v. 03
August 2010
Subject (s):
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.
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
Expected language:
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
Writing Assessment (see attached at end of lesson)
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;
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.
Comprehension Exercise
(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
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
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
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
"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
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
loves to eat
an enormously fat glutton
ate so may candy bars that he knew he would get a golden ticket
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
3 month record for chewing same piece of gum
puts it behind her ear when she eats
Use ReadWriteThink Story Map
Make Character Puppets
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
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
Make a plot diagram sequencing the events that took place in the chocolate factory. Use
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
Charlie and the Chocolate Factory class set
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.

Charlie and the Chocolate Factory