Resource 3 Charlie and the Chocolate Factory

Title:	Author /Illustrator
Charlie and the Chocolate Factory	Roald Dahl/Michael Foreman
Publisher:	Date of publication:
Puffin Books	1985
Overview of text: Charlie is a boy from a low socioeconomic background. He is fortunate to win a gold ticket to visit “ Willy Wonka’s” Chocolate factory. The story details his relationship with his family, and his adventures as he visits the factory.
Language features: There is extended vocabulary in the text. As the book was written decades ago, some of the language used would be unfamiliar to students of today. Some of the unusual words from chapter 1- 4 include: absurd, colossal, stammer, torture, marvelous. These could be used as target words for students to focus on. The book could also be used to examine the difference in children’s lives from this era to the modern. Basic skills such as sentence structure, punctuation and the use of adverbs, verbs and adjectives could be taught from engaging in the text
Other textual features (e.g. format, illustrations) There are some illustrations in the beginning of the book, which are used to set the scene and introduce the characters. This is a chapter book, and is used in many schools as a class text, and for students to read at home.
Audience	Genre
Grade 3- Grade 6	Fiction- novel

Title of text Charlie and the Chocolate Factory
Before reading activities	Justification*
1. Predict what the story could be about? 2. Is this a fiction or non fiction book? Why how do we know 3. Flick through the book to identify that this is a chapter book. Why is this a chapter book? 4. Examine the contents page and show students that there are many chapters in this book. Each chapter is only about 4 – 5 pages long 5.Examine the title of each chapter. Ask students to take note when reading the book to see if there is a correlation between the title and information in the chapter 6.As we flick through the book, show that there are not many illustrations in this book and ask them to think about why/why not?	1. CB 2-predict likely text and sentence structures 2.TU 2 - understand that these functions influence the way texts are structured 3.TP 5-relate the text to their personal and cultural experiences and knowledge, including their experiences with other texts 4.TU 5-interact with others around a text 5.TA 1- 1. talk about an author's purpose in constructing a text 6.TA-talk about an author's purpose in constructing a text
During reading activities	Justification*
1.Students can read parts of the text to classmates (oral language) 2.Identify unfamiliar words and make a list to refer to later 3.Select a sentence to examine in detail (nouns, verbs etc) 4.Write key points about each chapter to analyse the main theme/subject  (recount) 5.Make notes about lifestyles of the rich and the poor, how are they different?	1.CB 1- use and integrate semantic, grammatical and phonological/graphological cues 2.TP 3-understand how the grammatical structures in the text and the punctuation contribute to it's meanings 3.TP 1-use their knowledge of word meanings and common English expressions to construct meaning with the text 4.TU 1- .know about the different social and cultural functions that texts perform 5. TA- understand how a text's structure and features contribute to the way the text portrays different social and cultural groups and individuals
After reading activities	Justification*
1. Examine the sentence in detail (from above), write your own sentence using words identified as unfamiliar e.g colossal, absurd) 2.Complete a comprehension sheet (ch1) 3. Complete a noun review worksheet (see resources)- justification- pre designed resource that uses grammatical structures and use of nouns/prefixes to get students to remember and identify same 4. Explain what the story is about? Make predictions about whether the story will have a ‘happy ending’ (this could be done after reading ¾ of the book) 5.Analyse traditional endings in fictional stories 6. Have each student choose a character from the book and use a story map to identify key elements of his or her character. 7.Have students choose four characters in the book and identify three traits that each character displays. 8.Divide the class into groups and use the following questions to create a debate amongst students. Each group will write an answer on a sheet of paper. They will have 5 minutes to discuss their response and only 2 minutes to write their answer. each group will then review the answers from the other groups and compare their responses 1. Which character has the worst “flaw”? Defend your answer.2. Was it right for Willy Wonka to give Charlie the factory? Why or why not? 3. Was the “punishment” of the other characters “fair”? Why or why not? 4. Would you want to be friends with Willy Wonka? Why or why not? Write a sequel to the book (this could be done in small groups) These are activities that relate to  Blooms Taxonomy Make a diorama of a scene from Charlie and the Chocolate Factory. Write a one page description of your diorama. Identify the scene your diorama represents. Explain why you chose this scene. For upper primary (5/6) students could write a report about the author Roald Dahl Design your own new chocolate for Willy Wonkas factory. Write an advertisement to sell your new chocolate Additional activities- watch the movie and compare to the book- use a Venn diagram, character analysis	TU 1- 1.know about the different social and cultural functions that texts perform 2.TU 3-use texts for a range of purposes 3. TU 1-.know about the different social and cultural functions that texts perform 4.TU 1.know about the different social and cultural functions that texts perform 5.TA 1-talk about an author's purpose in constructing a text 6.TA 10-understand how a text's structure and features contribute to the way the text portrays different social and cultural groups and individuals 7.TP 8-understand how layers of meaning are constructed in a text 8.TA 10-understand how a text's structure and features contribute to the way the text portrays different social and cultural groups and individuals  TP-understand how conventions of image making contribute to the texts meaning  TA-talk about what the writer of the text believes  TU-use texts for a range of purposes
Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering: Make a timeline of events List all the characters in the story What happened after Charlie won the ticket? Understanding P16, paragraph 5 (condense the paragraph and write it in your own words) Make a list of the family members that Charlie could have selected to take to the factory and provide a reason why/why not for each- draw pictures to match your text What would happen if Charlie were allowed to take a friend, not a family member to the chocolate factory? Applying Make a diorama depicting a scene from the book and explain what is happening Design an advertisement for a new chocolate bar Analysing Act out the scene just prior to Charlie winning the ticket. Change the ending to see what could have happened Make a family tree showing relationships Evaluating Defend the authors plot (i.e. Charlie winning the last ticket) and compare why the other children were used in the story Hold a class debate stating why/why not the selection to visit the factory was the lucky people. How else could Mr Wonka have selected 5 people to visit his factory Creating Recreate a scene from the book, changing some of the language to suit todays children In small groups recreate your advertisement and present it orally as a television advertisement with a jingle for the rest of the class Noun resource: Charlie and the Chocolate Factory Noun Review Name: ____________________ Date: _________________ Directions: Circle the common nouns and underline the proper nouns. 1. Charlie found the last Golden Ticket on January 31st. 2. Mr. Bucket worked in a toothpaste factory at the beginning of the book. 3. Mrs. Bucket took care of the four old people. 4. Grandpa Joe was very excited when Charlie found the last Golden Ticket. 5. Mr. Willy Wonka was dressed in a purple jacket, and he had a top hat on his head. Directions: Write the plural form of each of the following nouns. 6. band ______________ 7. berry ______________ 8. bus ______________ 9. tooth ______________ 10. roof _____________ 11. deer ______________