Charlotte's Web

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

What do you know about what life is like on a farm, for both humans and for animals? What kind of work must humans do daily to care for the animals? What kinds of animals live on a typical farm? How might these animals raised in captivity fare if they escaped or had to live in the wilderness?

Teaching Suggestion: Some students may have more familiarity with farms that raise animals, but even those who have never visited a farm may speculate about the types of animals and the task of raising/caring for them that humans on a farm face daily. This question can help students connect to the setting and the human and personified animal characters in the novel. To engender further student thinking on these topics, you may encourage them to consider—from the personified animals’ perspectives—the contrast between freedom and captivity, having one’s needs provided versus having to hunt for oneself, and the sense of community among species (Strong Bonds of Friendship) that exists on the farm for these animals that would not necessarily be present in the wild for them.

• “The Farm” by Joyce Sutphen is a descriptive poem from the point of view of a child that details farm life and the way the various aspects of the farm work together in synchronicity.
• “1950s Farm Life” is a home-footage video of the Filey family farm in the 1950s, providing a glimpse into the daily life of farming during that era.

Short Activity

Write a short poem or descriptive paragraph about a time you befriended a non-human creature or thought about doing so. Consider sharing your perception of the animal’s perspective of this encounter in addition to your own. If you have not had this experience, create a fictional account of it.

Teaching Suggestion: This activity connects to the novel’s theme, The Strong Bonds of Friendship. As Fern develops an instant bond with Wilbur, both she and Wilbur are shaped by their friendship and care for one another. Thinking through and writing out this activity can help students create a personal connection with two of the novel’s main characters.

• “HABRI—Human Animal Bond Research Institute” is an institution focused on the nature of relationships between humans and animals and how these bonds can be beneficial for both. The linked site features a variety of categorized, short research articles that might appeal to students.
• “The History of Human-Animal Interaction” is an encyclopedia article which details the complex history of how humans and animals have related over time.

Differentiation Suggestion: In their responses, English language learners can choose to write a poem or descriptive paragraph in their first language or incorporate a mixture of their first language and English as they see fit. Consider allowing students who are talented/interested in visual arts to create a storyboard or graphic novel section in lieu of a formally written response.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

Wilbur is a pig who believes in enjoying the beauty of life and is always acutely aware of its Fleeting Nature. Do you feel that life is fleeting? Why or why not? What do or can you do to celebrate and enjoy the beauty of life?

Teaching Suggestion: These questions are designed to prepare students for some of the more sensitive aspects of the novel’s plot and themes, including the prospect of Wilbur’s death and Charlotte’s eventual death in the novel’s conclusion. These can also help make Wilbur’s perspective and many of the statements he makes about his desperation to stay alive more accessible to students who have not pondered these somewhat complex topics previously.