Maricela Rodriguez AMANECER PRIMARY CENTER, LOS ANGELES, CA
2nd Grade ELA : Unit #5 - Charlotte's Web: A Chapter Book Study : Lesson #24

It's The Hour of Triumph!

Objective: SWBAT ask and answer questions to understand key details about a literary text.
Standards: RL.2.1 RL.2.3 RL.2.10 SL.2.1 SL.2.1b
Subject(s): English / Language Arts
60 minutes
1 Introduction - 10 minutes

Context and Overview

Today, we proceed with reading the next chapter of Charlotte's Web, "The Hour of Triumph." I have created text dependent questions to help my students read closely to understand the key details of the chapter. Part of understanding the key details is understanding what the word triumph means, so I make sure to spend time on this with students today.

We will also meet for Socratic Seminar today. We will look closely at a quote for the students to analyze and write about.

Opening Activity

After sharing the objective from the rug, I ask the students, "What happened at the end of the last chapter?" I want to remind them of how the characters are getting ready to stand on stage with Wilbur to get their special prize. This is what keeps Wilbur alive, and it is important for my students to understand this. Reviewing helps my students get focused and helps them make connections from the old knowledge to the new knowledge.

In addition, I am asking my students what they think the word triumph means. I am wondering what knowledge they have about it. If they have a deep understanding of the word, then I can skip the teaching of it. I will transcribe their responses of the word triumph on a chart and go from there.

2 Reading The Hour of Triumph - 30 minutes

Now we are reading the chapter with Text Dependent Questions. The questions hone in on why Wilbur is being honored. Questions 2-6 are basically asking the same question about different characters, so the questions can be asked in one in you prefer: "how are the characters feeling?"

In asking the questions, I want to draw attention to why Wilbur is being honored. I have created a Chart to compare and contrast how he has been described in the beginning and how he is being described at the end. I record the words on the chart that are used to describe him in the beginning.

As we read this chapter, I transcribe the words used to describe Wilbur. What is my point? My point is to show how Charlotte influenced their perception of Wilbur for the better because the words used by the announcer are the words Charlotte wrote on her web. Her plan worked brilliantly.

On page 157, I pause to read closely at the following quote:

“Spiders are very clever at weaving their webs, but needless to say spiders cannot write.”

“Oh, they can’t, can’t they?” murmured Charlotte to herself.

There are two reasons for me doing so. First, this quote shows how Charlotte fooled everybody. Second, I will be asking the students to read this quote closely to analyze. I want my students to fully comprehend why this is the hour of triumph for the Charlotte, the unseen hero.

On student clearly understands they are giving the award to the wrong person.

3 Socratic Seminar - 10 minutes

Now, I gather the students on the carpet. I review the rules for participation and the process by which I expect my students to hand off to each other. I have two charts posted in my classroom that they can reference to review our expectations during the seminar.

In addition, I am attaching a document that fully details how I implement Socratic Seminar in my classroom in case you are interested in learning more: Socratic Seminar Rules.

We have various questions to discuss. The first one is what the word triumph means. I have them Pair Share this question to add variety to the Socratic Seminar.

Then, we get into discussion of Why This Is The Hour of Triumph For Charlotte?

Additionally, I want to take my students to dig deeper into understanding why Wilbur is being honored. Yes, everyone thinks he is an unusual pig who fools people he can write on webs and in doing so he brings many people to the farm and the County Fair, increasing their money revenue. However, we also start to think about the real, unsung hero at this point: Charlotte.

Before the students go back to the tables, I pass out the quote we will be looking at closely.

4 Writing Response: Why Is This the Hour of Triumph For Charlotte? - 25 minutes

To begin this writing process, I ask my students to read the quote:

“Spiders are very clever at weaving their webs, but needless to say spiders cannot write.”

“Oh, they can’t, can’t they?” murmured Charlotte to herself (p. 157).

Even though we have discussed it, I ask them to read it again. Repetition is an important practice in working with English Language Learners. And, in this case, I am having them work with a quote and so it makes sense to read it again.

I take the time explain what a quote is. I have my students paste the quote to their journal. They will write their Response underneath it.

In their writing, I am looking for them to explain why this is the hour of triumph for Charlotte. I look for them to provide evidence from the book.

Here are some of examples:

I give support in terms of helping them paste the quote in their journals. Also, some will need me to repeat how to start the writing. Others will need support with spelling words.

Why Is This The Hour of Triumph for Charlotte?
Writing Across the Disciplines

How did my students do with the writing assignment?

Let's look at a few samples. First, in the piece, Why Is This The Hour of Triumph? 3, the student points out Charlotte's plan works. I find it interesting she uses the word prank. She uses it correctly to state how she fools everyone into believing that Wilbur is terrific, radiant, magnificent and some pig!

Next, in the piece, WhyIsThisTheHourofTriumph?8, I am struck by her last sentence. The first sentence basically states similar things as the above. But her last sentence states how Charlotte wrote special words, and now Wilbur is those words. She is getting an important point that we become what we believe.

In the piece, WhyIsThisTheHourOfTriumph?2, I see the work prank again. This time written as a verb, pranking. The student doesn't explain how Charlotte pranked the people. The student basically lists how Charlotte saves Wilbur.

Lastly, in the piece WhyisThisTheHourofTriumph?9, the student writes how the words written on the web meant something. I wished he had expanded on this idea. He ends his writing with how Charlotte did not write the word crunchy. Yeah, that would not have been a good word to write on the web.

I feel my students understood the power of words Charlotte used on the web because they made the difference in saving Wilbur's life.

5 Whole Group Sharing - 7 minutes

Now that we have spent time reading and discussing why this is the hour of triumph for Charlotte, a few of my students will share their work with the whole group.

Here are examples of their shares:

I have a system to provide students structure when giving speakers feedback.

  • Two Stars: Two students share specifically what they liked about the content of their work.
  • A Wish: Another student shares what specifically they wish the writing can be improved.

Keeping the feedback in this manner keeps the experience positive and friendly. Students feel safe to share and to take in the feedback that is given.