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Charlotte’s Web Book Overview

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Charlotte's Web Book

Charlotte’s Web Book Overview

by TeachThought Staff

Today’s product Pick Of The Day is a childhood classic on almost every self-respected reading list in the United States (and many beyond): Charlotte’s Web book by E.B. White.

(The following links are affiliate links–which have zero to do with recommending Charlotte’s Web or any other book or product we offer but it does dictate the websites we link from. You can read more about our Affiliate Policy here.)

Charlotte’s Web Plot Summary

via Wikipedia

After a little girl named Fern Arable pleads for the life of the runt of a litter of piglets, one spring morning, her father gives her the pig to nurture, and she names him Wilbur. She treats him as a pet, but a month later, no longer small, Wilbur is sold to Fern’s uncle, Homer Zuckerman. In Zuckerman’s barnyard Wilbur yearns for companionship but is snubbed by the other animals. He is befriended by a barn spider named Charlotte, whose web sits in a doorway overlooking Wilbur’s enclosure. When Wilbur discovers that he is being raised for slaughter, she promises to hatch a plan guaranteed to spare his life. Fern often sits on a stool, listening to the animals’ conversation, but over the course of the story, as she starts to mature, she begins to find other interests.

As the summer passes, Charlotte ponders the question of how to save Wilbur. At last, she comes up with a plan, which she proceeds to implement. Reasoning that Zuckerman would not kill a famous pig, Charlotte weaves words or short phrases in praise of Wilbur into her web, making the barn, and pig, a tourist attraction, with the web believed to be a miracle. At the county fair, to which he is accompanied by Charlotte and the rat Templeton, Wilbur fails to win the blue ribbon, but is awarded a special prize by the judges. Charlotte, by then dying as barn spiders do in the fall, hears the presentation over the public address system and knows that the prize means Zuckerman will cherish Wilbur for as long as the pig lives, and will never slaughter him for his meat. She does not return to the farm with Wilbur and Templeton, remaining at the fairgrounds to die, but allows Wilbur to take with him her egg sac, from which her children will hatch in the spring.

Wilbur waits out the winter, a winter he would not have survived but for Charlotte. Delighted when the tiny spiders hatch, he is devastated when most leave the barn. Three remain to take up residence in Charlotte’s old doorway. Pleased at finding new friends, Wilbur names one of them Nellie, while the remaining two name themselves Joy and Aranea. Further generations of spiders keep him company in subsequent years.

Charlotte’s Web Themes

Friendship, Death, Sacrifice, Love, Loyalty, Continuity of Life, Rebirth, Devotion

Charlotte’s Web Characters

Wilbur, Charlotte A. Cavatica, Fern Arable, Templeton, Avery Arable, Homer Zuckerman, Wilbur, Henry Fussy, Stuart Little, Uncle

Charlotte’s Web Book Data

Title: Charlotte’s Web

Publisher: Harper Collins

Author: E.B. White

Publication Date: October 15, 1952

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Length: 192 pages

ISBN: 9780060263850. ISBN 10: 0060263857

Lexile Level: 680L

Charlotte’s Web needs no introduction for most Western readers, but if you do, the publisher’s description is below. You can also find more TeachThought Recommended Books.

Charlotte’s Web Publisher Description

“Don’t miss one of America’s top 100 most-loved novels, selected by PBS’s The Great American Read.

This beloved book by E. B. White, author of Stuart Little and The Trumpet of the Swan, is a classic of children’s literature that is “just about perfect.” Illustrations in this ebook appear in vibrant full color on a full-color device and in rich black-and-white on all other devices.

Some Pig. Humble. Radiant. These are the words in Charlotte’s Web, high up in Zuckerman’s barn. Charlotte’s spiderweb tells of her feelings for a little pig named Wilbur, who simply wants a friend. They also express the love of a girl named Fern, who saved Wilbur’s life when he was born the runt of his litter.

E. B. White’s Newbery Honor Book is a tender novel of friendship, love, life, and death that will continue to be enjoyed by generations to come. It contains illustrations by Garth Williams, the acclaimed illustrator of E. B. White’s Stuart Little and Laura Ingalls Wilder’s Little House series, among many other books.”

You can find the book it here on Amazon and here on BookShop.org.

External links on our website may be affiliate links that could result in us receiving compensation (payment) when you traverse the link. Regardless of affiliate links, we never share products or services that we don’t believe you’ll find valuable in some way, shape, or form and you can always get around this and ensure that all profit goes to retailers by searching retailers directly for apps, products, and other services we recommend rather than using the links we’ve provided. The following links are affiliate links. You can read more about our Affiliate Policy here.

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Life

A Framework To Support Schools In Preparing For Coronavirus

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A Basic Framework To Support Schools In Preparing For Coronavirus

by TeachThought Staff

TeachThought is going to gather the latest news, data, resources, and recommendations for Coronavirus/COVID-19 and share that information here. We will continue to update the information as often as is relevant to support teachers, schools, and districts in responding to the virus.

What is the Coronavirus/COVID-19?

According to the CDC, “Coronavirus disease 2019 (COVID-19) is a respiratory illness that can spread from person to person. The virus that causes COVID-19 is a novel coronavirus that was first identified during an investigation into an outbreak in Wuhan, China.”

The Role of Schools In Preparing For Coronavirus

As a global entity, the concept and practice of public education gathers hundreds of millions of students together in small spaces every day. This makes it an easy way for viruses to spread, which is why on March 4th, 2020, Italy announced that all public schools would be closing until at least March 15th, 2020.

While schools face challenges every year in keeping students, teachers, and staff healthy due to viruses like the flu, the common cold, and other diseases, viruses, and infection, the Coronavirus represents a unique challenge due in part to misunderstanding of the virus (including misinformation, propaganda, fear, etc.) but also the fact that while not a ‘global super bug,’ it is indeed nearly three and a half times more deadly than the already deadly common flu strains schools experience every year.

“Schools, working together with local health departments, have an important role in slowing the spread of diseases to help ensure students have safe and healthy learning environments. Schools serve students, staff, and visitors from throughout the community. All of these people may have close contact in the school setting, often sharing spaces, equipment, and supplies. To prepare for possible community transmission of COVID-19, the most important thing for schools to do now is plan and prepare. As the global outbreak evolves, schools should prepare for the possibility of community-level outbreaks. Schools want to be ready if COVID-19 does appear in their communities.”

The role of schools, then, might include four main parts: Prepare, Communicate, Educate, Support

General Overview Of Recommendations For Schools To Prepare For Coronavirus/COVID-19

The following info is sourced in part from research overviews and summaries of data and information provided by the Center for Disease Control in the United States, the World Health Organization, and the US Department of Education.

Prepare

Have a clear and science-based plan for your school that responds to the most recent scientific data about the most urgent needs (i.e., public health and safety). This obviously includes everything from communicating with families and transporting students to curriculum and instruction delivery, online learning, and more.

Communicate

Communicate with families now to begin preparations for an outbreak in your school and community, then and update that message continuously with new information as it emerges. School and district websites and social media platforms like twitter and facebook are obviously effective methods of doing this but you will likely need a multi-facted approach as not every family is likely to be on a single platform where they can all access critical data.

Educate

Clearly communicate the evidence-based facts and data about the Coronavirus–the mortality rate and how that compares to the common flu, how the COVID-19 virus is spread, what they should do if they feel sick, etc. In other words, stick to science and medicine rather than worry, social media, news, and policies.

For example, the most evidence (as of March 14th, 2020) shows that COVID-19 is more dangerous the more common seasonal flu (with a mortality rate 3.4% compared to the seasonal flu which is around 1%) and so far seems to spread more easily spread as easily. This helps contextualize what’s happening biologically. Then, help the students (who are children and lack life experience) to frame that data as well–not over-reacting to it but also seeing it as a very real threat to the health and well-being of anyone in contact with the virus.

Support

Reduce potential transmission of virus and support teachers and students throughout the process with resources and information about how to stay healthy and what to do if they become ill.

Do whatever possible to limit the spread of the virus (from educating communities to closing schools when appropriate).

Encourage staff and students to stay home if they’re sick. Obviously this is complicated for teachers who may lack paid leave days at this point in the school year, and even more complicated for many families who don’t have access to childcare.

Everyone in the school should turn away from anyone around them and cover their mouth and nose with the crook of their arm when they cough or sneeze.

Teach students how to properly wash their hands and make sure they have the resources (e.g., soap, paper towels, etc.) and access to bathrooms to do so especially before eating.

Encourage students to keep their hands out of their ‘T-Zone’–their eyes, nose, and mouth. This is how the COVID-19 makes its way into the body. Make sure they understand that.

In the next post, we will provide more specific CDC recommendations for preparing for COVID-19 in your school and district.

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50+ Specific Recommendations On How Schools Can Prepare For Coronavirus

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Specific Recommendations On How Schools Can Prepare For Coronavirus

by TeachThought Staff

TeachThought is going to gather the latest news, data, resources, and recommendations for Coronavirus/COVID-19 and share that information here. We will continue to update the information as often as is relevant to support teachers, schools, and districts in responding to the virus.

What is the Coronavirus/COVID-19?

According to the CDC, “Coronavirus disease 2019 (COVID-19) is a respiratory illness that can spread from person to person. The virus that causes COVID-19 is a novel coronavirus that was first identified during an investigation into an outbreak in Wuhan, China.”

The following info is sourced in part from research overviews and summaries of data and information provided by the Center for Disease Control in the United States.

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For Schools Who Do Not Confirmed Cases Of COVID-19

Childcare and K-12 school administrators nationwide can take steps to help stop or slow the spread of respiratory infectious diseases, including COVID-19:

  • Review, update, and implement emergency operations plans (EOPs). This should be done in collaboration with local health departments and other relevant partners. Focus on the components, or annexes, of the plans that address infectious disease outbreaks.
    • Ensure the plan includes strategies to reduce the spread of a wide variety of infectious diseases (e.g., seasonal influenza). Effective strategies build on everyday school policies and practices.
    • Ensure the plan emphasizes common-sense preventive actions for students and staff. For example, emphasize actions such as staying home when sick; appropriately covering coughs and sneezes; cleaning frequently touched surfaces; and washing hands often.
    • Ensure handwashing strategies include washing with soap and water for at least 20 seconds or using a hand sanitizer that contains at least 60% alcohol if soap and water are not available.
    • Reference key resources while reviewing, updating, and implementing the EOP:
    • Develop information-sharing systems with partners.
      • Information-sharing systems can be used for day-to-day reporting (on information such as changes in absenteeism) and disease surveillance efforts to detect and respond to an outbreak.
      • Local health officials should be a key partner in information sharing.
    • Monitor and plan for absenteeism.
      • Review the usual absenteeism patterns at your school among both students and staff.
      • Alert local health officials about large increases in student and staff absenteeism, particularly if absences appear due to respiratory illnesses (like the common cold or the “flu,” which have symptoms similar to symptoms of COVID-19).
      • Review attendance and sick leave policies. Encourage students and staff to stay home when sick. Use flexibility, when possible, to allow staff to stay home to care for sick family members.
      • Discourage the use of perfect attendance awards and incentives.
      • Identify critical job functions and positions, and plan for alternative coverage by cross-training staff.
      • Determine what level of absenteeism will disrupt continuity of teaching and learning.
    • Establish procedures for students and staff who are sick at school.
      • Establish procedures to ensure students and staff who become sick at school or arrive at school sick are sent home as soon as possible.
      • Keep sick students and staff separate from well students and staff until they can leave.
      • Remember that schools are not expected to screen students or staff to identify cases of COVID-19. The majority of respiratory illnesses are not COVID-19. If a community (or more specifically, a school) has cases of COVID-19, local health officials will help identify those individuals and will follow up on next steps.
      • Share resources with the school community to help families understand when to keep children home. This guidance, not specific to COVID-19, from the American Academy of Pediatrics can be helpful for familiesexternal icon.
    • Perform routine environmental cleaning.
      • Routinely clean frequently touched surfaces (e.g., doorknobs, light switches, countertops) with the cleaners typically used. Use all cleaning products according to the directions on the label.
      • Provide disposable wipes so that commonly used surfaces (e.g., keyboards, desks, remote controls) can be wiped down by students and staff before each use.
    • Create communications plans for use with the school community.
      • Include strategies for sharing information with staff, students, and their families.
      • Include information about steps being taken by the school or childcare facility to prepare, and how additional information will be shared.
    • Review CDC’s guidance for businesses and employers.
      • Review this CDC guidance to identify any additional strategies the school can use, given its role as an employer.

Childcare and K-12 administrators can also support their school community by sharing resources with students (if resources are age-appropriate), their families, and staff. Coordinate with local health officials to determine what type of information might be best to share with the school community. Consider sharing the following fact sheets and information sources:

  • Information about COVID-19 available through state and localexternal icon health departments
  • General CDC fact sheets to help staff and students’ families understand COVID-19 and the steps they can take to protect themselves:
  • CDC Information on COVID-19 and children
  • CDC information for staff, students, and their families who have recently traveled back to the United States from areas where CDC has identified community spread of coronavirus:

For questions about students who plan to travel, or have recently traveled, to areas with community spread of COVID-19, refer to CDC’s FAQ for travelers. Schools can also consult with state and local health officials. Schools may need to postpone or cancel trips that could expose students and staff to potential community spread of COVID-19. Students returning from travel to areas with community spread of COVID-19 must follow guidance they have received from health officials. COVID-19 information for travel is updated regularly on the CDC website.”

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How To Wash Your Hands Properly

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How To Wash Your Hands

How To Wash Your Hands Properly

by TeachThought Staff

Washing your hands is something we’ve all done since we were children.

As a result, it’s a mostly thoughtless reflex and process that hopefully works but—well, it’s hard to know for sure. Aside from visible ‘dirt,’ it’s nearly impossible to know exactly how clean your hands actually are.

According to the CDC, it’s not terribly complicated; it’s about washing your hands properly—every millimeter—thoroughly, then drying with a clean towel. (Then, further, not touching any contaminated surfaces like faucet handles or door knobs, afterward.)

The CDC explains, “Washing your hands is easy, and it’s one of the most effective ways to prevent the spread of germs. Clean hands can stop germs from spreading from one person to another and throughout an entire community—from your home and workplace to childcare facilities and hospitals.

5 Steps For Washing Your Hands Properly

1. “Wet your hands with clean, running water (warm or cold), turn off the tap, and apply soap.

2. Lather your hands by rubbing them together with the soap. Lather the backs of your hands, between your fingers, and under your nails. (See image above.)

“To date, studies have shown that there is no added health benefit for consumers (this does not include professionals in the healthcare setting) using soaps containing antibacterial ingredients compared with using plain soap 910. As a result, FDA issued a final rule in September 2016 that 19 ingredients in common “antibacterial” soaps, including triclosan, were no more effective than non-antibacterial soap and water and thus these products are no longer able to be marketed to the general public. This rule does not affect hand sanitizers, wipes, or antibacterial products used in healthcare settings.”

3. Scrub your hands for at least 20 seconds.

Need a timer? Hum the “Happy Birthday” song from beginning to end twice. (TeachThought Ed note: Be thorough and ‘big picture’ oriented when teaching this trick to children because, while useful, in our experience with younger students it can encourage them to focus on the song and ‘having sung the song twice’ rather than the actual cleaning process itself.)

4. Rinse your hands well under clean, running water.

5. Dry your hands using a clean towel or air dry them.”

You can also see the video below for more information.

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