Language Arts Unit:
Inventing Fun
Timeframe: 9 weeks
Core Literary Text: Charlie and the Chocolate Factory
Freckle Juice
Grade: 1
Materials:
 Character Analysis Book
 Graphic Organizers
 Chart Paper
 Markers
 Comic Strip
Core Informational Text:
What’s the Big Idea, Ben Franklin?
A Picture Book of Thomas Alva Edison
A Picture Book of Thomas Jefferson
Supporting Texts:
www.pebblego.com
Listen Up! Alexander Graham Bell’s Talking Machine
So You Want to be an Inventor?
Reading Literature
Reading Informational Text Standards:
RI5: Know and use various text features (e.g. headings,
Standards:
RL6: Identify who is
tables to contents, glossaries, electronic menus, icons) to
telling the story at various locate key facts or information in a text.
points in a text.
RI6: Distinguish between information provided by
RL7: Use illustrations and pictures or other illustrations and information provided
details in a story to
by the words in a text.
describe its characters,
RI7: Use illustrations and details in a text to describe its
setting, or events.
key ideas.
RL9: Compare and
RI8: Identify the reasons an author gives to support
contrast the adventures
points in a text.
and experiences of
RI9: Identify basic similarities in and differences
characters in stories.
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Writing Standards:
W 1: Write opinion pieces in which they
introduce the topic or name the book they are
writing about, state an opinion, supply a reason
for the opinion, and provide some sense of
closure.
W 2: Write informative/explanatory texts in
which they name a topic, supply some facts about
the topic, and provide some sense of closure.
W 3: Write narratives in which they recount two
or more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and provide
some sense of closure.
Other Standards:
RL 1,2,3,4,5
RI 1,2,3,4
L4,5,6
Essential Questions:
How can asking questions as I read help me to better understand the story?
How can identifying a character’s feelings help me to better understand the story?
How can I demonstrate understanding by retelling a story?
How are fiction and non-fiction similar and different?
How do text features help me to locate information?
How can I distinguish fact from opinion?
How can I gather facts about my topic?
How can I write to inform?
How can I compare two individuals?
How can I demonstrate understanding of text features?
How can I gather information from both text and illustrations?
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Summative Assessments:
Option # 1 Informative/Explanatory: You have learned how important it is for inventors to give clear directions for their ideas. Pretend that you work in Willy
Wonka’s factory and are the inventor of s’mores. Using the materials given, build a s’more and write clear how-to instructions for making s’mores. (Optional, teachers
bring in manipulatives such as, marshmallows, graham crackers, and Hershey’s chocolate.)
OR
Option # 2 Informative/Explanatory: You have learned how important it is for inventors to give clear directions for their ideas. Pretend that you work in Willy
Wonka’s factory and are the inventor of a new piece of candy. Describe how your candy is made, how it looks and how it would taste. Be sure to write clear how-to
instructions for making your new piece of candy so that Oompa-Loompas can get to work.
Teacher background information:
This unit will be focusing on RL6, and RL7 and introducing RL 9. The expectation is that students master RL6 and RL7 by the end of quarter 3. Students will begin
learning and working with standard RL9 but will not be required to master it until the end of quarter 4.
The unit will also be focusing on RI5, RI6, and RI7. The expectation is that students master RI5, RI6, and RI7 by the end of the quarter. RI8 and RI9 do not need to
obtain mastery until the end of quarter 4. Students should begin learning and working with standards RI8 and RI9 but not yet master them.
The unit will also be focusing on W1, W2, W3 again. The students have the entire year before mastery is expected. Each unit will address these standards and allow
students an opportunity to practice focusing on mastery coming by the end of the year.
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WEEK 1
The first two weeks of instruction will focus on informational text. Students will be focusing on RI5, RI6,RI7, RI8 and RI9. Students will be looking and identifying
various text features, distinguishing between information provided by pictures and information provided by words in the text, identify evidence within a text, and be
able to look at two texts on the same topic and identify the similarities and differences.
Learning Targets:
RI 1: Students will ask and answer questions about key details in a text.
RI 2: Students will identify the main topic and retell key details of a text.
RI5: Identify where the glossary, table of contents, and headings are. Identify text
structure that is in sequence structure. Use the glossary, table of contents, and
headings to locate key details or facts from the text.
RI6: Use sentences frames to orally and in writing tell what information the
picture/illustration in an informational text provides
RI7:Use sentence frames to tell orally and in writing describe key details from an
informational text
RI8: Actively participate in whole class discussions and chartings of author’s
reasons of support for points in an expository text. Orally tell the reasons an
author provides to support points in an expository text.
RI9: Actively participate in completing a compare/contrast graphic organizer
depicting similarities/differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures)
Standards:
RI1: Ask and answer questions about key details in a text.
RI2: Identify the main topic and retell key details of a text.
RI5: Know and use various text features (e.g. headings, tables to contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
RI6: Distinguish between information provided by pictures or other illustrations
and information provided by the words in a text.
RI7: Use illustrations and details in a text to describe its key ideas.
RI8: Identify the reasons an author gives to support points in a text.
RI9: Identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
Tasks:
 Tell students: “We are going to be working on non-fiction texts. What is the difference between fiction and non-fiction? Let’s look at one of each to remind
ourselves how they are alike and different. We’ll record what we find on a Venn diagram.”
o Display Venn diagram with “fiction” on one side, “non-fiction” on the other side, and “both” in the middle. To direct conversation, the different sides
can be labeled with items you want students to focus on (i.e. type of information, pictures, etc.).
o Using big books or your science text and a piece of literature you have already read with the students, explore (“walk through”) both fiction and nonfiction texts, discussing the features that the kids notice.
o Record what students notice that is the same first. They should mention that they both have covers, title pages, possibly a table of contents, chapters,
etc.
o Next discuss how they are different. Fiction is not true, it is a made up story while non-fiction is true – factual information; fiction should be read in
order but non-fiction does not need to be read in order; pictures are illustrations in fiction but usually photographs and diagrams in non-fiction;
glossary; index; table of contents; bold or highlighted words; captions, etc.
o Post the Venn diagram in the room for reference. Post copies made from non-fiction book to label and display next to the Venn – a cover, title page,
table of contents, glossary, index, diagram, caption, chart / graph. (RI5)

Briefly review Venn diagram created.
o Tell students they are going on a scavenger hunt to find the parts of a non-fiction book.
o Give them a checklist (more than one if you plan for them to repeat the search with multiple books) where they check off each feature found and
record an example from that page and whether it was found at the front, middle, or back of the book. Be sure not to list features in the order they will
appear in the book!
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Text Feature
Caption
Glossary
Title page




Yes or No?
Example
Beginning, Middle, or End?
Use the following website (game) to introduce facts and opinions on interactive whiteboard: http://pbskids.org/arthur/games/factsopinions/
Alternative activity if technology is not available: using an animal or a character from a story in a previous unit (e.i. Lulu), make fact and opinion statements
about the animal or character and identify them as fact or opinion. Using other animals or characters, make fact and opinion statements and have students hold
up index card or whiteboard to identify fact or opinion.
Practice activity: working in partners, students use index cards and sort statements into a Fact and Opinion t-chart.
Tell students that they are about to become authors of their very own chapter books!
o We will be researching famous Americans and writing about them for our very own books.
o Each American that you research and write a report about will be a chapter.
o Once you’ve written the chapters, we will add a cover, title page, table of contents, glossary, and index! (Summative Assessment at the end of the
second week)
o **Please note that you are not limited to use just the inventors referenced within the unit and that you may add additional inventors to research with
your class.
o Streaming video about purpose of research http://www.discoveryeducation.com/teachers/
o Video told you that researchers choose questions that they want to answer FIRST and then use resources (many) to find the factual answers to their
questions.
o We are researching famous Americans.
 If our readers have never heard of the people we are reporting on before, what do you think they would want to learn about them?
 Teacher records possible research questions and helps students to narrow to three questions that will be answered for each person researched.
 The same three questions will be used throughout. (See appendix A)
 When and where did _____________ live?
 What are some important events in this person’s life?
 What is he or she known for?
 Post the three chosen questions on the graphic organizer.
 Now that we have our research questions (have students recall questions and point them out on the graphic organizer), where can we get the
facts to answer the questions? Places we can find the information are called resources.
 List resources students come up with on the board. Be sure to point out non-examples (ie. kids on the bus, something you heard once… etc.)
because all information must be proven facts.
 Circle books and computer / internet and tell students these will be the resources that we will use for our chapter book.
 Display graphic organizer with research questions and tell students that your first famous American is Benjamin Franklin.
 Point out the “details” boxes where information pertaining to each question will be recorded.
 Students will raise hands when they hear information that answers the questions.
o Read What’s the Big Idea, Ben Franklin? aloud to class, stopping when students raise their hands to discuss and record information on the graphic
organizer.
 Review information gained and any areas where more information is needed.
 Review graphic organizer about Benjamin Franklin.
 Tell students that researchers generally use more than one resource. Think-Pair-Share (students quickly pair up to discuss and come back to
teacher – very brief) reasons why more than one resource might be necessary or even important.
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o
o

 Guide students to conclusion that all needed or interesting information may not be found in one place.
Read A Picture Book of Benjamin Franklin, stopping to add any new information gained. Have students look at the pictures and illustrations to
describe the key details of the story (RI7)
 Have students identify the similarities and differences they learned about Benjamin Franklin (RI9).
 Discuss with students what they see in the pictures as well as the information provided by the words and add any new information to the
graphic organizer (RI6).
Optional: Introduce the Ben Box (a shoe box filled with items representing Ben Franklin’s life: a candle because his father was a candle maker, a
newspaper because he worked as an apprentice at a printing press, an almanac, a hundred-dollar bill, a picture or model of the Eiffel tower to
represent his trip to France to ask for aide in the Revolutionary War, bifocals, etc.)
 Hold up one item at a time, students think-pair-share significance of the item. Be sure that at least one item is questionable or unknown – the
reason for a second resource!
 Display items from Ben Box.
 Students choose five items to draw and write 1-2 sentences explaining their significance.
 Allow students to mingle and share (show illustrations and read explanations) with at least three different friends.
CFA: Informational writing
I know three things about Benjamin Franklin.
The first thing I know is _________.
The second thing I know is _________.
The third thing I know is _________.
These are the three things I know about Benjamin Franklin.
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WEEK 2
This week you will continue to work with the informational text. By the end of the week, students will be able to write their own short chapter book on an inventor.
They will focus on RI7 and RI9. Throughout this instructional period, students will be utilizing the graphic organizer with the “research questions.” It is important that
you save these so that the students can review them and use them when creating their final project.
Learning Targets:
RI1: Students will ask and answer questions about key details in a text.
RI7: Students will use illustrations and details in the text to describe its
key details.
RI9: Students will review multiple non-fiction books and identify the
basic similarities and differences.
W2: Students will write their own chapter book about a famous inventor
including the inventor’s name, the invention, facts about the invention,
and a conclusion.
Standards:
RI1: Ask and answer questions about key details in a text.
RI5: Know and use various text features.
RI6: Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
RI7: Use illustrations and details in a text to describe its key ideas.
RI9: Identify basic similarities in and differences between two texts on the same topic.
W2: Write informative / explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
Tasks:
 Please note: this week is filled with tasks for the students as well as completing their own inventor book. Completed books are students’ final assessments
for the informational writing unit. Please choose 2-3 inventors to discuss as time permits to do the book (**Please note that you are not limited to use just
the inventors referenced within the unit and that you may add additional inventors to research with your class).
Ben Franklin
 Review difference between fact and opinion
 Remind students that, just like in explanatory (how-to) writing, the opening sentence is meant to get people interested in reading your work and to let them
know what it is all about. It is ok to use your opinion in an opening sentence as a hook to get your reader interested. (ie. Ben Franklin was an awesome
inventor!)
 Students brainstorm possible opening sentences for the Benjamin Franklin report. (whole group or think, pair, share) Record one of the opening sentences on
the Ben Franklin graphic organizer.
 Examine closing sentence as well. This sentence is meant to remind people of your opinion (opening) and provide closure (ie. Now you know why I think Ben
Franklin was an amazing inventor.).
 Have students brainstorm possible closing sentences for the Benjamin Franklin report (whole group or think-pair-share). Record one of the closing sentences
on the Ben Franklin graphic organizer.

Model using the graphic organizer (See Appendix A) to write the report.
o Copy the opening sentence onto the writing paper and check it off on the graphic organizer.
o Model turning each note (detail box) into a complete sentence, keeping all facts about one question together in the report (ie. all facts about when and
where Ben Franklin was born should be written together).
o After putting it in a complete sentence, check off that box on the graphic organizer in order to be sure not to repeat or forget information or lose your
place. Continue through the closing sentence.
o After modeling the first couple of sentences, ask students to come up with a sentence for a given piece of information and use it in the report.
o Model questioning that clarifies student ideas or gathers additional information.
o Think aloud, when possible, to model combining two details into one juicier sentence (ie. the year of his birth and the town of his birth could easily be
combined into one compound sentence). Encourage students to try combining two given facts into one sentence.
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Thomas Jefferson
 Give students individual graphic organizers (See Appendix A) and fill in the research questions sections.
 Read A Picture Book of Thomas Jefferson, stopping to allow students to record information on their graphic organizers.
o As you read, students can raise hands when they hear information pertinent to the research questions chosen. (This lesson is slowly scaffolding
students to independent research – now teacher is reading but students are recording their own facts on graphic organizer.)
 Following the collection of information in a whole group setting, students will follow the model from Benjamin Franklin lessons, and write an informational
report independently, using their graphic organizers. Teacher will lend support where needed to individual students.
 Students should illustrate their work but remind them that non-fiction books’ illustrations are as true-to-life as possible (often real photographs) and often
labeled.
 Completed, illustrated, report should be kept in students’ writing folders for inclusion in their “Famous American” chapter books.
Thomas Alva Edison
 Give students individual graphic organizers and fill in the research questions sections.
o Using either the following websites, or ones you find on your own, explore information about Thomas Alva Edison. Stop to allow students to record
information on their graphic organizers. As you explore these online resources, students can raise hands when they hear/see information pertinent to
the research questions chosen:
 http://www.thomasedison.com/index.html
 http://www.biography.com/people/thomas-edison-9284349
 http://edison.rutgers.edu/biogrphy.htm
 A Picture Book of Thomas Alva Edison can be read as an additional resource if desired or if website is unavailable.
 Following the collection of information, students will follow the model from Benjamin Franklin lessons, and write an informational report using their graphic
organizers. Teacher will lend support where needed to individual students.
o Students should illustrate their work but remind them that non-fiction books’ illustrations are as true-to-life as possible (often real photographs) and
often labeled.

Tell students: “We have been studying two great American inventors and founders of our country. How do they compare? Let’s record a comparison on a
Venn diagram.
o Display Venn diagram with “Ben Franklin” on one side, “Thomas Jefferson” on the other side, and “both” in the middle. To direct conversation, the
different sides can be labeled with items you want students to focus on (i.e. childhood, education, jobs, family, inventions, etc.).
o Record what students notice that is the same first. Walk through texts to jog memory if necessary.
o Next discuss how they are different and record on chart.
o Differentiation Option: If students are comfortable with the content and using a Venn Diagram at this point, this could be done in partners or used as
a literacy center activity.
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Writing
 Using an easy-to-read biography series like http://www.manythings.org/voa/people/, students will work through the process (read, collect information on
graphic organizer, write informational report, illustrate) independently, adding additional reports to their writing folders for inclusion in their chapter books.
This process can be repeated during writing workshop for as many days as time allows or until students have completed a specified number of
reports. Students may have varying numbers of reports for inclusion in their books – this is fine.
o Repeat mini-lessons on opening and closing sentences, combining sentences, collecting information from resources, and provide mini-lessons on
capitalization and punctuation as needed.
o End each writing period with an opportunity for sharing – either a student reading completed work or sharing an excellent student example of a skill
that has been taught (use a document camera if possible).

Display multiple non-fiction books.
o Discuss the covers of several examples. What do they all have in common? (title, author’s name, and picture that goes with the topic)
 Brainstorm possible titles for students’ chapter books.
 Students create a detailed cover for their books including a relevant picture, title, and author’s name.
o Discuss the title pages of several examples.
 What do they all have in common? (title, author’s name, and picture that goes with the topic)
 Does the title on this page match the one on the cover?
 Is the picture the same as the one on the cover?
 Students create a title page for their books.
o Explore the table of contents in several non-fiction books.
 Discuss what they contain – the name of each chapter and the page number.
 Students put their chapters into the order they wish for them to appear in the book.
 Students should number the pages (in the same location on every page – clear this up ahead of time!).
 Give students a Table of Contents page with a blank table for them to fill in:
o Explore glossaries in several different non-fiction texts.
 Have students point out things that they observe about the glossary’s purpose and set-up (alphabetical order).
 Be sure to discuss the types of words addressed in a glossary – they MUST be words contained in that particular book and they are content –
related words, never words like “of” or “his”. The glossary contains words that the author wants to ensure everyone understands.
 Give each child a large sticky note or index card.

Ask them to choose one or two words out of each of their reports that could need to be explained and write them on the sticky note.

Check each child’s card, discussing the need for the words to be explained in a glossary.

Once the words are approved, students should re-write the chosen words in alphabetical order (on a new sticky or on the other side)
and have them checked again.

Students enter each word into the glossary chart in alphabetical order.
 Students write the definitions for each word in their own words – synonyms are very appropriate. Allow students to discuss possible
definitions with a partner – talking about it aloud may help them to focus their ideas.
 Students can then highlight or bold the words defined in their glossaries in the context of the report (to indicate that these words are
important and are addressed in the glossary).
o Just like in fiction books, the pictures can be full of information in a non-fiction text.
 Share pictures from a non-fiction text and discuss with students what can be learned from just the picture.
 Repeat with different types of pictures in non-fiction – photographs, diagrams, charts/graphs etc. Captions are brief sentences or phrases that
explain the picture.
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

Publish student chapter books.
o Students put pieces in correct order (cover, title page, table of contents, numbered pages, glossary, index, and “About the Author” (autobiography
piece from earlier in the unit).
Book Signing event
o Create invitations to a Book Signing with the students.
 Brainstorm information that is included in an invitation, create blank invitation (if possible, create it on the interactive whiteboard so that
students can see their ideas become reality).
 Give each student a blank invitation and fill out the What, Date, Time, Location as a whole group (to ensure proper spelling).
o Working together, with students dictating the steps, write an explanatory piece to tell parents the steps that students have gone through to create their
chapter books. This should be posted on chart paper or displayed on the interactive whiteboard for the book signing.
o Give each student a special pen and discuss what an author might write when he or she autographs a book.
o Set up room in a way that allows parents to approach students across the desk (as if a real signing). Students should read their chapter books to their
parents and sign them with a brief message.
o Refreshments can be served if desired.
Differentiation Option(s): Students could each read a chapter aloud to the group of parents rather than reading to individual parents and then sign their books.
** completed books are students’ final assessments for the informational writing unit**
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Teacher background information for Weeks 3-8:
During this block of instruction students will begin reading Charlie and the Chocolate Factory as a teacher read aloud. The time frame for students is 6 weeks. The tasks
and chapters have been laid out in a day-by-day format. This is a suggested timeline for teachers to use during instruction (teachers may change the timeline as it fits
best for their students, but all learning targets, CFA’s and standards must be met within the six week time frame). The novel has 30 chapters and several activities and
discussion questions for students. Some tasks are optional, and may be eliminated from the unit based on PLC decisions. Students will need to keep an ongoing
character analysis book that they can add to as characters are introduced to the story. Teachers may want to have students create a book or special place to keep these
so that they can reference back to them throughout the novel. During week 4, students will be doing a CFA on their favorite or least favorite character and these charts
will help them with their writing. Many inventions will be introduced within the novel and it is important to be sure to chart all inventions for students and connect the
inventions with what they have learned from the informational section. In the summative test, students will be creating their own invention. This novel will introduce
the standard RL9: Compare and contrast the adventures and experiences of characters in stories. Students will need to compare the adventures from Lulu in quarter 2 to
those of Veruca in Charlie and the Chocolate Factory.
Outside resources such as realia are encouraged to be used within this novel. Using such resources is optional and at the teacher’s discretion. These additional activities
and realia can be included, but should not come in place of the tasks; they would only be used as enrichment for the students.
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WEEK 3
Standards:
Learning Targets:
RL 1: Students will use who, what, when and where to ask and answer questions
RL 1: Ask and answer questions about key details in a text.
about characters, setting, and major events orally and in writing.
RL 2: Retell stories, including key details, and demonstrate understanding of
RL 2: Students describe the setting by telling when and where orally and in writing their central message or lesson.
RL 3: Students describe character’s feelings, major events in a story, and a
RL 3: Describe characters, settings, and major events in a story using key details.
character’s physical appearance orally and in writing.
RL6: Identify who is telling the story at various points in a text.
RL 6: Students will orally identify who is telling the story at various points in a
RL7: Use illustrations and details in a story to describe its characters, setting, or
text during whole group discussions/read-a-louds.
events.
RL 7: Students will use illustrations to describe characters’ feelings and major
events orally and in writing.
Tasks:
Charlie and the Chocolate Factory
Optional: As you read the chapters aloud to students, have students draw a picture representing what you are reading. At the end of the chapter, have students write a
sentence summarizing what the chapter was about. You may want to use a journal or notebook to keep all of the students’ work.
Chapter 1
 Character analysis of the following characters (see appendix A for sample character analysis charts): RL7
o Grandpa Joe and Charlie Bucket
 You do not have to do a character analysis chart for the following characters, but please take time to describe the following characters and talk about their
importance in the story.
o Grandpa George and Grandma Georgina
o Mr. Bucket and Mrs. Bucket
o Grandma Josephine
 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
 Talk about the house, how does the author describe the house on page 4?
 Factory- talk to the kids about what a factory is.
Chapter 2
 Who is Willy Wonka? (have students participate in an oral discussion with the class)
 Teacher model citing the text, what inventions has Willy Wonka created? page 11
Chapter 3
 What happened to the palace that Willy Wonka made for Prince Pondicherry? RL2
 Why was making a palace out of chocolate a silly idea?
Chapters 4 and 5
 Why did Mr. Wonka close the chocolate factory?
 What was the newspaper announcement about?
 Why do you think Mr. Wonka is opening his factory to five kids?
 What do you predict will happen?
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adapted from CCGPS revised 12-4-14
WEEK 4
Learning Targets:
Standards:
RL 1: Students will use who, what, when and where to ask and answer questions
RL 1: Ask and answer questions about key details in a text.
about characters, setting, and major events orally and in writing.
RL 2: Retell stories, including key details, and demonstrate understanding of their
RL 2: Students describe the setting by telling when and where orally and in
central message or lesson..
writing
RL3: Describe characters, settings, and major events in a story, using key details.
RL 3: Students describe character’s feelings, major events in a story, and a
RL6: Identify who is telling the story at various points in a text.
character’s physical appearance orally and in writing.
RL7: Use illustrations and details in a story to describe its characters, setting, or
RL 6: Students will orally identify who is telling the story at various points in a
events.
text during whole group discussions/read-a-louds.
W1: Write opinion pieces in which they introduce the topic or name the book they
RL 7: Students will use illustrations to describe characters’ feelings and major
are writing about, state an opinion, supply a reason for the opinion, and provide
events orally and in writing.
some sense of closure.
W1: Students will write an opinion piece where they choose their favorite or least
favorite character and support their opinion using details from the text.
Tasks:
Chapter 6
 Character Analysis Chart for (see appendix A for sample character analysis charts): RL7
o Augustus Gloop
o Veruca Salt.
 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
Chapter 7
 What happened on Charlie’s birthday?
 Why is his birthday so special?
 Have students write about their birthday celebrations and traditions. What would they do if they could only have one piece of chocolate for their birthdays?
Chapter 8
 Character Analysis Chart (see appendix A for sample character analysis charts): RL7
o Violet Beauregarde
o Mike Teavee
 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
 What would you do if someone came into your home and wanted to interview you?
 Discuss Mike Teavee’s reaction on page 33, was he being rude?
 Now that all of the characters that are going to the chocolate factory have been introduced, students create index cards with names of major characters from
novel. Teacher reads statements lifted from the text and students hold up the character name that is “talking.” Students should explain how they were able to
identify it – what do you know about that character that makes him or her match that statement?
CFA:

Describe your favorite or least favorite character and why (be sure to use reasons from the text). W1
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adapted from CCGPS revised 12-4-14
WEEK 5
Learning Targets:
Standards:
RL 1: Students will use who, what, when and where to ask and answer questions
RL 1: Ask and answer questions about key details in a text.
about characters, setting, and major events orally and in writing.
RL 2: Retell stories, including key details, and demonstrate understanding of
RL 2: Students describe the setting by telling when and where orally and in writing their central message or lesson.
RL 3: Students describe character’s feelings, major events in a story, and a
RL 3: Describe characters, settings, and major events in a story using key details.
character’s physical appearance orally and in writing.
RL6: Identify who is telling the story at various points in a text.
RL 6: Students will orally identify who is telling the story at various points in a
RL7: Use illustrations and details in a story to describe its characters, setting, or
text during whole group discussions/read-a-louds.
events.
RL 7: Students will use illustrations to describe characters’ feelings and major
W1: Write opinion pieces in which they introduce the topic or name the book
events orally and in writing.
they are writing about, state an opinion, supply a reason for the opinion, and
W1: Students will write an opinion piece where they choose their favorite or least
provide some sense of closure.
favorite character and support their opinion using details from the text.
W3: Write narratives in which they recount two or more appropriately sequenced
W3: Students retell using details regarding what happened and use temporal words
events, include some details regarding what happened, use temporal words to
to signal event order and provide closure in their writing.
signal event order, and provide some sense of closure.
Tasks:
Chapter 9
 Why was it important that Grandpa Joe gave Charlie more money to buy another chocolate bar?
Chapter 10
 How do you know Charlie and his family are starving? Cite the text… Page 38
 What does Charlie find?
CFA: Quick Write: What do you think Charlie is going to do with the dollar he found?
Chapter 11 What did Charlie spend the money on?
 Quick Write: Was your prediction from yesterday right? W3
 The following tasks can be done as a pair share for students to discuss: W1
o Do you agree with how Charlie spent the money? Why or Why not?
o What do you think his family will think? Will they be upset that he bought two chocolate bars with the money he found?
Chapter 12
 Describe the illustrations on page 48. Ask students the following questions: RL7
o What is happening? (News about the golden ticket)
o Who is jumping on the bed? (Grandpa Joe)
o What is being thrown in the air? (Grandpa Joe’s soup)
o What is Charlie doing?
o Is this normal behavior for Grandpa Joe?
 On page 52, Do Charlie’s parents want Grandpa Joe to take Charlie? RL1
 Who knocks on the door? RL2
 When Charlie finds the chocolate with the golden ticket, should he keep it or sell it? (Optional opinion writing opportunity)
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adapted from CCGPS revised 12-4-14
Chapter 13
 Turn to a partner and describe what happened in this chapter.
 Prompting questions for the students:
o Who is at the gate?
o What day is it?
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adapted from CCGPS revised 12-4-14
WEEK 6
Learning Targets:
Standards:
RL 1: Students will use who, what, when and where to ask and answer questions
RL 1: Ask and answer questions about key details in a text.
about characters, setting, and major events orally and in writing.
RL 2: Retell stories, including key details, and demonstrate understanding of
RL 2: Students describe the setting by telling when and where orally and in writing their central message or lesson.
RL 3: Students describe character’s feelings, major events in a story, and a
RL 3: Describe characters, settings, and major events in a story using key details.
character’s physical appearance orally and in writing.
RL6: Identify who is telling the story at various points in a text.
RL 6: Students will orally identify who is telling the story at various points in a
RL7: Use illustrations and details in a story to describe its characters, setting, or
text during whole group discussions/read-a-louds.
events.
RL 7: Students will use illustrations to describe characters’ feelings and major
RL9: Compare and contrast the adventures and experiences of characters in
events orally and in writing.
stories.
RL9: Students will complete a compare and contrast using a graphic organizer or
Thinking Map in which they look at the current story and the story read in unit 2.
Tasks:
Chapter 14
 The author describes Willy Wonka in great detail on page 57.
o Take out the description on page 57 and read it aloud to students so that they can draw how they think Willy Wonka looks.
o After students draw their interpretations of Willy Wonka based on the description, have students share with one another.
 Show students what Willy Wonka looks like (see page 59 in the text).
 Character Analysis Chart (see appendix A for sample character analysis charts): RL7
o Willy Wonka
Optional Activity: Chocolate Day
 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.
 Students work independently or with a partner to invent a new candy bar. They should include a name, ingredients list, physical description, and an eyecatching wrapper.
 Allow students to share their ideas with the class and explain their choices.
 Please see these sites for additional resources and/or ideas for Chocolate Day:
 “Unwrapped” (Food Network)
 Bubble gum: http://www.foodnetwork.com/videos/unwrapped-bubblegum/671.html
 Visit Hershey: http://www.foodnetwork.com/videos/visit-hershey/1166.html
 Chocolate delights: http://www.foodnetwork.com/videos/chocolate-delights/1534.html
 Candy making: http://www.foodnetwork.com/videos/candy-making/1512.html
 Jawbreakers: http://www.foodnetwork.com/videos/jaw-breakers/1348.html
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adapted from CCGPS revised 12-4-14
Chapter 15
 Use the descriptions on page 63 of “The Chocolate Room” and have students describe the setting and events that are taking place. RL3
 Optional Activity:
o On page 66 the author describes the grass and how the characters are able to taste the grass… teachers can bring in edible grass (the same ones used
in Easter baskets) for students to taste and or do an activity similar to the one described in the text.
 Who works in the factory? RL1
Chapter 16
 Why did Mr. Wonka want the Oompa-Loompas to work in the factory?
 Describe where the Oompa-Loompas came from. What was the setting?
 Who is telling the story on page 69? RL6
 Who is Mr. Wonka talking to on page 70? RL6
 How do you know when the dialog is changing between the characters? RL6
Chapter 17
 Before reading the chapter, show students the illustration on page 73. Have students talk about what they see. Ask students to identify the character and predict
will happen next in the story based on the illustration. RL7
 Ask students how they think Augustus feels based on the events that take place in this chapter. RL7
 How are Augustus’ parents feeling about what happened to their son and Mr. Wonka’s reaction?
 What are the Oompa-Loompas singing about?
Chapter 18
 How does Mr. Wonka take people to the next room? (top of page 81)
 Describe the setting and Veruca’s characters feelings on page 83. RL3
 Using a graphic organizer or Thinking Map, compare and contrast the differences between Veruca and Lulu (from unit 2). RL9
o You may want to keep this up in the classroom because as the novel continues there will be more evidence to add to the graphic organizer
 On page 83, what does this quote suggest about Charlie and his family, “You look like a skeleton! What’s the matter? Hasn’t there been anything to eat in your
house lately?”
o Have students share with a partner what the quote means (Charlie’s family is poor and cannot afford food… etc…). RL3, RL6
o Who is saying this in the story?
o How do you think it makes Charlie and his grandpa feel?
 What was in room 54? Teacher models how to use details from the text (page 86).
 What was in room 77? Teacher models how to use details from the text (page 86).
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adapted from CCGPS revised 12-4-14
WEEK 7
Learning Targets:
Standards:
RL 1: Students will use who, what, when and where to ask and answer questions
RL 1: Ask and answer questions about key details in a text.
about characters, setting, and major events orally and in writing.
RL 2: Retell stories, including key details, and demonstrate understanding of
RL 2: Students describe the setting by telling when and where orally and in writing
their central message or lesson.
RL 3: Students describe character’s feelings, major events in a story, and a
RL 3: Describe characters, settings, and major events in a story using key
character’s physical appearance orally and in writing.
details.
RL 6: Students will orally identify who is telling the story at various points in a text
RL6: Identify who is telling the story at various points in a text.
during whole group discussions/read-a-louds.
RL7: Use illustrations and details in a story to describe its characters, setting,
RL 7: Students will use illustrations to describe characters’ feelings and major events or events.
orally and in writing.
RL9: Compare and contrast the adventures and experiences of characters in
RL9: Students will complete a compare and contrast using a graphic organizer or
stories.
Thinking Map in which they look at the current story and the story read in unit 2.
Tasks:
Chapter 19
 Before reading the chapter, show students the illustration on page 89. Have students predict what room they think they are entering next. Ask students to use
the details of the illustration to support their answer. RL7
 What room did they visit next?
 Why does Mr. Wonka say, “This is the most important room in the entire factory!” (pg. 87)
 Create a chart with students listing all of the inventions that Mr. Wonka has created.
 Optional Activity: (This invention will appear in Chapter 22 page 104. Students can compare their inventions to the one Mr. Wonka creates).
Invent your own lickable wallpaper. Be sure to use descriptive words to help the reader imagine your invention. Include an Illustration.
Chapters 20-21
 Add the gum invention to the chart created in Chapter 19
 Have students discuss the different flavors of gum the character experiences, and how she describes them.
 What happened to Violet?
o Have students use the details from the story to draw a illustration of what the gum did Violet.
(refer to the illustrations in the text to help students compare their drawings the ones that the author created within in the story).
Chapter 22
 Who is left in the group?
 Add the new inventions from this chapter to the chart started in Chapter 19
Chapter 23 and 24
 Using the illustration on page 108, does the candy look round? RL7
Optional: Teacher can bring in square candy (Starburst) and a round candy (mints) and discuss the differences between the shapes and why Mr. Wonka thinks the
square candy looks round.)

Chapter 24 focuses on Vercua wanting a squirrel. Add additional details to the compare and contrast graphic organizer started in Chapter 18 comparing how
she and Lulu have the same attitude towards wanting an impossible pet. RL9
17
adapted from CCGPS revised 12-4-14
WEEK 8
Learning Targets:
RL 1: Students will use who, what, when and where to ask and answer questions about
characters, setting, and major events orally and in writing.
RL 2: Students describe the setting by telling when and where orally and in writing
RL 3: Students describe character’s feelings, major events in a story, and a character’s
physical appearance orally and in writing.
RL 6: Students will orally identify who is telling the story at various points in a text
during whole group discussions/read-a-louds.
RL 7: Students will use illustrations to describe characters’ feelings and major events
orally and in writing.
RL9: Students will complete a compare and contrast using a graphic organizer or
Thinking Map in which they look at the current story and the story read in unit 2.
W1: Students will write an opinion piece where they choose their favorite or least
favorite character and support their opinion using details from the text.
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 2: Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
RL 3: Describe characters, settings, and major events in a story using key
details.
RL6: Identify who is telling the story at various points in a text.
RL7: Use illustrations and details in a story to describe its characters, setting,
or events.
RL9: Compare and contrast the adventures and experiences of characters in
stories.
W1: Write opinion pieces in which they introduce the topic or name the book
they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
Tasks:
Chapter 25
 Using the illustration on page 121, how do you think the characters feel in the elevator?
 How did the elevator work? (Choose by room not by floor level)
Chapter 26 and 27
 Add the invention from Chapter 26 to the chart started in Chapter 19.
 What happened to Mike Teaave?
 Using the illustration, describe how the character is feeling on page 132. RL7
Chapter 28 and 29
 Out of the five children, who was the only one to make it out of the factory without getting into any trouble?
 Using the illustration on page 146, students discuss how they would feel if they were in an elevator that was hanging like a helicopter.
 Using the illustrations on page 148-149, students describe the characters change in attitude and mood.
 Compare and contrast using a graphic organizer or Thinking Map the differences of the characters from the beginning of the experience on page, 54-55 to the
characters at the end of the story on page 148-149. RL9
Chapter 30
 What was the real reason Mr. Wonka sent out the golden tickets?
 What is Charlie’s reaction to Mr. Wonka’s offer?
 What would you do if someone asked you to run a Chocolate Factory?
 Using the illustration on page 154, describe Charlie’s family’s reaction to the great news. RL7
 Reflecting back… Which of the rooms would be most likely to make you break the rules? Why?
18
adapted from CCGPS revised 12-4-14
Summative Assessment - Choose one:
Option # 1 Informative/Explanatory: You have learned how important it is for inventors to give clear directions for their ideas. Pretend that you work in
Willy Wonka’s factory and are the inventor of s’mores. Using the materials given, build a s’more and write clear how-to instructions for making s’mores.
(Optional, teachers bring in manipulatives such as, marshmallows, graham crackers, and Hershey’s chocolate.)
OR
Option # 2 Informative/Explanatory: You have learned how important it is for inventors to give clear directions for their ideas. Pretend that you work in
Willy Wonka’s factory and are the inventor of a new piece of candy. Describe how your candy is made, how it looks and how it would taste. Be sure to write
clear how-to instructions for making your new piece of candy so that Oompa-Loompas can get to work.
19
adapted from CCGPS revised 12-4-14
WEEK 9
In this week students will be reading Freckle Juice. Students will be creating a comic strip in which they recount events in the story and then use the comic strip to retell
the story using key details and the central message.
Learning Targets:
RL 1: Students will ask and answer questions about key details in a text.
RL2: Students describe the setting by telling when and where orally and in
writing.
RL 3: Students describe character’s feelings orally and in writing.
W3: Students will create a comic strip in which they recount events that are
appropriately sequenced.
Standards:
RL 1: Ask and answer questions about key details in a text.
RL 2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL 3: Describe characters, settings, and major events in a story using key details.
W 3: Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
Freckle Juice
Tasks:
 Teacher chooses pre-set stopping points in Freckle Juice (the end of each chapter works in this case).
 Begin by having students make predictions based on cover art and title.
 Record predictions on the board or a chart (teacher models appropriate sounding out, spacing between words, capitalization and punctuation).
Students can also record individual or class predictions in a journal.
 Teacher read aloud one chapter a day.
 Following each chapter, review and discuss predictions made before and cross out those that you already know to be untrue; add new predictions if
possible. Require reasons and examples from the text for confirming / denying/ adding new predictions. Continue this procedure for each chapter.
 The following can be done for one or more chapters:
 Students identify feeling words (happy, sad, excited, angry, etc.). Students illustrate and label 3-5 feeling words on sticky notes.

As they read, teacher can either have students stick the sticky notes on phrases or passages that indicate that feeling OR hold up the appropriate
sticky note when the feeling occurs. (choose which method based on type of reading – choral, independent, etc.)

If holding up feeling word/illustration when it occurs, ask student (s) to identify the words that indicate that feeling.
 The following is ongoing throughout Freckle Juice (CFA)
 Share comic strips with students (see links below for examples). Discuss speech vs. thought bubbles, boxes tell story in sequence, details of pictures
help to tell the story as well as dialogue. Post examples.
o http://www.bigblogcomics.com/
o http://www.gocomics.com/explore/comics
o http://www.azcentral.com/thingstodo/comics/
o http://www.kidscomics.com/Home/1/1/60/1046
 Give students a 6 box comic strip (one for title and author, one for each chapter).
 After reading each chapter, discuss with students the main idea of what happened in that chapter (guide them to choose an event that represents how
the story is moving forward – details can be included in the background for students so inclined)
 Students illustrate chapter’s main idea and include speech or thought bubbles (write the words first and then draw the bubble around it!). Students
continue to do this after each chapter.
 When book is completed, students work in pairs to rehearse using their comic strips to retell the story, including key details and the central message.
Differentiation Option(s): can be all illustrations without dialogue; comic strips can be made in pairs or small groups rather than individually; comic strip retellings
can be presented to the class.
20
adapted from CCGPS revised 12-4-14