount to anything. So her father has made decision to do away v it." (p. 1)

have students determine which certain words in this quotation are offered to define or "characterize" Wilbur (i.e., runt, small, weak), and display the intuitive Thesaurus native maps for the words together you discuss how this summary of Wilbur makes readers feeling sympathy for Wilbur native the very very first page of the novel. Asking students, "Based ~ above this quotation, what go Mr. Arable originally plan to perform with Wilbur?"



Exploring the strength of indigenous in Charlotte"s Web:

describe to students the in the story Charlotte"s Web words beat a an effective role. The native Mrs. Arable supplied — runt, small, and weak — were a death sentence because that Wilbur. And also other indigenous — offered by Charlotte — ended up saving Wilbur"s life. Emphasize the the quote in the graph reveal just how Charlotte"s words shaped various characters" impressions that Wilbur.

words the Charlotte offered to explain Wilbur in her spider webs

quotations revealing the influence of every word choice

Visual Thesaurus an interpretation that fits the context

"some" ("some pig")

Mr. Zuckerman: "It says, "Some Pig," simply as clean as have the right to be. There can be no mistake around it. A miracle has happened and a authorize has occurred here ~ above earth, best on our farm, and we have actually no ordinary pig." (p. 80)



"Terrific!" breathed Zuckerman, in joyful admiration. "Edith, you far better phone the reporter ~ above the Weekly Chronicle and also tell that what has actually happened. That will want to know about this. He might want to lug a photographer. Over there isn"t a pig in the entirety state the is wonderful as ours pig." (p. 96)


"And as soon as his audience grew bored, he would spring right into the air and also do a earlier flip v a half twist. In ~ this the crowd would yell and also cheer. "How"s that for a pig?" Mr. Zuckerman would certainly ask, fine pleased through himself. "That pig is radiant." (p. 114-p. 115)


Charlotte: ""Humble" has actually two meanings. It method "not proud" and also it means "near the ground." That"s Wilbur all over. He"s not proud and he"s near the ground." (p. 140)

Analyzing how words impacted Wilbur"s feelings:

choose student volunteer to share the visual Thesaurus interpretations they determined for every of the native in the chart. Read aloud the following quotation and ask students to take into consideration how the indigenous Charlotte provided to describe Wilbur make Wilbur feel around himself:

"When Charlotte"s internet said some PIG, Wilbur had actually tried difficult to look choose some pig. Once Charlotte"s web said TERRIFIC, Wilbur had tried to look terrific. And also now that the internet said RADIANT, the did everything possible to make himself glow." (p. 114)

discuss how Wilbur tried hard to "live increase to" the indigenous (or labels) Charlotte used to explain him. Elicit native students positive, complimentary adjectives that they would favor to "live up to" and also write the resulting perform of native on the plank to serve as a word financial institution for the complying with guessing game. (If students cite common adjectives, you could use the intuitive Thesaurus to find related synonyms the are more advanced vocabulary indigenous for her word bank.)


Playing an adjective guessing game:

organize the course in partnerships. Making use of the word financial institution of totally free adjectives ~ above the board, have actually each student secretly pick one to define his or her partner. have actually students look up the adjective ~ above the visual Thesaurus and print out its web-like word map. There is no revealing the words to partners, have actually each college student tape the word map on his or she partner"s back. The object of the game is because that each college student to assumption: v the adjective recorded to his or her back. College student should easily move about the room asking their classmates to offer them synonym clues around the concealed words. Classmates deserve to supply synonyms of words to the college student (from the word map) without revealing the yes, really word till the college student guesses it.

Extending the Lesson:

As for Charlotte"s Web, I choose animals and also my barn is a an extremely pleasant ar to be, at every hours. One day once I was on my method to feed the pig, I started feeling sorry because that the pig because, like many pigs, he to be doomed to die. This made me sad. Therefore I started thinking of methods to conserve a pig"s life. I had been watching a large grey spider at she work and also was impression by exactly how clever she was at weaving. Slowly I operated the spider right into the story the you know, a story of friendship and also salvation on a farm. Three years after ~ I started writing it, it to be published. (I am not a rapid worker, together you have the right to see.)

As debated in this lesson, words conserved Wilbur"s life. Difficulty students to create an original short story in i m sorry words finish up conserving a character"s life. Just as E. B. White uncovered inspiration in a place familiar to that (his barn), college student should pick settings acquainted to them. What character"s life is in danger? What scenarios threaten his or she life? How can words conserve that character"s life?

See more: Where Does Connor Franta Live Now, Connor (@Connorfranta) · Twitter


assess students" analyses of reading passages disputed in class. assess whether or not students chose ideal definitions of words (to fit the context of the quotations). Check whether or not students correctly established adjectives from the word bank based on synonym clues.

Educational Standards:

Language Arts

Standard 6. Supplies reading skills and methods to understand and interpret a range of literary texts

Level II (Grades 3-5) 1. Provides reading an abilities and methods to recognize a selection of literary passages and texts (e.g., fairy tales, folktales, fiction, nonfiction, myths, poems, fables, fantasies, historical fiction, biographies, autobiographies, chapter books) 3. Understands the simple concept that plot (e.g., key problem, conflict, resolution, cause-and-effect) 5. Understands aspects of character advance in literary works (e.g., differences between main and minor characters; stereotypical characters as opposed to completely developed characters; alters that characters undergo; the prestige of a character"s actions, motives, and appearance come plot and theme)

Level III (Grades 6-8) 1. Uses reading skills and tactics to know a range of literary passages and also texts (e.g., fiction, nonfiction, myths, poems, fantasies, biographies, autobiographies, scientific research fiction, drama) 3. Understands complex elements the plot advance (e.g., cause-and-effect relationships; usage of subplots, parallel episodes, and also climax; development of conflict and also resolution) 4. Understands facets of character breakthrough (e.g., personality traits and motivations; stereotypes; relationships between character and plot development; development of personalities through their words, speech patterns, thoughts, actions, narrator"s description, and interaction with various other characters; just how motivations are revealed)