Multi Text Unit

Charlotte’s Web

By: E.B. White

Image from Google

“You’re terrific as far as I’m concerned,” replied Charlotte, sweetly, “and that’s what counts. You’re my best friend, and I think you’re sensational.” (Page 91)

Allison Pendleton

Candace Poovey

Jennifer Leasure

Kristin Carpenter

Full References for Charlotte’s Web (Novel) and Spiders (Informational Text)

Title: Charlotte’s Web

Author: E.B. White

Illustrator: Garth Williams

Publisher: Harper and Row, Publishers Inc.

Reading Level: 3^rd grade and beyond

Charlotte’s Web was written several years ago in 1952, but it is such a classic story that it is still very much enjoyed by students today. It allows you to see through the various perspectives of many farm animals. Children enjoy being able to be taken into a world of make believe and in this story animals are given the ability to talk and you get to see what they say and the ways in which they act. Since this story is so well loved, children may have already heard the story before they get in the fourth grade, which is the grade we have chosen to do this unit with. The reading level for this story is for 3^rd grade and beyond. Even though they may know the story, I believe it will be beneficial to them to read the story for themselves and interact with it by doing the activities we have planned. They will increase their vocabulary skills by doing activities for 5-7 Tier 2 words for each section. This will help to meet Objective 1.03 of the 4^th grade English Language Arts NCSCOS that says to identify key words and discover their meanings and relationships through a variety of strategies. They will also be meeting Objective 1.04: Increase reading and writing vocabulary through

Word study
Knowledge of synonyms and antonyms
Knowledge of multiple meanings of words
Writing as a tool for learning

Tier 2 words are important for students to learn because they are words that are generally useful and may be applicable to their life, but that they may not use in their everyday language. Students will be doing before, during and after reading activities with this story, therefore, addressing Objective 2.02: Interact with the text before during, and after reading, listening and viewing by:

Setting a purpose using prior knowledge and text information
Making predictions’
Formulating questions
Locating relevant information
Making connections with previous experiences, information, and ideas

Students will also be doing activities that help the students delve into the lives and personalities of different characters in the story. In doing this it may help children to gain new perspectives on given situations and in this particular story develop empathy for others as well as learn valuable lessons on good morals, caring and friendship. This addresses Objective 3.02 in the 4^th grade Healthy Living standards including how to demonstrate empathy for others. Objective 3.01 from the 4^th grade English Language Arts standards will be met as well which includes responding to fiction using interpretive, critical and evaluative processes by:

Analyzing the impact of authors’ word choice and context
Examining the reasons for characters’ actions
Identifying and examining characters’ motives
Considering a situation or problem from different characters points of view
Making inferences and drawing conclusions about characters, events and themes

“They have eight legs, fans, spin silk, and eat other animals.”

Title: Spiders
Author: Nic Bishop

Book Design by: Nancy Sabato

Publisher: Scholastic Inc.

Reading Level: 3^rd and beyond

We chose this informational book on spiders because it will help students better who Charlotte is and give insight into the life of a spider. It tells many interesting facts and meets many of the objectives for goal one in fourth grade science curriculums.

Science — Grade 4

Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation.

Objective 1.01

Observe and describe how all living and nonliving things affect the life of a particular animal including:

Other animals.
Spiders describes how spiders trap and kill their prey

Objective 1.02

Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation.

This text tells of the various types of spiders and how they are the same and how they differ their

Objective 1.03

Observe and discuss how behaviors and body structures help animals survive in a particular habitat.

Spiders explains the special characteristics help spiders to thrive in their environment

Additional Resources:

In the Barnyard by Q. L. Pearce

1990, Silver Press Publishers

Reading Level: Lower elementary

This book describes the behavior of animals such as the rooster, pig, sheep, and duck.

Spider’s Spin Webs by Yvonne Winer

July 1998, Charlesbridge Publishing

Reading Level: 2^nd Grade –Lower 4^th

This is a book of poetry that describes fifteen different types of spiders.

The Private Life of Spiders by Paul Hillyard

Photos: New Holland Publishers

2007, New Holland Publishers

Reading Level: Fourth Grade and Up

Wilbur’s best friend in the story is a spider named Charlotte and this book tells of the many species of spiders, their habitat, the way they live, and shows several close-up photos of them.

Farm Animals by Karen Jacobson

1981, Children’s Press

Reading Level: Kindergarten- Second

This text, like Charlotte’s Web, tells of the many animals that can be found on a farm such as, pigs, cows, chickens, sheep, goats, and horses.

Eyes on Nature : Spiders by Jane Resnick

Photos By: Various Artists

Illustrations By: Robin Lee Makowski

1996, Kid’s Books Inc.

Reading Level: Third Grade

This text is also about spiders and gives much insight into the life of spiders. However, it is on a lower reading level.

Pigs by Lynn Stone

Photos By: Howard, Becky, and Laura Rosenwinkle

1990, Rourke Corporation, Inc.

Reading Level: High Second- Low Third

This text relates to the main character Wilbur, which is a pig. This story gives insight into the life of a pig, including, how they look, were they live, how they are raised, and how they act.

Spiders by Nic Bishop

Book Design by Nancy Sabato

2007, Scholastic

Reading Level: Third Grade

In the text Charlotte, gives the scientific terms of her body parts and this books helps to describe the different body parts of a spider and how they look.

Joyful Noise by Paul Fleischman

Illustrated by Eric Beddow

1988, Library of Congress

Reading Level: 3-5 grades

Joyful Noise is a book of poetry that describes various insects and their characteristics using two voices. We decided to included this book and modify the two voices poem to tell the relationship between Charlotte and Wilbur.

Unit activity	NC Language Arts Grade 4
Through the use of Tier 2 words, students will do vocabulary activities to learn different ways of becoming familiar with these unknown Tier 2 words.	Objective 1.03 Identify key words and discover their meanings and relationships through a variety of strategies.
By participating in the vocabulary activities in this unit, students will learn about synonyms and antonyms for their vocabulary words. They will also encounter different meanings of their words when they use a dictionary to find the definitions.	Objective 1.04: Increase reading and writing vocabulary through Word study Knowledge of synonyms and antonyms Knowledge of multiple meanings of words Writing as a tool for learning
Students will have an opportunity to make predictions about the book Charlotte’s Web before reading. They will be given activities to do while they are reading or listening to the story. They will also participate in activities after they have completed reading a section. They will also be provided the opportunity to think of their own questions to ask their peers.	Objective 2.02: Interact with the text before during, and after reading, listening and viewing by: Setting a purpose using prior knowledge and text information Making predictions’ Formulating questions Locating relevant information Making connections with previous experiences, information, and ideas
Students will read Charlotte’s Web as a fiction text, but will also be given the chance to explore many different non-fiction texts to gain more insight into the different animals that live may live on a farm.	Objective 3.01:Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing the impact of authors’ word choice and context. examining the reasons for characters’ actions. identifying and examining characters’ motives. considering a situation or problem from different characters’ points of view. analyzing differences among genres. making inferences and drawing conclusions about characters, events and themes.

Daily Outline:

Day One

Charlotte’s Web – Before reading.

Students will discuss the cover and the author. They will also discuss other E.B. White text and make predictions based on the cover of the text. (Whole Class) pg. 10

Sect. 1 Ch. 1-3

Define Vocabulary (Individual) pg. 10-11
Examples/Non-examples (Individual) pg. 11
Concept Map (Small group), Journal Writing (Individual) pg. 12

Day Two

Pre-reading activities for Spiders (Informational Text)

KWL (Individual) pg. 13

Read Spiders ( partners)

Double Entry Diary (Individual) pg. 14
Vocabulary for Spiders (Individual) pg. 14

Day Three

Section 2 Ch. 4-6

Define Vocabulary words (Individual) pg. 15
Forms of Words (Partner) pg. 16

Day Four

Templeton Character Sketcher (Partner) pg. 17-18
Discussion Director (Small Group) pg. 19

Day Five

Section 3 Ch, 7-9

Define Vocabulary words (Individual) pg. 20
Forms of Words (Partner) pg. 21

Day Six

Wilbur Character Sketcher (Individual) pg. 22
Diagramming a Spider (Individual) pg. 23-24

Day Seven

Sect. 4 Ch. 10-12

Define Vocabulary words (Individual) pg. 25
Examples/Non-examples (Individual) pg. 26
Have You Ever? (Individual) pg. 26

Day Eight

DED (Individual) pg. 27-28
Charlotte Character Sketcher ( Individual) pg. 29

Day Nine

Sect.5 Ch. 13-14

Define Vocabulary (Individual) pg. 30
Terrific Words in Use (Individual) pg. 30
Introduce Poem for Two Voices (Small groups) pg. 31

Day Ten

Complete Poem for Two Voices (small groups) pg. 31
Perform Poems (Whole Class) pg. 31

Day Eleven

Section 6 Ch. 15-17

Define Vocabulary (Individual) pg. 32
Making Choices Activity (Individual) pg. 33
Alike and Different Activity (Partner) pg. 33

Day Twelve

Sect 7 Ch. 18-19

Define Vocabulary (Individual) pg. 34
Cloze Passage (Individual) pg. 34
Synonyms and Antonyms activity (Partner) pg. 35

Day Thirteen

Introduce “I Poem” (Individual) pg. 35

Day Fourteen

Character Trading Card (Individual) pg. 36-37

Day Fifteen

Section 8 Ch. 20-22

Define Vocabulary (Individual) pg. 38
Applause, Applause activity (Whole Class) pg. 38

Day Sixteen

Charlotte’s Web Internet Workshop (Partner) pg. 39

Day Seventeen

Begin Reader’s Theater – Scenes 1-4 (Whole Class) pg. 40-45
Begin watching Charlotte’s Web movie (Whole Class)

Day Eighteen

Finish Reader’s Theater – Scenes 5-7 (Whole Class) pg. 46-50
Finish watching Charlotte’s Web movie (Whole Class)
Venn-Diagram comparing the movie to the book. (Small Group) pg. 51

Day Seventeen

Culmination of Unit

Final Vocabulary Assessment (Individual) pg. 52-54
Complete “L” portion of Spiders KWL chart. (Individual) pg. 13

Introduction Activity:

Predictions:
To begin this chapter book, students will make predictions about the novel. Students, with teacher guidance, will look at the cover of the novel and discuss the illustrations, author, illustrator, and make predictions about the novel.

1. What do you notice about the cover of this novel?

2. What is the title?

3. What do you think the book is about?

4. Where do you think this story take place at?

5. Who is the author of this book?

6. What other books have we read from this author?

7. How do you think the illustrations are related to the book?

Section One
Chapters One, Two, Three

Vocabulary:

Directions: Find these terrific words from the story Charlotte’s Web and use context clues to predict the meaning of the words. Then look up the definition in the dictionary and create a student friendly definition, one that is easily understood.

Terrific Words

Page #

Student Definition

Runt

Sopping

Weakling

Injustice

Perspiration

Discarded

Appetizing

Terrific Word Activity:

Examples and Non-Examples

Directions: Using the two choices given, decide which one best represents the vocabulary word given.

Which would illustrate what a runt is?
- A puppy that is the smallest of a litter or a puppy that is the largest of a litter?
- Which would describe what sopping means?
  - The girl was wet from head to toe after falling in the pool or the little boy’s feet were wet from playing in a puddle.

Which would describe what a weakling is?
- Wilbur was small and meek when he was born or there is a large and robust pig in the barn?

Which would show injustice?
- The man that robbed the bank was sentenced to twenty years in prison or the lady that mugged me was released from jail without any charges?

Which would illustrate what perspiration is?
- The man giving the speech was wet with sweat or the lady giving the speech was cool and collected?

Which would describe discarded?
- A museum that pride in preserving antiques and items of value or when people are tired of furniture they may take it to the dump to get rid of it?

Which would describe appetizing?
- The bread had green mold growing on it or the spaghetti looked delicious

Activity One~ Part One:

The first activity that students will complete is a concept map. Students will brainstorm ideas and connections that they have to farm life and types of animals that can be found on a farm. Create a Bubble Concept Map (like the one below), and write these ideas in bubbles surrounding Charlotte’s Web.

Activity One~ Part Two:

After students have made the concept map and have read chapters one through three, they are to write a journal entry and include five to six things from the novel that relate to the concept map.

Informational Text
Spiders by Nic Bishop

K-W-L Chart

Activity One:

Directions: You will be completing a K-W-L on spiders. To begin, think about what you know and what you want to know. Write the information that you know in the “K” and what you want in the “W” section of the chart. Once you have read the book think about what you have learned then write that information in the “L” section of the chart.

Spiders~ K-W-L Chart

Activity Two:

Double Entry Diary

Directions: Complete a double entry doing one of each of the following for the book Spiders:

Example: Fact “Most spiders have eight eyes so they can look several ways at once. But a spider can not see as clearly as you.”	My opinion: I don’t think this is true because I think spiders move very fast when I try to squish them.
Question you have or don’t understand	Answer or possible answer from text
Fact from text	Your opinion
Effect (what happened?)	Cause (Why did it happen?)

Vocabulary for Spiders

Directions: Use the glossary at the end on pg 48 of the book to guide you in writing your definitions.

Venom Vocabulary	Pg #	Definition
Dragline	20
Molt	18
Predator	48
Prey	12
Spiderling	42

Vocabulary Activity: Draw an illustration for each of your venom vocabulary words.

Section Two
Chapters Four, Five, six

Vocabulary:

Terrific Words

Page #

Student Definition

1. Grazed

2. Glutton

3. Dejected

4. Blundered

5. Unremitting

6. Untenable

7. Cautious

Forms of a Word

In the following chart, the bolded words are the vocabulary words. The other words written in are possible answers that students may come up with when completing this activity. Students will fill in the missing words to complete the chart for the parts of speech possible.

Noun

Verb

Adjective

grazer

Grazed

grazeable

Glutton

dejectedness

Dejected

deject

blunder

blunderer

Blundered

blundering

unremittingness

unremitted

Unremitting

untenability

Untenable

cautiousness

Cautious

Character Sketcher

Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete an artistic impression of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for you character’s problem.

When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

Templeton

Character Sketcher

You are invited to learn more about Templeton. Please take notes on how Templeton acts and looks.

v To begin, reread the following passages, determine “descriptive words” that capture Templeton’s personality and explain why the words describe Templeton.

v Reread the last paragraph on pg. 29 and the page 30. Which words describe Templeton? __________________________________________

v He acts _____________________because_____________________

______________________________________________________.

Focus on page 29-30 paragraphs one and two.

v Reread the 4^th paragraph on pg. 45 to the end of pg. 46. Which words describe Templeton? _____________________________________________________________

v He acts _____________________because_____________________

______________________________________________________.

Then, use the passages that describe Templeton’s actions and appearance to help you complete an artistic impression of Templeton.

Disscusion Director

(Read Section 2, plus Chapter 7)

Your job is to involve the students in your group by thinking and talking about the selection of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.
Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.

When developing your questions, think about the following main events:

Wilbur’s feelings when no one would talk to him or play with him	How Wilbur felt when he found someone to be his friend.	Wilbur’s thought when he found out how Charlotte gets her food
When Wilbur couldn’t sleep	The arrival of the goslings	Templeton taking the rotten egg
What Wilbur hears Mr. Zuckerman will do to him	The other animal’s reaction to Wilbur searching for his new friend.	Avery trying to take Charlotte

~Only focus on these main events.

~Remember to use thinking questions to get the discussion moving.

Section three
Chapters seven, eight, nine

Vocabulary:

Terrific Words	Page #	Student Definition
Goslings	63
sedentary	60
vaguely	63
oblige	57
summoning	58
Spinneret	58
Boasting	56
Hesitated	56

Forms of a Word

In the following chart, the bolded words are the vocabulary words. Students will fill in the missing words to complete the chart for the parts of speech possible.

Noun	Verb	Adjective
		Sedentary
		vague
	oblige
	hesitate
	boast
	Summon

Character Sketcher

You are invited to learn more about Wilbur. Please take notes on how Wilbur acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Wilbur’s personality and explain why the words describe Wilbur.

Reread page 56-57 ending with the paragraph on the top to page 58. Which words describe Wilbur?__________________________________________

He acts _________________________because_______________________

_____________________________________________________________.

Reread page 61. Which words describe Wilbur? _____________________________________________________________

_____________________________________________________________

He acts_____________________because___________________________

_____________________________________________________________

Spider Diagram

Students will study the vocabulary for the parts of a spider’s body. After spending sometime on these vocabulary words, they will fill out their own spider diagram as an assessment.

Spider Vocabulary

Legs	chelicerae
Eyes	palps
Hair	cephalothoraxes
spinnerets	abdomen

Section 4

Chapters ten, eleven, twelve

Vocabulary

Terrific Words	Pg #	Student Definition
Affectionately	67	kindly, lovingly
Boasting	74
Drowsed	75

Descended

Neglected

Sensational

Examples and Non-Examples

Directions: Using the two choices given, circle the one that best represents the vocabulary word given.

Which is an example of acting affectionately?

Giving your brother a hug or teasing your sister?

Which situation shows someone boasting?

Thanking someone for a gift or showing off your good grade to the class?

If you were at a play and you drowsed would you be

Sleeping or laughing?

In which situation would you have descended?

Going up in an airplane or jumping off a diving board into a pool?

What would you be doing if you neglected your dog?

Playing fetch with him or paying no attention to him while he is barking?

Which event would be most sensational?

Meeting a famous person or listening to a boring lecture?

Have you Ever?

Directions: Please read carefully and answer the following:

1. Describe a time when you acted affectionately towards someone.

2. What might you say if you were boasting?

3. If you drowsed during a movie, what would you be doing?

4. In which direction would you be going if you descended in an airplane?

Name a time when you or someone else neglected to do something.

Name an experience that you believe would be sensational.

Double Entry Diary :

You will write each entry so that it looks something like this table:

Quote from the book (words, quotes, passages).

Please include the page and paragraph.

What it means to me

Here are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #. Quote	Connections or reactions to recorded statement Reaction (How you feel about the quote)
Quote	Connection (Self, Text, World)
Quote/Picture	Inference (What you think it means)
Quote	Question
Prediction	What really happened (You will complete this after you know.)
Question you have or don’t understand	Answer or possible answer from text
Fact from text	Your opinion
Effect (what happened?)	Cause (Why did it happen?)
Author’s Craft (simile, metaphor, personification)	Explanation of what it means and how it adds importance to the passage

Directions: Please choose 3 significant passages from Ch. 10-12 and write reactions to them in a Double Entry Diary (DED). Think about the following as you prepare to write your entries:

What might Charlotte’s plan be to fool Mr. Zuckerman? Make a prediction after reading page 67.
Effect and Cause concerning the explosion
Charlotte’s web
Mrs. Zuckerman’s feelings about Charlotte
Templeton’s attitude about the plan to save Wilbur’s life

Here is an example of a DED from Ch. 10-12

Page 72 paragraph 3

Quote: “That’s a fine spider and I’m going to capture it.”

Reaction: I hope Avery doesn’t capture Charlotte because that would mean she would be taken away from her friend Wilbur and she might not get to help him.

Page 81 Paragraph 3

Quote: “ It’s just a common grey spider.”

Reaction: This may be true but she seems rather clever to me.

Page 86 Paragraph 7

Question: What does idiosyncrasy mean?

Possible answer: The goose, gander and goslings are always repeating themselves in the story. This may be a habit or something they can’t help doing.

Charlotte Character Sketcher

You will be learning about Charlotte. Think about the following traits as you read Chapters 10-12:

Skillful	Clever	Leader
Orderly	Witty	Determined

Implied Character Traits (3)

(Trait) _________________ p.______ par.________

(Explanation or proof of trait)

_________________________________________________________________________________

(Trait) _________________ p.______ par.________

(Explanation or proof of trait)

_________________________________________________________________________________

(Trait) _________________ p.______ par.________

(Explanation or proof of trait)

_________________________________________________________________________________

Character’s Goal: _______________’s goal is to_____________________

___________________________________________________________

Problem: _______________’s problem is_________________________________________________

____________________________________________________________________________________

Solution or Possible Solution:

____________________________________________________________________________________

Section Five
Chapters Thirteen and Fourteen

Vocabulary:

Terrific Words

Page #

Student Definition

1. Admiration

2. Astonishing

3. Tattered

4. Radiant

5. Aeronaut

103

6. Thrashing

106

7. Enchanting

107

Terrific Words In Use…

Directions: Students are to complete the sentences using the correct Terrific Word.

I have a lot of ____________________ for Fern. She stood up to her father and saved Wilbur’s life.
The American flag should never be __________________ or torn.
Many people told the bride that she looked _____________________.
The little boy was _________________ on the floor during his temper tantrum.
The night sky is _____________________.
An _________________ is a person that operates aircraft or can be used to describe types of spiders.
His team had an ___________________ performance last night.

Activity One:

A Poem for Two Voices

Directions: After reading chapter thirteen and fourteen, students are to write a poem for two voices. Students are to work in groups of two. One student is to write there part of the poem as Charlotte and the other student is to write the part of Wilbur. If there is one group of three, the other voice can be Templeton. The poem should be structured to illustrate the relationship between Charlotte and Wilbur, and in the event of an odd number of students in a group, Templeton.

Refer to the book Joyful Noise by Paul Fleischman.

For more information on how to write A Poem for Two Voices, view the following web sites:
http://www.writingfix.com/PDFs/Comparison_Contrast/Poem_Two_Voices.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson391/two-voice.pdf

Activity Two:

Once students have completed their poems and have peer reviewed the poems, they are to perform them in front of the class.

Section six

Chapters Fifteen, sixteen, seventeen

Vocabulary

Terrific Words

Page #

Student Definition

1. Monotonous

113

2. Versatile

116

3. Scampered

124

4. Crouched

127

5. Politely

134

6. Blatting

130

7. Grumbled

122

Making Choices

If any of the things I say might be examples of times I might need to crouch, say “Duck.” If not, don’t say anything.

1. Ball flying at my head

2. Walking through a door

3. Before jumping up in the air

4. In the crawlspace of a house

If any of the things I say might be reasons to grumble, say “Ah, man.” If not, don’t say anything.

1. Doing the dishes

2. Watching TV

3. Playing Video Games

4. Doing homework.

Alike and Different

What is alike or different about these words:

Grumbled and politely?

Crouch and Squat?

Blatting and grumbled?

Versatile and monotonous?

Section seven

Chapters eighteen, Nineteen

Vocabulary

Terrific Words	Pg #	Student Definition
Crept	138
Detected	138
Shrunk	144
Nifty	144	Neat, skillful, stylish
Gorge	148
Murmured	149
Commotion	153

Vocabulary Activities

Cloze Passages

Directions: Fill in the blanks with your terrific vocabulary words to create a sentence that makes sense.

I heard a lot of _______________ , so I _______________ downstairs to see what was going on.
Children often ________________ on candy at Easter and Halloween.
She didn’t think her shirt would fit anymore, as it appeared to have __________ in the dryer.
She _______________ to her mother that she ______________ a bad odor coming from the pig farm.
The purse I just bought is rather ____________ because it has a place for everything including a water bottle.

Synonyms and Antonyms

Synonym	Word	Antonym
	Crept
	Detected
	Shrunk
	Nifty
	Gorge
	Murmured
	Commotion

Creating an I Poem

Directions: Use what you have learned about Templeton so far to create an I Poem for him. Please use the following format:

Stanza One
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)

Stanza Two
I pretend (something you pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)

Stanza Three
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)

Character Trading Cards

You are invited to create a character trading card for a self selected character in the story. You will think about the following questions before creating your trading card. After you have thoroughly examined your character you are to create a trading card complete with a description of the characters appearance and actions, personality traits, the characters thoughts and feelings, quotes by the character, what you like and what you dislike about the character, a personal connection you have with the character, and an artistic representation.

Questions to consider before making your trading card:

1) What are the characters most important thoughts?

2) What does the character look like?

3) How would you describe the characters personality?

4) What do you like most about the character?

5) How does the character get along with other characters?

6) What problems or conflicts does the character encounter?

Front of the trading card:

Artistic Representation

Name:

Setting:

Appearance:

Personality Traits:

Quote:

Back of the trading card

Characters thoughts and feelings:

What I like about the character:

What I dislike about the character:

My personal connection:

Section eight

Chapters twenty, twenty-one, twenty-two

Vocabulary:

Terrific Words

Page #

Child Friendly Definitions

pompous

155

extraordinary

155

distinguished

157

sundry

157

phenomenon

157

magnificent

158

radiant

158

gorge

169

Vocabulary Activity: Applause! Applause!

Clap to show much (not at all, a little bit, a lot) you would like to be described by the word radiant.
- magnificent
- pompous
- distinguished

Charlotte’s Web Internet Workshop

1. Go to the following website and answer the following questions.
http://www.watersheds.org/farm/pigfarm.htm

1. Compare and contrast this farm to the Zuckerman’s farm. Give specific examples of how they are alike and how they are different.

2. Charlotte’s Web was written in 1952 (58 years ago!), what do you think it was like to be a farmer in 1952? And after reading about Steve Young’s Pig farm, what do you think it would be like to be a farmer today?

3. How is Wilbur’s life different than the pigs that live on this farm? Explain.

2. Other sites for reference:

http://www.watersheds.org/farm/pigfarm.htm

http://www.kidinfo.com/science/barnyard_animals.html

These website gives students detailed information of the many farm animals that are in the novel Charlotte’s Web.

Reader’s Theatre

Adapted from http://teacher.scholastic.com/activities/flashlightreaders/charlottesweb/popups/playscript.htm

As a class, students will read through the Reader’s Theatre for Charlotte’s Web as a review of the book, before watching the movie of the book.

Cast of Characters

The People
Narrators 1, 2, and 3
Fern Arable	a girl who lives on a farm
Avery Arable	Fern’s younger brother
Mr. Arable	Fern’s father
Mr. Zuckerman	Fern’s uncle
Mrs. Zuckerman	Fern’s aunt
Lurvy	the Zuckermans’ farmhand
Fair Official

The Animals
Wilbur	a pig
Charlotte	a spider
Templeton	a rat
Bitsy and Betsy	cows
Gussy	a female goose
Golly	a male goose; Gussy’s husband
Baby Spiders 1, 2, and 3

Part I

SCENE 1

Narrator 1: A spring thunderstorm jolts Fern Arable awake in the middle of the night. Peering out of her bedroom window, she notices a light flickering in the barn.

Narrator 2: Worried, Fern creeps out to the barn. She sees her father bent over something. Suddenly, her face brightens.

Narrator 3: Suckling tight against a sow are nine new piglets. Mr. Arable brings the tenth piglet to the last teat, wipes his brow, and sits back.

Narrator 1: Just then, a tiny pink runt appears and squirms over to its siblings. Weak and small, but fiercely determined, it clambers on top of them, searching for food.

Narrator 2: Fern’s father sighs and goes to his wall of tools.

Fern: What are you doing?!

Mr. Arable: Fern! Go back to bed.

Narrator 3: He picks up a hand axe and the runt.

Fern: NO! It’s not fair! It couldn’t help being born small!

Mr. Arable: There are 11 pigs and only ten teats. The sow can’t feed it.

Fern: Then I will!

Narrator 1: She snatches the pig.

Fern: I’ll feed you and care for you… (staring at her father) and absolutely will not let you kill him!

SCENE 2

Narrator 2: A month later, Fern and her parents sit in their kitchen. Next to Fern is the runt, now a healthy young pig named “Wilbur.”

Mr. Arable: Fern, it’s time for the pig to go. I can’t have you keeping what will soon be a 200-pound pet around the house.

Fern: I promised I’d take care of him.

Mrs. Arable: How about Uncle Homer? I think he could probably use a pig at a good price. And Wilbur would be right next door.

Narrator 3: The next morning, Fern solemnly carries Wilbur next door to the farm of her uncle, Homer Zuckerman.

Fern: You’ll make lots of new friends here. Just be yourself.

Narrator 1: Fern tearfully pulls herself away and runs to the waiting school bus.

Narrator 2: Wilbur squeals and begins to ram the fence. A board snaps and he takes off.

Betsy: Ooh, look, Bits. Pig’s out.

Bitsy: He sure is… out of his mind.

Narrator 3: The bus disappears over a crest. As Wilbur hangs his head, Lurvy appears.

Lurvy (trying to sound hypnotizing): You love the pen. You want to go baaaack to the pen . . .

Narrator 1: Wilbur looks past Lurvy to the thing that’s really hypnotizing him: Mr. Zuckerman, banging on a pail of slop with a wooden spoon.

Golly: Don’t fall for it!

Narrator 2: Wilbur steps into the pen and takes a long drink of slop.

Betsy: Hear that, Bits? Pig’s in.

Bitsy: He’s in all right. Insane.

Narrator 3: A few days later, Wilbur wriggles and splashes in the mud.

Wilbur: This is great! Anyone want to join me?

Narrator 1: None of the animals do. Dejected, Wilbur plops down next to his trough.

Narrator 2: A rat appears and starts shoving food into his mouth.

Wilbur: Hi there. My name’s Wilbur. Do you have a name?

Templeton: Of course I do. It’s Templeton.

Wilbur: You wanna play, Templeton?

Templeton: For so many reasons, no. see, I don’t “play.” I gnaw, I spy, I eat, I hide. Me, in a nutshell.

Narrator 3: Templeton disappears under the trough. That night, Wilbur lies in the cold, dark barn.

Wilbur: Goodnight. Goodnight? Gooodniiiiight…

Narrator 1: An older female voice rises from the darkness.

Charlotte: You won’t be doing that all night, will you? I’m trying to concentrate.

Wilbur: I can’t sleep unless someone tells me good-night.

Charlotte: Goodnight. Okay? All better now?

Wilbur: Please tell me where you are. Can’t you see I’m lonely?

Charlotte: Shhhhh. You think you’re the only one around here who’s alone? Go to sleep. We’ll converse tomorrow.

Wilbur: Converse?

Charlotte: “Chat.”

Narrator 2: The next morning, Wilbur stares impatiently at the horizon.

Wilbur: Okay! It’s morning! Would the party who addressed me last night kindly make herself known!

Charlotte: Shhhh! Pipe down and I’ll come out.

Betsy (under her breath): Wish she’d stay in.

Bitsy: They eat their young, you know.

Gussy: Eight spindly-indly legs. And fangs. Ugh…

Narrator 3: A large, gray spider lowers herself from the corner of the doorway.

Charlotte: I think this is the part where I say … salutations.

Narrator 1: Wilbur’s smile fades. He hangs his head and turns.

Wilbur: Oh. Okay. I’ll leave.

Charlotte: “Salutations,” Wilbur, is just a fancy way of saying “hello.”

Wilbur: Oh. Hello! What’s your name?

Charlotte: My name is Charlotte.

Wilbur: Great name. Hey, since you’ve said salu… you know, that word… does that mean we’re friends?

Charlotte: I suppose it does.

Wilbur: Yyyyyyeah!

Golly (to Gussy): Poor kid. He’s got no idea what’s going to happen to him.

Gussy: Nor should-should-should he. Let him enjoy himself while he can.

SCENE 3

Narrator 2: Spring soon turns to summer. Wilbur is happy in the company of his new friend, and enjoys daily visits from Fern.

Narrator 3: One evening, Fern notices Avery closing in on Charlotte.

Avery: Heeeerrrreeee, spidey-spidey-spidey.

Fern: Don’t you touch her, you little toad!

Narrator 1: Ignoring her, Avery slams a jar down over Charlotte. Wilbur charges into Avery’s knees, sending him stumbling back into the trough. There is a dull explosive noise, followed by a wretched smell.

Narrator 2: Avery has stepped on a rotten goose egg that Templeton was storing in his lair. Avery drops the jar and runs out, gagging.

Templeton: Oh, that stinks good.

Narrator 3: All of the animals glare at Templeton. Breathing only through her mouth, Bitsy scolds him.

Bitsy: Now wook wha oove dun. Ugh.

Wilbur: It saved Charlotte, didn’t it?

Templeton: Hear that, toots? You owe me one.

Charlotte: Actually, it was Wilbur who did most of the saving.

Templeton: Ironic, isn’t it? He’s saving you, and they’re saving him for Christmas.

Wilbur: Templeton, what are you talking about?

Templeton: Come winter, the farmer will be checkin’ you in to the old smokehouse hotel. And the only “checking out” that happens is when people gather around and say, “Check out that yummy sausage!”

Narrator 1: Wilbur trembles. He looks at Charlotte.

Wilbur: Is it true?

Charlotte: Sadly, yes.

Wilbur: I don’t want to die! I want to live!

Charlotte: And you will. I’m going to save your life, Wilbur.

Wilbur: How on earth can you possibly do that!?

Charlotte: I don’t know. But I’ve made you a promise and promises are something I never break.

Part II

PROLOGUE

Golly: Last time we saw all of you, Wilbur had finally made a friend on the farm — Charlotte, the spider.

Bitsy: But it turns out that not having any friends was the least of Wilbur’s problems.

Golly: That’s right. The farmer, Mr. Zuckerman, has plans to cook Wilbur up for a Christmas feast.

Gussy: Charlotte promised Wilbur that she’d save his life. But we all know it’s awfully hard-hard-hard to change a farmer’s mind…

SCENE 4

Narrator 1: Lurvy, the farmhand, freezes in front of Wilbur’s pen. His slop bucket drops, and he stumbles backward.

Narrator 2: A short time later, Wilbur opens his eyes to find Lurvy, the Zuckermans, and the Arables staring at the corner above his pen.

Mrs. Zuckerman: It’s a miracle. A bona fide miracle.

Narrator 3: Written into Charlotte’s web are the words “SOME PIG.”

Narrator 1: Soon, a large crowd of neighbors, townspeople, journalists, and photographers are clamoring around Wilbur’s pen.

Narrator 3: But as the days go by, the crowd shrinks. Charlotte calls an animal meeting.

Charlotte: Now, as we’ve all witnessed, if it’s written, humans believe it. But humans have very short attention spans, and there is too much time between now and Christmas. Certainly enough time for Zuckerman to find his affection for a pig losing out to his hunger for ham. I must get another word written before we lose momentum.

Narrator 1: The animals call out suggestions for Charlotte’s next word.

Charlotte: Wilbur, look around and tell me how you feel.

Narrator 2: Wilbur looks around at all the smiling, friendly animals. He grins.

Narrator 3: Two days later, an even bigger crowd is gathered around Wilbur’s pen. Flashbulbs go off as Wilbur proudly poses beneath the word “TERRIFIC.”

Mr. Zuckerman: Folks, don’t forget to buy yourselves “some” apples and Zuckerman’s “terrific” berries while you’re here!

SCENE 5

Narrator 1: Fall arrives. Lying on a pile of leaves one afternoon, Fern overhears her uncle talking to Lurvy.

Mr. Zuckerman: First thing tomorrow, I want you to take a look at that smokehouse chimney. Have to get a jump on that if we want it workin’ before the freeze.

Narrator 2: Stunned, Fern looks at Wilbur, who faints. She runs home.

Fern: They’re still thinking of eating him? If I had known this was what they were going to do to him, I wouldn’t have sold him!

Mr. Arable: It’s what happens to a pig on a farm, Fern. You know that. And there’s nothing you can do about it.

Narrator 3: Fern storms off. A few days later, she sees a flier for the county fair. She has an idea…

Narrator 1: Meanwhile, Charlotte has spun a new message into her web: “RADIANT.” Another crowd appears — the biggest yet.

Mr. Zuckerman: I’ve decided to enter Wilbur in the county fair!

Mrs. Zuckerman: What gave you that idea?

Narrator 2: Mr. Zuckerman glances at the flier he found on his tractor seat that morning.

Mr. Zuckerman: Just came to me.

Mr. Arable: Fair’s got rules and guidelines for swine. They’re supposed to be, you know … big.

Mrs. Zuckerman: He’s right. It’ll take nothing short of a miracle for this pig to win.

Mr. Zuckerman: And what do you think we’re standing here looking at?

Wilbur: Did you hear what they said, Charlotte? I’m going to the fair! I’m practically saved.

Charlotte: That’s very good. You’ll have to tell me all about it when you come back.

Wilbur: What do you mean?

Charlotte: I have work to do. Work that I must do alone.

Wilbur: But — I can’t go without you.

Charlotte: Sure you can. You said it yourself. You’re saved.

Narrator 3: But the day before the fair, Charlotte hears Mr. Zuckerman say that if Wilbur doesn’t win, at least he’ll be good for 50 dollars worth of bacon and ham. Breathing hard, Charlotte makes her way to Wilbur’s traveling crate.

Gussy: Are you okay-kay-kay?

Charlotte: Evidently, people feel entitled to devour animals no matter how radiant or terrific they are.

Betsy: Looks to me like you need your rest, sweetie.

Gussy: Someone in your-your-your condition ought not to be travelin’.

Charlotte: I have to do what must be done at the fair.

SCENE 6

Narrator 1: At the fair, Templeton pops his head into Wilbur’s stall.

Templeton: Whoa! Have you seen the beast next door? I think his mama was part hippo! He’s a shoo-in.

Charlotte: We’ll just have to work twice as hard to show the “finest” pig isn’t necessarily the “fattest.”

Wilbur: Charlotte? If I don’t win the prize, they’re gonna…

Charlotte: But you will win. And Zuckerman will be very proud, and he’ll keep you around to remind him of that feeling.

Narrator 2: Charlotte stops to catch her breath. Wanting as many word choices as possible, she sends Templeton out to collect scraps of paper. Hopefully, he’ll find a scrap with just the word she needs.

Templeton (giving her a scrap): Well, your highness, you satisfied or what?

Charlotte: Yes. This is the perfect word. (quietly, to herself) The last one I shall ever write.

Narrator 3: In the morning, Wilbur looks uncertainly at the web.

Wilbur: Is it true? I don’t really feel I deserve any of the things you’ve written about me.

Charlotte: Then it is the perfect word.

Narrator 1: Wilbur notices that Charlotte is sitting on a large peach-colored ball.

Wilbur: Hey, what’s that?

Charlotte: This is my magnum opus — my great work. It’s a 27-layer thick, nutrient-filled, waterproof egg sac. It holds 514 eggs.

Wilbur: Wow! You’re gonna have 514 children?

Charlotte: If all goes well, yes. (sadly) Of course, they won’t show up till next spring.

Wilbur: Why do you sound so down in the dumps? This is great news!

Narrator 2: Just then, the Arables and Zuckermans appear.

Mrs. Arable: The web!

Mr. Arable: “HUMBLE.” Hmm. If that’s not a prize-winner, I don’t know what is.

Narrator 3: Mrs. Arable, however, is pointing in horror at a blue ribbon hanging on the pen of the gigantic pig next to Wilbur.

Mrs. Zuckerman: This is an outrage! Our little Wilbur may be small, but he’s got character! Anyone can see that!

Mrs. Arable: And did that pig draw this crowd? I think not!

Narrator 1: They stare at the ribbon in disbelief, unaware of the crowd heading their way.

Fair Official: Mr. Zuckerman? Could you come with me, please?

Narrator 2: The crowd cheers as the Arables and Zuckermans escort Wilbur to the grandstand.

Fair Official: Folks, I think we all remember the start of the summer when the writing appeared on the web in Mr. Zuckerman’s barn, proclaiming that this was “some pig.” It has happened again, here at our very own “humble” county fair, where he has attracted a record-breaking crowd. I am honored to present a very special award, created specifically for this occasion: a check for 100 dollars and this handsome medal, a token of our awe and our appreciation.

Narrator 3: The official hands the microphone to Mr. Zuckerman.

Mr. Zuckerman: What can I say about our pig here that hasn’t already been said? There is no denying that our little Wilbur is surrounded by something bigger than all of us. It’s a miracle — in a time when we really don’t see many miraculous things.

Narrator 1: Later, Wilbur settles into his straw, pleased and relaxed.

Wilbur: Won’t it be great to be back home?

Charlotte: I won’t be going back to the barn, Wilbur. I’m dying.

Narrator 1: You see, most spiders have a one-year life span. They are born in the spring and die the next spring.

Wilbur: What? But… you can’t die!

Charlotte: I can and I will. We are born into this world, we live, and when our time comes, we die. This is the natural cycle of life.

Wilbur: You’ve done so much for me — isn’t there anything I can do for you?

Charlotte: Oh, Wilbur. You already have. You made me your friend.

Narrator 2: Mr. Zuckerman’s truck pulls up.

Charlotte: Goodbye, my sweet, sweet Wilbur.

Narrator 3: Wilbur’s eyes water. He simply nods, knowing this is the last time he will ever see Charlotte.

SCENE 7

Narrator 1: Fall turns into winter, and winter into spring. Wilbur and the other animals take turns sitting beside Charlotte’s egg sac, which Wilbur carried home from the fair. Finally . . .

Wilbur: They’re here!

Narrator 2: Wilbur adores the tiny spiders. One day, a gust of wind blows through the barn and they all scurry to the outdoor fence.

Narrator 3: Wilbur arrives just in time to see one stand on its head and spin a silk balloon that carries it into the air.

Wilbur: Wait! Wait!

Narrator 1: As baby spiders fill the air, Wilbur becomes frantic. In despair, he returns to the barn. Then he hears a little voice.

Baby Spider 1: Salutations!

Narrator 2: Wilbur looks around.

Baby Spider 1: I’m up here!

Baby Spider 2: So am I!

Baby Spider 3: Me too! We’d like to stay. We like it here.

Baby Spider 2: And we like you, too.

Narrator 3: Wilbur watches his three new friends weave their webs.

Wilbur: You’ve chosen a hallowed doorway in which to spin your webs. This was your mother’s doorway. She was loyal, brilliant, and beautiful, and she was my friend. So to you, her daughters, I pledge my friendship forever.

Narrator 1: Wilbur loved his new friends, but he missed Charlotte, too.

Narrator 2: But he knew that being friends means that no matter where life takes you, you carry a piece of that friendship with you. Then you pass it on!

Adapted from the Paramount Pictures/Walden Media Film. Screenplay by Susannah Grant and Karey Kirkpatrick, based on the film story by Earl Hamner Jr.

Students will watch the movie of Charlotte’s Web, then they will complete a Venn Diagram comparing the movie and the book.

Venn Diagram retrieved from http://www.classroomjr.com/wp-content/uploads/2010/01/2-circle-venn-diagram-blank-231×300.gif

Final Vocabulary Assessment

Matching: Match the correct definition with the word. Put the letter on the line.

_____1. Little movement, to be sitting	A. Blunder
_____2. A young or baby spider	B. Runt
_____3. To move violently	C. Sedentary
_____4. To give little or no attention to.	D. Nifty
_____5. The smallest or weakest of a litter.	E. Spiderling
_____6. A careless mistake	F. Neglect
_____7. Ability to change easily	G. Thrashing
_____8. Neat, skillful, stylish	H. Versatile

Multiple Choice

Directions: Please circle the correct choice.

If you were acting affectionately towards someone, you would not be:
1. Giving them a hug
2. Picking a fight with them
3. Complimenting them

If you were boasting about your grades, you would be
1. Bragging about how good they are
2. Telling others how terrible you did
3. Telling others that your grades are your business and they are private

If you drowsed during a play, you would be
1. Laughing at how funny it is
2. Snoozing or falling asleep
3. Crying because of a sad scene

If a plane descended while you were in it, you would be
1. Going up towards the sky
2. Doing a trick
3. Going down towards the ground to land

If you neglected your homework, you would
1. Not have done it
2. Completed it on time
3. Have turned it in

If you think that a dress looks sensational, you would
1. Never purchase it
2. Think it was gorgeous
3. Put it in the washing machine

Give Definition and Write Sentence

Instructions: Student’s are to write a definition, in their own words, for each Terrific Word and then use that word in a complete sentence.

1. Admiration
2. Astonishing
3. Tattered
4. Radiant
5. Aeronaut
6. Thrashing
7. Enchanting

Examples and Non-Examples

Directions: Circle the choice that best represents each of your terrific words.

1. crept

She ran outside to meet her friend.

Or He sneakily walked down the stairs.

2. detected

He noticed a stain on his favorite shirt.

Or He could not find his new pair of jeans.

3. shrunk

Her shirt appeared smaller in size after she got it out of the dryer.

Or The balloon Increased In size as it was blown up.

4. nifty

Her computer never seemed to work right.

Or Her computer was the neatest gift she received of all.

5. Gorge

His stomach felt empty because he didn’t eat much dinner.

Or He ate as much food as his stomach would hold.

6. Murmured

The teacher could not understand the boy because of how he talked.

Or The girl screamed when a bee stung her on the arm.

7. Commotion

The neighbors complained about all the noise next door.

Or She got so much work done because of the peace and quiet.

Alike and Different

Directions: Tell what is alike and/or different about these words:

1. Grumbled and politely?

2. Crouch and Squat?

3. Blatting and grumbled?

4. Versatile and monotonous?

5. Magnificent and radiant?

6. Pompous and Extraordinary?

7. Glutton and grazed?

Rubric

Activity/Criteria

Points Earned/ Total possible points

KWL

All columns are completed.
Effort is apparent when composing facts for K and L columns.
- Thought is apparent when composing questions for W column.

/10

Pre-reading Activities

Concept Map of Farm Life is completed
Participation in predictions and discussions are evident

/10

Chapters 1-3

Journal entries show thoughts and ideas.

Vocabulary Activities for Sections 1 through 8

Definitions written in student’s own words “student friendly”
Activities are correct and complete

/40

(5 per section)

DED (Sections 1 and 7)

Appropriate amount of journal entries are included.
Journal entries show thoughts and ideas.
Specific quotes from book are listed for all entries.

/30

(15 points each)

Discussion Director

Thoughtful questions asked
Use main events provided for questions
Participation in discussion

/20

Spider Diagram

Parts labeled correctly

(1 point per part)

Character Sketchers (Wilbur, Charlotte, and Templeton)

Traits are included and thorough.
Page numbers are included.
Artistic representation is complete and thoughtful.

/15

(5 points each)

A Poem for Two Voices

Poem is complete and thorough
Class performance of poem
Poem clearly represents each character

/15

(5 points each)

I Poem

Poems show students thoughts and ideas
Artistic Representation is complete and thoughtful

/15

Character Trading Card

Includes required information
Artistic Representation is complete and thoughtful

/10

Internet Workshop

Student answers all questions completely and thoroughly

/15

Reader’s Theater

Participates in reading assigned part

(1 point per scene)

Venn Diagram

At least 5 differences for movie, 5 differences for book, and 5 similarities.

/15

(5 per section)

Final Assessment

Questions are answered correctly

/35

(1 point per question)

Total

/250

Resources:

For activity one part one:
Dr. Frye, http://re4030.wordpress.com

For activity one part two:

https://www.msu.edu/~zenkcarl/CW%20Activity%201.html

A Poem for Two Voices
http://www.writingfix.com/PDFs/Comparison_Contrast/Poem_Two_Voices.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson391/two-voice.pdf

Spider Diagram
www.google.com

Venn Diagram retrieved from http://www.classroomjr.com/wp-content/uploads/2010/01/2-circlevenn-diagram-blank-231×300.gif

Clip art gathered from Microsoft Word program and Google images.

Reader’s Theater Adapted from http://teacher.scholastic.com/activities/flashlightreaders/charlottesweb/popups/playscript.htm

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Kristin Carpenter's Blog

Multi Text Unit

Jennifer Leasure

Terrific Words

Vocabulary Activities

Synonyms and Antonyms

Creating an I Poem

Examples and Non-Examples

Directions: Circle the choice that best represents each of your terrific words.

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