charlie and the chocolate factory

California State Board of Education Standards

Fourth Grade Dry Creek District Standards: Reading:

1.) Word Analysis, Fluency and Systematic Vocabulary Development

4.4.4. Distinguish and interpret multiple meaning words

4.2.2. Use prior knowledge and ideas

presented in texts (illustrations, titles, topic sentences, key words and foreshadowing clues) to make, confirm, or revise predictions

2.) Reading Comprehension

4.2.1. Know and use different reading strategies (e.g., skimming and scanning; finding information to support

particular ideas) and the various purposes of language (e.g., to inform, to persuade, to entertain) to comprehend informational text

3.) Literary Response and Analysis

4.2.1. Identify the main events of the plot, their causes and how they influence future action

4.2.2. Use knowledge of the situation,

setting and character's traits and motivations to determine the causes for character's actions

4.2.5. Explain how characters or simple events in a work are like people or events in one's own life

This lesson will allow students to adventure into Mr. Wonka's Chocolate Factory by reading the book Charlie and the Chocolate Factory, by Roald Dahl . Students will be assigned daily reading with fun and exciting activities to follow. Periodically, students will take quizzes and then finish with a final unit test at the end of the book.

Subject: Reading Topic: Vocabulary & Comprehension Grade Level: 4 Student Lesson name and URL:

http://www.ctap295.ctaponline.org/~jhays/students

1. Students will have the opportunity to immerse themselves in the world of fantasy.

2. Students will be exposed to daily questions on the Literal, Interpretive, Critical and Creative level.

3. Students will follow the close developing relationship that Charlie has with his family. Hopefully, students will come to appreciate older people and their contributions to helping youth.

4. Students will come to appreciate the often clever and witty lines that Willy Wonka speaks. Most of them have an underlying meaning.

1. Lead the class in a discussion about what it feels like to want something very much; like a dog, a new bike, a summer vacation, etc. Move the discussion into what it feels like when you get your wish. Explain that these are the feelings that we will experience along with Charlie in our book, Charlie and the Chocolate Factory.

2. Each student will draw a name of a major character: Charlie, Mr. Wonka, Grandpa Joe and one secondary character: Augustus, Veruca, Violet, Mike. Their task is to keep a notebook tracing the developments of their characters.

1. Draw a picture of a candy bar you would like to be made and marketed.

2. Complete the Extended Family worksheet.

3. Write in your character notebook.

4. Write a letter to Mr. Wonka persuading him to market your candy bar.

5. Answer any questions assigned.

6. Take chapter quizzes.

1. Take the final Unit Test on chapters 1-30.

2. Use the movie Willy Wonka and the Chocolate Factory. Show it to the class. Discuss the similarities and differences between the book and movie and then write a three paragraph essay on this topic.

3. Have each student take the notes they have been keeping on their two characters (introductory activity #2). From the notes write an in class summary of their character's development.

4. As a class project, write to a candy company. Ask them for any free information they have about the making of candy and history of their business.

Introductory Activities http://www.hersheys.com/chocworld/

http://www.hersheypa.com/herco_homepage.html

Enabling Activities Extended Family Take Quiz #1 (Chapters 1-6) Take Quiz #2 (Chapters 7-11) Wonka Persuasive Letter Outline

Enabling Activities Continued:Dear Mr. Willy Wonka

Take Quiz #3 (Chapters 11-17) Take Quiz #4 (Chapters 18-23) http://www.wonka.com/Loompaland/

Culminating Activities Take Unit Test (Chapters 1-30) Address Examplehttp://www.upcomingmovies.com/charlieandthechocolatefactory.html

Assessments will be given throughout the book. There are four quizzes and one comprehensive unit test given at the end. All of these are linked to word documents.

As of right now, there are no assessment scores to view.

Day 1: Read Chapters 1 & 2 (pgs. 1-15)Activity Day 2: Read Chapters 3 & 4 (pgs. 15-23)Activity & HomeworkDay 3: Read Chapters 5, 6, & 7 (pgs. 23-35)Activity, Quiz #1, HomeworkDay 4: Read Chapters 8, 9, 10, & 11 (pgs. 35-52)Activity, Quiz #2, HomeworkDay 5: Read Chapters 12, 13, & 14 (pgs. 52-68)Activity & HomeworkDay 6: Read Chapters 15, 16, & 17 (pgs. 68-86)Quiz #3 & HomeworkDay 7: Read Chapters 18, 19, & 20 (pgs. 86-100)Activity & QuestionsDay 8: Read Chapters 21,22, & 23 (pgs. 100-115)Activity & Quiz #4 Day 9: Read Chapters 24, 25, & 26 (pgs.116-138)ActivityDay 10: Read Chapters 27, 28, 29, & 30 (pgs. 138-162)Activity

I have learned many things from the CTAP Program. First, I learned what FTP means. Sometimes I would spend numerous hours working on my web pages and then proceed to FTP my work and nothing would be changed from the local to the remote system. Lots of frustration with FTP. Next, I learned how to copy and paste from page to page & to my power point presentation. Why retype…when it’s already there! I learned how to insert links and web resources to my work. And finally, I learned that creating web pages was easier than I thought!