GI SCHOOL SGC-GI- F77 UNIT PLAN v. 03 August 2010 Subject (s): English Grade: 6 Term: 1 Name / Theme or Unit: Charlie and the Chocolate Factory Time Frame: 4 weeks Submitted by: English Dept. OVERVIEW : Students will work on reading comprehension and writing skills through the reading of a class novel. STAGE 1 – IDENTIFY DESIRED RESULTS Content Standards and Benchmarks : 6.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 6.2 Identify and understand language and words with multiple meanings. 6.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. 6.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. 6.6 Analyze text that uses the compare-and-contrast organizational pattern. 6.7 Practice creating outlines, logical notes, summaries, or reports. 6.8 Follow multiple-step instructions 6.9 Make reasonable assertions about a text through making predictions and inferences about what you've read 6.11 Analyze the qualities of the character on the plot, relationship to the setting, and the resolution of the conflict. 6.12 Identify and recognize the difference between first-and third-person 6.13 Identify and analyze features of themes 6.14 Understand how to identify credible sources 6.15 Understand the terms antagonist and protagonist 6.16 Use letter-sound knowledge to decode written English and use a range of cueing systems to determine pronunciation and meaning 6.17 Use context clues to help determine meaning 6.18 Understand and use sensory details and descriptive writing 6.19 Revise writing to improve the organization and consistency of ideas within and between paragraphs 6.20 Write text of a length appropriate to address a topic with details while excluding extraneous information 6.23 Write responses to literature the exhibits comprehension of the story selection 6.25 Use simple sentences correctly and understand their formatting 6.26 Understand and be able to use the eight parts of speech (noun, verb, adjective, adverb, pronoun, prepositions, conjunction, interjection) 6.27 Identify and properly use present, past, and future tenses. Introduce the use of the past participle. 6.28 Use capitalization, commas, periods, and question marks correctly. 6.29 Spell frequently misspelled words correctly (e.g., their, they're, there) 6.31 Create and present presentations targeted to a specific audience related to the various writing techniques (narrative, expository, informative, persuasive) focusing on the individual elements, with self-critique and peer critique in a professional manner 6.33 Record students throughout the year in their oral performance to be able to see progress, determine areas of weakness and strength, and to set goals for improvement 9.34. Practice reading with a rhythm, flow, and meter that sounds like everyday speech Essential questions: 1. What is the author's purpose in writing a story? 2. How can characters help or hinder in the telling of a story? 3. What are the main elements of a plot? Expected language: STAGE 2 – ASSESSMENT EVIDENCE List performance tasks or project, quizzes, graded assignments, prompts, etc. Include the rubrics you use to evaluate the performance tasks. Final Assessment - research project on candy - create a powerpoint and present orally work on oral presentation skills http://www.candyusa.com/ http://www.fmnh.org/Chocolate/index.html http://www.homeworkspot.com/fieldtrip/chocolate.htm Writing Assessment (see attached at end of lesson) . STAGE 3 – LEARNING ACTIVITIES Consider the type of knowledge (declarative or procedural) and the thinking skills students will use. Reading the book Chapters 1-3 Vocabulary Words of the Day extraordinary - Beyond what is ordinary or usual; highly exceptional; remarkable; wonderful Page 9 - Mr. Willy Wonka is the most amazing, the most fantastic, the most extraordinary chocolate maker the world has ever seen! ordinary - Of no exceptional ability, degree, or quality; average; normal; usual Page 14 - Not people, Charlie. Not ordinary people, anyway. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Activities Comprehension Exercise http://www.teachingideas.co.uk/english/files/charliechocfactorycomp.pdf (Page 1 of this handout is an excerpt from Chapter 1 with comprehension questions. The answers are on page 2 of the handout.) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Candy Bar Favorites Buy a bag of the Hershey's Assorted Miniatures. Activity 1 Have each student choose his/her favorite candy bar from the bag. Make a graph depicting the class favorites. Activity 2 Each student will need one of each of the following: Hershey Milk Chocolate Special Dark Mr. Goodbar Krackel Use the miniatures and the clues below to determine each student's favorite candy bar. Student 1 Student 2 Student 3 Student 4 Hershey's Milk Chocolate ? ? ? ? Special Dark ? ? ? ? Mr. Goodbar ? ? ? ? Student 1 didn't like the Special Dark but really couldn't stand Krackel. Students 2 and 3 liked either Special Dark or Hershey's Milk Chocolate Student 4 liked Krackel better than Hershey's Milk Chocolate. Student 3 liked Special Dark less than Krackel. Quick Quiz for comprehension Krackel ? ? ? ? Chapters 4 - 6 Vocabulary Word of the Day absurd - Ridiculously out of place or unreasonable; ridiculous; silly; strange; bizarre Page 18 "But Grandpa, who," cried Charlie, "who is Mr. Wonka using to do all the work in the factory?" "Nobody knows, Charlie." "But that's absurd! Hasn't someone asked Mr. Wonka?" Charlie and the Chocolate Factory Activity 4 Design a golden ticket similiar to the ones Willy Wonka placed inside the candy bars. What could you say on the ticket? Make up your own words. Chapters 7-9 Vocabulary Word of the Day rummage - look for, search thoroughly. hunt Page 35 - The old man gave Charlie a sly grin, and then he started rummaging under his pillow with one hand; and when the hand came out again, there was an ancient leather purse clutched in the fingers. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Visit Wonka Online http://www.wonka.com/ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Have students make a character map for each of the following characters: owner of the chocolate factory Willy Wonka favorite clothes-black top hat, coat made of plum colored velvet, bottle green trousers Augustus Gloop loves to eat an enormously fat glutton ate so may candy bars that he knew he would get a golden ticket Charlie Bucket poor boy ate 4 candy bars trying to win a golden ticket Grandpa Joe gives grandson a dime to try to win a golden ticket father is rich Veruca Salt very spoiled - gets what she wants by screaming and demanding things from her parents Mike Teavee watch TV with guns and pretends to fight bad guys chews gum Violet 3 month record for chewing same piece of gum Beauregarde puts it behind her ear when she eats Use ReadWriteThink Story Map http://www.readwritethink.org/materials/storymap/index.html Make Character Puppets http://www.mce.k12tn.net/chocolate/charlie/charlieactivity6.htm Charlie and the Chocolate Factory Activity 6 Create stick puppets for each of the main characters in the book. We made ours from felt, foam, craft sticks, and moveable eyes. Can you guess who each character is? Willy Wonda, Mike Teavee, and Violet Beauregarde Charlie Bucket, Veruca Salt, Augustus Gloop, and Grandpa Joe Chapters 10-12 Vocabulary Word of the Day vital - Necessary to the continuation of life; essential; crucial; critical Page 37 - Nobody in the family gave a thought now to anything except the two vital problems of trying to keep warm and trying to get enough to eat. Willy Wonka sold all kinds of wonderful candy. Come up with a new chocolate bar that he could sell. Design the wrapper for this chocolate bar. Then write a slogan to promote the candy. See our examples below. Example 1 - The Space Bar Eat the Space. Eat the Space. Then you'll have a happy face. Chapters 13-15 Vocabulary Word of the Day dumbfounded - as if struck dumb with astonishment and surprise; surprised; speechless; taken aback; flabbergasted; amazed Page 64 - The children and their parents were too flabbergasted to speak. The were staggered. They were dumfounded. NOTE: Dumbfounded may be spelled without the b - dumfounded. Make smores or another creation the students come up with that they would produce if they owed a chocolate or candy factory. Chapters 19-21 ocabulary Word of the Day ludicrous - Laughable or hilarious because of obvious silliness; ridiculous; foolish; preposterous; outrageous Page 100 She chewed in the church and on the bus It really was quite ludicrous! ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Make a Fruit Loop Cereal Necklace http://www.makingfriends.com/j_yummy.htm Another cooking activity was making candy necklaces. These were made with licorice, sugar, and Fruit Loops. Chapters 22-24 Vocabulary Word of the Day mound - A raised pile; a heap; stack Page 110 - On the table, there were mounds and mounds of walnuts, and the squirrels were all working away like mad, shelling the walnuts at a tremendous speed. Chapters 25-27 Vocabulary Word of the Day trod - To press beneath the feet; trample; crushed; squashed; flattened Page 134 - We can't send him back to school like this! He'll get trod upon! He'll get squashed! ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Make a plot diagram sequencing the events that took place in the chocolate factory. Use ReadWriteThink http://www.readwritethink.org/materials/plot-diagram/ Activity In Charlie and the Chocolate Factory, Willy Wonka had a wonderful machine that made bubble gum that turned into a three course meal. Design a machine that Mr. Wonka could use in his factory. See our examples below. Example 1 - The Pyramid Candy Machine Example 2 - The Dr. Nibbles Candy Bar Maker Chapters 28 - 30 Vocabulary Word of the Day hover - To remain floating, hanging or fluttering in the air Page 150 - The great glass elevator was now hovering high over the town. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Making Fudge in a Ziploc Bag http://parentingteens.about.com/library/sp/nkidscookt45.htm INSTRUCTIONAL MATERIALS AND RESOURCES Charlie and the Chocolate Factory class set http://www.mce.k12tn.net/chocolate/charlie/charlie_and_the_chocolate_factor.htm At the end of the unit: CURRICULUM COVERAGE: Percentage of planned curriculum that was taught and assessed ___________ REFLECTIONS: Teachers reflections on ways in which the unit might be improved, polished or enhanced. Student perspectives might be included.