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Created byMadison Daniel
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The Web of Friendship: A Student-Led Documentary Project

Grade 4EnglishPhilosophy12 days
This 4th-grade project bridges literary analysis and philosophical inquiry as students explore the meaning of "true friendship" through the lens of Charlotte’s Web. After identifying key friendship traits in the text, students develop open-ended interview questions and practice active listening to gather diverse perspectives from their school community. The experience culminates in the production of a student-led documentary that synthesizes literary themes and real-world stories to inspire kindness and connection throughout the school.
FriendshipCharlotte’s WebDigital StorytellingPhilosophical InquiryActive ListeningLiterary Analysis
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use the lessons from Charlotte’s Web and the diverse voices of our school to create a video that defines and inspires "true friendship" for our community?

Essential Questions

Supporting questions that break down major concepts.
  • How do Charlotte and Wilbur’s actions define what it means to be a 'true friend' versus just an acquaintance?
  • What are the most important ingredients in a lasting friendship?
  • How can we translate the philosophical themes of 'Charlotte’s Web' into meaningful interview questions for our peers?
  • How does listening to diverse perspectives change or strengthen our own definition of friendship?
  • In what ways can digital storytelling (video) help us spread a message of kindness and connection throughout our school?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze the characters of Charlotte and Wilbur to identify specific traits and actions that define "true friendship" versus "acquaintance."
  • Students will formulate open-ended philosophical questions about friendship to use in a peer interview process.
  • Students will practice active listening and interview techniques to gather and record diverse perspectives from the school community.
  • Students will synthesize literary themes and community interviews into a cohesive video narrative that communicates a message of kindness.
  • Students will use digital storytelling tools to create a media project tailored for a specific audience (the school community).

Common Core State Standards (ELA)

CCSS.ELA-LITERACY.RL.4.3
Primary
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).Reason: Students must analyze the relationship between Charlotte and Wilbur to understand the 'ingredients' of friendship before they can create their interview questions.
CCSS.ELA-LITERACY.SL.4.1
Primary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.Reason: The core of this project involves collaborative discussion to develop questions and the actual interviewing of peers.
CCSS.ELA-LITERACY.W.4.4
Secondary
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.Reason: Students will need to draft a script or a storyboard for the video that organizes their findings and interviews for the school audience.
CCSS.ELA-LITERACY.SL.4.5
Supporting
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.Reason: The final product is a digital video, requiring students to use multimedia to enhance the theme of friendship.

CASEL Social and Emotional Learning Framework

CASEL: Relationship Skills
Secondary
The ability to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.Reason: This aligns with the Philosophy/SEL aspect of the project, focusing on the ethics of friendship and social connection.

Entry Events

Events that will be used to introduce the project to students

The Missing Ingredient Lab

Students enter to find a 'Friendship Lab' where a scientist (played by the teacher) claims to have found the formula for the perfect friend, but one 'secret ingredient' is missing. Students must examine Wilbur and Charlotte's relationship to find clues and then develop interview questions to find the 'missing ingredient' from their school community.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Friendship Formula Lab Report

Building on the 'Friendship Lab' entry event, students will act as 'Friendship Scientists.' They will work in small groups to dissect specific chapters of Charlotte's Web, looking for 'chemical reactions' (interactions) between Charlotte and Wilbur. They will identify specific thoughts, words, and actions that demonstrate true friendship versus just being an acquaintance.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Re-read assigned chapters (e.g., Chapter 5 or Chapter 21) looking specifically for interactions between Charlotte and Wilbur.
2. Identify three specific 'Ingredients of Friendship' (e.g., Sacrifice, Encouragement, Loyalty) based on Charlotte’s actions.
3. Find one quote from the text for each ingredient that proves its importance.
4. Create a visual 'Formula Chart' showing how these ingredients helped Wilbur grow as a character.

Final Product

What students will submit as the final product of the activityA 'Friendship Formula Chart' that lists three key traits found in the book, supported by direct quotes and page numbers.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RL.4.3 (Describe in depth a character, setting, or event, drawing on specific details in the text). Students must look at Wilbur and Charlotte's specific actions to define friendship.
Activity 2

The Philosophers' Inquiry Deck

Now that students have the 'formula' from the book, they need to test if these ingredients exist in the real world. Students will transform their literary findings into open-ended philosophical questions. Instead of asking 'Who is your friend?', they will learn to ask 'What does it feel like when someone stands up for you?' This prepares them for the deep inquiry needed for their video project.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of 'Big Ideas' about friendship based on your Formula Chart (e.g., 'Helping someone who can't help you back').
2. Convert 'Yes/No' questions into 'Open-Ended' questions. Practice changing 'Do you like your friends?' to 'What is the most important thing a friend has ever done for you?'
3. Peer-review the questions in groups to see which ones lead to the longest and most interesting answers.
4. Write the final 5-8 questions onto decorated index cards to be used during the filming phase.

Final Product

What students will submit as the final product of the activityA set of 'Philosopher’s Inquiry Cards'—a deck of 5-8 high-quality interview questions designed to spark deep conversation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.4.1 (Engage effectively in collaborative discussions) and CASEL Relationship Skills. This activity bridges the literary analysis with philosophical inquiry.
Activity 3

The Roving Reporter Bootcamp

Before filming the whole school, students need to practice the art of the interview. In this activity, students learn 'The 3 L's of Interviewing': Look (eye contact), Listen (active listening), and Leap (asking follow-up questions). They will practice with one another to ensure they can capture the best stories from their school community.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Watch a short clip of a professional kid-journalist (like from Nick News or a similar source) to identify good interviewing body language.
2. Pair up and use the Inquiry Cards to interview a partner. One student is the 'Reporter,' the other is the 'Subject.'
3. Practice 'The Leap': When a partner says something interesting, the reporter must ask a follow-up question that wasn't on the card (e.g., 'Can you tell me more about that time?').
4. Switch roles and then reflect on which questions yielded the most 'heartfelt' responses.

Final Product

What students will submit as the final product of the activityAn 'Interview Field Log' containing notes from a practice interview and at least two 'bonus' follow-up questions they created on the spot.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.4.1 and CASEL: Relationship Skills. Students must navigate social settings and use active listening to gather diverse perspectives.
Activity 4

The Storyboard Architects

With their questions ready and skills sharp, students must now plan the structure of their video. They will decide how to weave together the lessons from Charlotte's Web with the interviews they are about to film. This 'Blueprinting' phase ensures the final video isn't just a random collection of clips, but a coherent story about friendship.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Draft an 'Opening Hook' that introduces the driving question of the project to the audience.
2. Map out the 'Middle': Choose which types of people you want to interview (e.g., a kindergartener, a teacher, the principal) to get diverse views.
3. Plan the 'Literary Bridge': Decide where in the video you will mention Charlotte and Wilbur's friendship as an example.
4. Sketch out the visual scenes—will you be in the library? On the playground? Draw these on a storyboard template.

Final Product

What students will submit as the final product of the activityA 'Visual Storyboard' that outlines the Introduction, the Interview Segments, and the 'Charlotte’s Web' connection.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.4.4 (Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience).
Activity 5

The Premiere: Friendship on Film

This is the culminating activity where students film their interviews and assemble their project. Students will use iPads or cameras to capture their peers' voices and then use simple editing software to add music, titles, and images of Charlotte and Wilbur to reinforce their message. The goal is to create a 'Friendship Documentary' that will be shared with the school.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct the actual interviews around the school using the Inquiry Cards and the '3 L's' technique.
2. Record a 'Closing Thought' that summarizes what the class learned about the 'missing ingredient' of friendship.
3. Use a video editor (like iMovie or WeVideo) to trim the best parts of the interviews and add a 'Friendship Soundtrack' that matches the mood.
4. Insert 'Title Cards' that define key words like 'Loyalty' or 'Kindness' as they appear in the video.
5. Host a 'Red Carpet Premiere' for the school or other classes to view the final film.

Final Product

What students will submit as the final product of the activityA 3-5 minute 'The Secret Ingredient: A School-Wide Guide to Friendship' Video.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.4.5 (Add audio recordings and visual displays to presentations to enhance themes) and CASEL: Relationship Skills.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The Secret Ingredient: Friendship Video Portfolio Rubric

Category 1

Literary Analysis & Philosophical Inquiry

Focuses on the student's ability to bridge literary themes with real-world inquiry through analysis and questioning.
Criterion 1

Textual Analysis & Evidence (RL.4.3)

Measures the student's ability to analyze character traits and interactions in Charlotte's Web to define friendship using specific textual evidence.

Exemplary
4 Points

Provides sophisticated analysis of Charlotte and Wilbur's relationship with three or more nuanced 'ingredients' of friendship, supported by perfectly selected quotes and a clear explanation of character growth.

Proficient
3 Points

Identifies three clear 'ingredients' of friendship with appropriate supporting quotes from the text and explains how these traits helped Wilbur.

Developing
2 Points

Identifies some traits of friendship but quotes may be loosely connected or missing for some ingredients; character growth explanation is basic.

Beginning
1 Points

Identifies friendship traits without specific evidence from the text or relies on surface-level observations without analysis.

Criterion 2

Philosophical Inquiry & Questioning (SL.4.1)

Evaluates the quality of questions developed for the interview process, specifically the shift from literal to philosophical/open-ended inquiry.

Exemplary
4 Points

Develops 5-8 highly provocative, open-ended questions that explore 'Big Ideas' and consistently elicit deep, emotional responses from interviewees.

Proficient
3 Points

Develops 5-8 clear, open-ended questions that avoid 'yes/no' answers and relate directly to the themes of friendship explored in class.

Developing
2 Points

Develops questions that are a mix of open-ended and closed; some questions may be repetitive or lack depth.

Beginning
1 Points

Questions are primarily 'yes/no' or literal in nature, failing to spark deep conversation or philosophical inquiry.

Category 2

Communication & Interpersonal Skills

Evaluates the interpersonal skills required to conduct interviews and work effectively within a production team.
Criterion 1

Interviewing & Active Listening (SL.4.1)

Assesses the student's ability to use active listening, eye contact, and the 'Leap' technique (spontaneous follow-up questions) during interviews.

Exemplary
4 Points

Masterfully employs the '3 L’s' (Look, Listen, Leap); follow-up questions are insightful and build naturally on the subject's unique perspective.

Proficient
3 Points

Consistently uses the '3 L’s' during interviews and successfully asks at least one relevant follow-up question based on the subject's response.

Developing
2 Points

Demonstrates basic '3 L' skills but struggles to ask follow-up questions without teacher prompting; focus is primarily on the pre-written cards.

Beginning
1 Points

Struggles with eye contact or active listening; relies solely on reading questions from the cards with no follow-up.

Criterion 2

Collaborative Dynamics (CASEL)

Measures the student's ability to work within a team to coordinate roles, share ideas, and respect diverse perspectives during the project.

Exemplary
4 Points

Takes a leadership role in facilitating group discussion, actively seeks out and incorporates diverse viewpoints, and helps resolve creative conflicts.

Proficient
3 Points

Contributes effectively to group tasks, listens to others' ideas, and fulfills assigned roles (Reporter, Architect, etc.) reliably.

Developing
2 Points

Participates in group work but may occasionally dominate or withdraw; requires some support to stay aligned with the group's goals.

Beginning
1 Points

Struggles to work collaboratively; requires significant teacher intervention to participate or share tasks with others.

Category 3

Media Composition & Technical Execution

Focuses on the technical and creative planning involved in producing the final digital documentary.
Criterion 1

Narrative Structure & Planning (W.4.4)

Evaluates the organization and logical flow of the video project as outlined in the storyboard.

Exemplary
4 Points

Storyboard presents a compelling narrative arc with a creative 'Opening Hook,' a seamless 'Literary Bridge,' and a powerful conclusion.

Proficient
3 Points

Storyboard clearly outlines the introduction, interview segments, and connection to Charlotte’s Web in a logical, organized sequence.

Developing
2 Points

Storyboard is partially complete or shows a sequence that is somewhat disjointed; the connection to the book is weak or unclear.

Beginning
1 Points

Storyboard is incomplete or lacks a clear organizational structure, making the intended video flow difficult to follow.

Criterion 2

Multimedia Execution (SL.4.5)

Assesses the effective use of video editing tools, audio, and visual aids to enhance the theme of friendship.

Exemplary
4 Points

Technical elements (soundtrack, title cards, transitions) are used artistically to evoke emotion and perfectly reinforce the project’s message.

Proficient
3 Points

Uses video editing software to include clear audio, helpful title cards, and a soundtrack that matches the mood of the interviews.

Developing
2 Points

Video includes basic elements like titles or music, but they may occasionally distract from the interviews or be poorly timed.

Beginning
1 Points

Final video has significant technical issues (low volume, blurry visuals, or missing titles) that hinder the audience's understanding.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Looking back at our 'Friendship Formula,' how did the definition of friendship you found in Charlotte's Web compare to the real-life stories you heard from students and teachers during your interviews?

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Question 2

How confident do you feel now in your ability to use 'The Leap' (asking a follow-up question) to learn more about what someone else is thinking?

Scale
Required
Question 3

Which part of the video-making process (The Lab Report, Inquiry Cards, Bootcamp, Storyboarding, or Filming/Editing) was the most challenging for your team to complete, and how did you work together to finish it?

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Question 4

Which part of this project made you think the most about what it means to be a 'true friend' in your own life?

Multiple choice
Optional
Options
Analyzing Wilbur and Charlotte's relationship in the book
Writing the philosophical Inquiry Cards
Practicing the '3 L's' in the Reporter Bootcamp
Interviewing people around the school community
Editing the final video and adding the soundtrack
Question 5

Our driving question asked how we can 'inspire true friendship' in our school. Which specific scene or interview in your final video do you think will be the most powerful for your classmates to see? Explain why.

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Required