Opening:
Work
Time:
Reading/Writing: Charlie and the Chocolate Factory
Skills: Adjectives, Character Traits, Text to World Connections, Writing Process/ Capitalization/Punctuation (on-going),
Reading:
Monday – Introduce new text. If you prefer, you can check out the website for background information: Roald Dahl
(http://www.roalddahl.com/).
Tuesday- Discuss other books written by Roald Dahl. Does this or any other book have similarities Read a chapter in the book.
Wednesday- Read a chapter in the book.
Thursday-. Read a chapter in the book.
Friday- Have students act out their favorite scene from the book….they can work in small pairs and only have 5-10 minutes.
Reading:
http://www.foodnetwork.com/videos/chocolate-delights/1534.html
Monday: Lift descriptive paragraphs of characters from text. Individuals or small groups pull a description “out of a hat”. Students draw the given
character in as much detail as possible using the text. Allow students to hold up illustration when complete and discuss with friends how it matches
the description in the text. (“It says ---------------, so I drew _______.”) Teacher can re-read when everyone is finished and students can mentally
“check-off” the details in their drawings Differentiation Option(s): can be done whole group with teacher reading passage aloud and students
drawing as teacher reads several times.
Tuesday:
“Unwrapped” (Food Network) Bubble gum: http://www.foodnetwork.com/videos/unwrapped-bubblegum/671.html. Complete compare and contrast
venn diagram: My Family, Charlie’s Family. Have students make connections between the traits of his family members and people they know.
Wednesday: Visit Hershey: http://www.foodnetwork.com/videos/visit-hershey/1166.html. Use adjectives to describe the Chocolate
Room in Charlie and the Chocolate Factory. Have students complete the Chocolate Room activity sheet.
“How’d That Get On My Plate?” (Food Network: how milk chocolate is made) http://www.foodnetwork.com/videos/making-milkchocolate/26595.html
Thursday:
Chocolate delights: http://www.foodnetwork.com/videos/chocolate-delights/1534.html
Friday: Candy making: http://www.foodnetwork.com/videos/candy-making/1512.html Jawbreakers: http://www.foodnetwork.com/videos/jawbreakers/1348.html
Centers: Centers will take place during ½ of literacy time. These will consist of students reading Lexile leveled books, Storytown text (some
classes), or decodable text on their level. Other classes may take part in the Daily 5 activities during center time.
Writing:
Monday: Web types of candy with which students are familiar Discuss what they like best about different types (ie – the caramel in the Twix, the
colors of the Skittles, etc.) What if you could combine your favorite parts into one candy bar? What would it look like? Taste like? Be called?
Students should sit knee-to-knee (facing) a partner and discuss answers to these questions posed by teacher.
Tuesday: Students work independently or with a partner to invent a new candy bar. They should include a name, ingredients list (**review commas
in a series here!), physical description, and an eye-catching wrapper.
Wednesday: BrainPopJr. Video: Commas. Model how to write sentences with lists on the board. Have students make up their own sentence with
an elbow partner. Discuss how commas act somewhat like a pause and model what that sounds like when you read the sentence aloud.
Thursday: If needed: Rehearse using commas in series to list favorite candy bars or ingredients. Read the lists with and without commas to
illustrate the importance of commas (ie. Twix Skittles vs. Twix, Skittles – what are Twix Skittles??!) Allow students to share their ideas with the
class and explain their choices.
Friday: Students presentations of their candy bar. Have them use as many adjectives as possible when speaking or sharing. Have small groups use
tally marks to document how many times they hear an adjective, verb or noun mentioned within the presentation.
Week2: Daily writing options-to take place in Literacy Notebook.
Charlie and the Chocolate Factory Favorite or least favorite character and why (be sure to use reasons from the text)
When Charlie finds the dollar in the street, spend it or take it straight home to family? (be sure to use text-based reasons)
Reflecting back… which of the rooms would be most likely to make you break the rules? Why?
Invent your own lickable wallpaper – Use descriptive words to help the reader imagine your invention. Illustrate.
Closing:
Reading:
Monday-Thursday:
Monday: Have students summarize the chapter they read that day. Each student gives a detail until they are all dismissed back to their
seat.
Tuesday: Pick a quotation from the book and have the students identify who said it. Have them justify how they know.
Wednesday: Students must give adjectives to describe the room you have read about this day.
Thursday: Pick several students to act out a mini scene from the book.
Friday: Have students one at a time use as many adjectives as they can to describe one of the rooms until they cannot come up with any
more.
Writing:
Monday-Thursday:
Have a student volunteer to use their work as a model for the classroom
Brainstorming: as a class (washing hands, setting table, making bed, brushing teeth, etc.) or independently (personal skills / abilities like roller
skating, drawing a _____, hitting a ball, etc.) Students should be guided to keep the skill small and specific - “How To Do a Cartwheel” rather than
“How To Do Gymnastics”. Work through directions orally with a partner acting it out as feedback (for precise wording and sequence). Students
independently write opening sentence, materials list, clear directions in steps, and a concluding sentence using class clear directions chart, posted
transition words, and posted samples of opening / closing sentences and commas in a series. Partners come together again to “test” the directions and
writer can make revisions if needed. Sharing time at the end of every writing period – either finished or works in progress – to model and practice
commentary and questioning.
Formative (On-going):
Science/SS/Writing: Using the writing process, punctuation and capitalization as a habit, grammar and usage.
Math: Counting, how many more than, skip counting and sorting with numbers greater than 100, identification of 3D shapes around the school, outside,
putting things in order based on shortest to longest, longest to shortest, at home, etc. Using non-standard units of measurements, demonstrating time on
clocks by modeling or determining time shown on clock.
Reading: Fluency scores/sight words/reading running records/STAR testing will begin this week for Winter.
ELA and Content Area Integrated Instructional Plan
Subject: Reading/Science/Math
Grade Band: 1st
Lesson or Unit Focus: Descriptive Language
Approximate Timeline: 10 days
Task: Charlie and the Chocolate Factory
(culminating activities OR activities to be
interspersed between other shared
reading texts) Visualization: illustrating
characters using text description
Necessary Prerequisite Skills: N/A
Possible I Can Statement (s):
I can connect the text with people in my own life.
I can directions on how things are done so that others
may understand them.
Critical Questions:
How can I write clear directions?
How can I research a given topic?
Reading EU:
Language is a tool used to communicate with others. Language has power.
Content Standards
Literacy Standards
Literacy:
Key Ideas & Details
Students will be able to identity details that support the main idea within the story. Students
will be able to summarize ways different candies are made.
Reading:
ELACC1RL3: Describe
characters, settings, and major
events in a story, using key
details. ELACC1RL7: Use
Craft & Structure
SW use adjectives and colorful details to describe and create their own candy.
illustrations and details in a story
to describe its characters, setting,
or events. ELACC1RL10: With
prompting and support, read prose
and poetry of appropriate
complexity for grade 1.
Writing:
ELACC1RL1: Ask and answer
questions about key details in a
text. ELACC1W7: Participate in
shared research and writing
projects (e.g., exploring a number
of “how-to” books on a given
topic and use them to write a
sequence of instructions).
ELACC1W8: With guidance and
support from adults, recall
information from experiences or
gather information from provided
sources to answer a question.
ELACC1L2: Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing. d. Use conventional
spelling for words with common
spelling patterns and for
frequently occurring irregular
words. e. Spell untaught words
phonetically, drawing on
phonemic awareness and spelling
conventions. ELACC1L6: Use
words and phrases acquired
through conversations, reading
and being read to, and responding
to texts, including using
frequently occurring conjunctions
to signal simple relationships
Integration of
Knowledge & Ideas
We can use what we have learned from a story to retell the story in our own words and
demonstrate understanding.
Range of Reading &
Level of Text
Complexity
*Students will be encouraged to answer comprehension questions from text that is above their
independent reading level. They will be encouraged to listen to the questions before, after and
during reading to bring awareness to what they will need to know.
*Library books will be selected based on students ZPD level.
*Students will be encouraged to listen to teacher read aloud text that is above level. Teachers
will encourage use of context clues to understand unknown vocabulary words. Teacher will
encourage identification of conjunctions, adjectives, blends, synonyms, antonyms and multiple
meaning word throughout read alouds.
Students will take Accelerated Reader tests to determine comprehension of text read aloud, read
to self and read to others.
•
Opportunities to “read” text along with audio-recordings or computer versions of texts.
•
Buddy-reading with older students or volunteers.
•
Specific feedback to keep students aware of strengths and opportunities for growth in
reading. (e.g., “You are reading the beginning sounds in most words. Now you can practice
reading the other sounds to find out the word.”)
Brainstorming: as a class (washing hands, setting table, making bed, brushing teeth, etc.) or
independently (personal skills / abilities like roller skating, drawing a _____, hitting a ball, etc.)
Students should be guided to keep the skill small and specific - “How To Do a Cartwheel”
rather than “How To Do Gymnastics”. Work through directions orally with a partner acting it
out as feedback (for precise wording and sequence). Students independently write opening
sentence, materials list, clear directions in steps, and a concluding sentence using class clear
directions chart, posted transition words, and posted samples of opening / closing sentences and
commas in a series. Partners come together again to “test” the directions and writer can make
revisions if needed. Sharing time at the end of every writing period – either finished or works in
progress – to model and practice commentary and questioning. Differentiation Option(s):
varying levels of teacher support during independent writing; select peer conferencing partners
to aid those that will need a more able partner
Writing
(e.g., I named my hamster Nibblet
because she nibbles too much
because she likes that).