Charlie and the Chocolate Factory
By: Roald Dahl
Special Education
Social Skills
Primary Level
Character Traits
Honest
Light-hearted
Leader
Expert
Brave
Conceited
Mischievous
Demanding
Thoughtful
Keen
Bright
Courageous
Serious
Funny
Humorous
Sad
Poor
Rich
Tall
Dark
Humble
Friendly
Short
Adventurous
Hard-working
Timid
Shy
Bold
Daring
Dainty
Happy
Disagreeable
Simple
Smart
Impulsive
Fancy
Plain
Excited
Studious
Inventive
Creative
Thrilling
Independent
Intelligent
Compassionate
Gentle
Proud
Wild
Messy
Neat
Joyful
Strong
Loyal
Light
Handsome
Pretty
Ugly
Selfish
Unselfish
Self-confident
Respectful
Considerate
Imaginative
Busy
Patriotic
Fun-loving
Popular
Successful
Responsible
Lazy
Energetic
Dreamer
Helpful
Simple-minded
Pitiful
Cooperative
Lovable
Prim
Proper
Ambitious
Able
Quiet
Curious
Reserved
Pleasing
Bossy
Witty
Fighter
Tireless
Cast of Characters
Willy Wonka
Violet Beauregarde
Mike Teavee
Grandpa Joe
Charlie Bucket
Augustus Gloop
Veruca Salt
Sweet Traits
Sour Traits
Warm Up!
Please reduce the following
fractions:
2/4 3/16 1/2
4/4 8/9
Fun Facts
In 1995, Mars Company asked America to
choose a new color to add to the bunch.
What was the color chosen?
You Guessed It!
M&M’s Count & Crunch
M & M’s Count and Crunch
1. How many M&M’s are in your
package?
2. What is the most common color?
3. What is the least common color?
4. What is the class favorite color?
5. What is the overall favorite color?
M&M’s Count & Crunch
Prediction
Actual
Green
Orange
Yellow
Blue
Dk Brown
Lt Brown
Red
#
#
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Ratio
Ratio
#
Ratio
# Ratio
# Ratio
#
Ratio
# Ratio
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Green
Orange
Yellow
#
#
#
%
%
%
Blue
#
Dk Brown
%
#
%
Lt Brown
#
%
Red
#
%
Writing Activities
by Amanda Bearden
Research the candy-making process
through a Webquest
Write a feature article on the process that
they have discovered
Create candy, wrapper, and jingle
Write a prediction, based on the cover of
the book, about the story
Develop a book talk to present the book to the
students and possibly the parents. (This would be
great to have at a family reading night and invite
parents to come.)
• Write a poem or song in the style of the
Oompa Loompa’s songs from the story.
• Keep a vocabulary journal of new words
learned throughout the story.
• Use a graphic organizer to plot the story
elements as the story progresses.
• Develop a tri-a-rama based a particular
setting in the story.
• Interview a character in the story. Students will
be put into pairs in which one student is a
reporter and the other a character from the story.
Together they prepare 8-10 questions for the
interviewer to ask.
• Create a Venn diagram comparing the movie
and the book.
• Compose a new ending for the story.
• Design a book jacket
Social Studies Connection
by: Kimberly Staton
K – 2nd
The Family Cookbook
Family Tree:
Students interview family members and create a family
tree using pictures that students may glue to a construction
paper tree and laminate for display.
Class Cookbook:
When interviewing family members for the family tree,
students will collect favorite family chocolate recipes. The
class will work together to assemble a Chocolate recipe
book to give as gifts to their families.
3rd – 5th
A Willy Wonka Board Game
After reading the book and watching the
movie, students will research factories on the
internet. Students will use this information to
make a Willy Wonka board game. The
board game will resemble the chocolate
factory. Game cards and rules will be based
on the guidelines of running a factory to
produce goods.
5th – 12th
Poverty and Food in America
Students will research poverty in America
today and during the depression.
Students will be divided into groups. Each
group will be given a description of a
young person living in poverty. Groups will have
to write a schedule of what a typical day might
be for that person living in poverty. Each group
will present their scenario and the class will
come up with solutions to overcoming
hunger in America.
5th – 12th
Poverty and Housing in America
Students will examine and discuss the
housing conditions that Charlie and many
other people were living in during the
depression. Students will research in two
groups the housing problems faced in
America today and conduct a classroom
debate.
5th – 12th
Poverty and Employment in America
Students will research the problems
surrounding employment in America.
Students will participate in a round table
discussion and create long term solutions to
the following problems:
unemployment
loss of public service
loss of personal assets
Graphic Organizers
Middle School SDI
Vocabulary Sort into Parts of Speech
Character Map
Story Map
Reading Strategies for
Primary Reading
Before Reading
• Predict what the story might be about just by hearing the title;
looking at the cover.
• Discuss other books by Roald Dahl.
• Ask questions such as: Would you ever enter a contest? Would you
spend money you found in the street? Would you do something you
were told not to do?
• Work in groups to write a story about a poor family that wins a
contest.
• Research chocolate and how it is made. Ask students who have
visited a candy factory to share their experiences with the class.
Have students imagine what they think the inside of a chocolate
factory looks like. Let them illustrate it.
• Do a KWL chart about chocolate factories.
• Pre-read the first chapter and create a vocabulary list they need
before they begin to read.
During Reading
•
Have students read the first chapter while jotting down any unknown
words on post-its.
•
Take the unknown words and place them on the board as a vocabulary
list. Have students work together in groups to use the four-block
method of writing the word, defining it, drawing it, and using the
word in a sentence.
•
Formulate guided reading questions for each days reading lesson.
•
Because the book is above primary level, have students practice the
book with many strategies such as guided reading, choral and echo
reading, partner reading, and even hearing a chapter read from a tape.
•
Do character maps while reading. Jot down as much information while
you are reading about any one character. Then have students complete
a character map on one they choose.
•
Use many graphic organizers to help aide reading such as the KWL
chart, text studies. T-charts, flow charts, or guided reading question
charts. Anything to have students reading for a purpose.
•
Keep a reading journal full of ideas and thoughts about the book, or
any questions you have, or words you don’t know.
After Reading Strategies
• One minute papers: students write about the most important
information they learned from the day’s reading.
• Fill in the KWL chart, or other graphic organizer.
• Have students write the main idea of the day’s reading, and at least
3 details.
• Answer the 5 W’s: Who, What, When Where and How?
• Do a Character Trait Planner, choosing Charlie or another main
character.
• Complete a Story Map.
• Do a story Pyramid using 5 lines such as:
Line 1: a word that describes the main character or title
Line 2: two words to describe the main character
Line 3: three words to describe the setting
Line 4: four words to describe the main idea of the story
Line 5: five words to tell a main event in the story.
More After Reading Strategies
Perform a Reader’s Theatre for one of the chapters or a
group of the chapters.
Put on a play.
Sequence activities such as using strips or story pictures.
Do one of a thousand writing activities such as such as
creative writing topics or Story frames.
Write a summary.
Have a book party where students dress up as characters,
eat foods from the book, decorate the room as a setting
from the story. Create a class cookbook of chocolate
recipes that go along with the story.
Have students create their own invention like the ones in
the story. Place them in the hall for others to see.
Charlie and the Chocolate
Factory
8th Grade Unit
Before, During and After
Reading Activities
Before Reading Activity
Students will create a “foldable” with the
following tabs:
Heading: Parts of a Story
1st Fold: Title.
The name of a story.
2nd Fold: Author.
The person who wrote the story.
3rd Fold: Illustrator.
The person who creates the pictures
for the story.
4th Fold: Setting.
The time, the place and the
environment in which the story
takes place. It sets the scene for the
events in the story.
5th Fold: Characters.
May be people, animals or things. The
story centers around the main
character or characters.
6th Fold: Plot
The series of events that take place in the
story. The plot usually centers around the
problem and how the characters solve that
problem. The plot is usually in 3 parts:
Beginning
This part of the
story introduces
the setting, the
characters and
the problem.
Middle
This part of the
story tells how
the characters
react to the
problem.
End
This part of the
story usually
solves the
problem.
During Reading Activity
Students will fill in the foldable as they
read the story. The Reading teacher will
stop each time a new character is
introduced or when there is a new
development in the story. The teacher will
question students as to what needs to be
included in the foldable.
After Reading Activity
“Candy Bar Favorites”
1. Buy a bag of Hershey’s assorted
miniatures.
2. Have each student choose his/her
favorite candy bar from the bag. Make
a bar graph depicting the class
favorites.
3. Let students eat their favorite candy
bar.
4. Have students write a journal
entry:
If I owned a chocolate factory, the candy that I would create
would look like . . .
smell like . . .
feel like . . .
taste like . . .
When I bite it, it would sound like . . .
References
http://desktoppub.about.com/od/freeclipart/l/blcandy.htm
http://www.t-hunts.com/yaba5/images/wonka_gold_ticket.jpg
http://www.teachervision.fen.com/writing/resource/2669.html?d
etoured=1
http://www.mce.k12tn.net/chocolate/charlie/charlieactivity6.htm
http://www.boolsite.net/wallpapers/Publicites/MMs
http://www.msghelp.net/showthread.php?tid=31459
www.teachnet.com/lesson/langarts/reading/interview.html
www.teachnet.com/lesson/langarts/foldedbkrpts071599.html
www.inspiration.com
Literature Unit: Charlie and the Chocolate Factory by Teacher
Created Materials, Inc. 1993.
Thematic Unit: Chocolate by Teacher Created Materials, Inc.
1994
THE END