TEL Lesson Plan
Creating a Web

Grade Level: 1
Subject: English/Language Arts
Time Frame: Two 1-hour sessions


Students will match webs and articles, and create a web based on an article from Kids InfoBits.

Databases/Other Resources

Kids InfoBits


Students will learn about using webs to organize information. Students will match articles with the corresponding webs and then create a web of their own based on an article from Kids InfoBits.


Steps for Teacher

Preparation:  Make 4 webs on chart paper out of the following information (add illustrations where appropriate):


    A.  Body (sharp teeth, pointed ears, 5 toes, tails)

    B. Kinds (lions, tigers , cheetahs, domestic cats)

    C.  Eat (meat)


    A.  Life (swim, hunt, 10-15 years)

    B.  Body (most have stripes, 10-13 feet long)

    C.  Eat (cows, antelope, deer, meat)


    A.  Animals (deer, squirrel, fox, cats, porcupine)

    B.  Holding (to hold branches for balance, carry things while walking)

    C.  Weather (for warmth, protects from rain)


    A.  Bodies (tiny flippers, long, sleek)

    B.  Blowhole (breathing, top of head)

    C.  Types (baleen, toothed)

Lesson 1:  The teacher will tell the following anecdote while drawing a web on chart paper, a whiteboard or smartboard.  "Spiders like to create webs (start drawing a spider on the board with a simple circle in the middle and 8 legs extending, write spider in the middle of the circle).  Spiders make webs to catch... (start drawing the lines that connect the legs to make it took like a web), flies (draw a circle at the end of one of the legs to symbolize a fly, and write fly in the middle of it), ladybugs (draw another circle at the end of one of the legs and write ladybugs on it),..." Continue naming bugs and drawing circles on the ends of the legs.  This should resemble a spider web when it is all done.  Explain to the children that this is called a web, and we make webs all the time to organize and "catch" our information.  Today we will look at different webs and how they have organized information.

Show the 4 webs you have previously created.  

Lesson 2:  Have the students listen to the articles one time through.  Then have the children help you create a web about horses.  Use the ideas that the children have but decide ahead of time whether you want to use any ideas they throw out about horses, or only those contained in the article.


Steps for Librarian

Preparation:  Have the articles listed below ready to view and be listened to by students.  

"Whales" Kids InfoBits.  Thomson Gale, 2005.  (Accessible through clicking on "animals," "mammals," "whales," then "reference" articles.)

"A Tale of Tails (how animals use their tales).  Fergus, Charles.  Highlights for Children.  March 2006.  v61 i3 p16(2).  (Accessible through searching "tail")

"Tigers" Kids InfoBits.  Thomson Gale, 2005.  (Accessible through clicking on "animals," "mammals," "tigers," then "reference" articles.)

"Cats."  Kids InfoBits.  Thomson Gale, 2005.  (Accessible through clicking on "animals." "pets and farm animals," "cats," then "reference" articles.)


Lesson 1:  After the teacher has taught about webs, show the articles one at a time, read or listen to them through the database option.  Have the children match the corresponding articles with their webs.

Lesson 2:  Have the following article ready for children to view and listen to:  "Horses."  Kids InfoBits. Thomson Gale, 2005.


Steps for Student

Lesson 1:  Students will need to watch and demonstrate an understanding of webs as a way of organizing information.  Then as articles are read, students need to listen and help match up the corresponding webs and articles.  Students will need to be actively listening and sitting in a listening position.

Lesson 2:  Students will need to help create the web about horses.  Then students will need to create a web about their lives, filling in information about their family, favorite foods, and school.


Related Activities

Students can create webs based on books that have been read, events at school, etc.  Webs can be displayed for others to see.


Content Standards

English/Language Arts--Grade 1

Standard 6 - Informational Text

Standard 7 - Media

Learning Expectations/Grade Level Expectations

Standard 6 - Informational Text

Grade Level Expectations:

GLE 0101.6.2  Identify the main ideas and supporting details of informational texts.  

Women's fashion replica designer handbags are very cute. And replica designer handbags are very popular with young women.

Standard 7 - Media

Grade Level Expectations:

GLE 0101.7.1  Explore a variety of media.

GLE 0101.7.2  Recognize the ability of media to inform, persuade, and entertain.


Performance Indicators State

Standard 6 - Informational Text

Performance Indicators:

0101.6.2  Identify the main ideas and supporting details of information texts.


Standard 7 - Media

Performance Indicators:

0101.7.1  Experience and respond to a variety of replica designer handbags media.





Students can receive grades for participation, and then receive a grade based upon the completeness of their personal web.


ISTE Computer Literacy and Usage Standards

3.  Research and Information Fluency

b.Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.


AASL Standards for the 21st Century Learner

1. Creativity and Innovation

1.1.6   Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.