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Charlie and the Chocolate Factory
By: Roald Dahl
Special Education
Social SkillsPrimary Level
Character TraitsHonest Light-hearted Leader Expert Brave Conceited Mischievous Demanding Thoughtful Keen Bright Courageous Serious Funny Humorous Sad Poor
Rich Tall Dark Humble Friendly Short Adventurous Hard-working Timid Shy Bold Daring Dainty Happy Disagreeable Simple SmartImpulsive
Fancy Plain Excited Studious Inventive Creative Thrilling Independent Intelligent Compassionate Gentle Proud Wild Messy Neat Joyful StrongLoyal
Light Handsome Pretty Ugly Selfish Unselfish Self-confident Respectful Considerate Imaginative Busy Patriotic Fun-loving Popular Successful Responsible LazyEnergetic
Dreamer Helpful Simple-mindedPitiful Cooperative Lovable Prim Proper Ambitious Able Quiet Curious Reserved Pleasing Bossy Witty Fighter Tireless
Cast of Characters
Willy Wonka
Violet Beauregarde
Mike Teavee
Grandpa Joe
Charlie Bucket
Augustus Gloop
Veruca Salt
Sweet Traits
Sour Traits
Happy
Swee
t
Bossy
Funny
Warm Up!
Please reduce the following fractions:
2/4 3/16 1/2
4/4 8/9
Fun Facts
In 1995, Mars Company asked America to choose a new color to add to the bunch.
What was the color chosen?
M & M’s Count and Crunch
1. How many M&M’s are in your package?
2. What is the most common color?
3. What is the least common color?
4. What is the class favorite color?
5. What is the overall favorite color?
M&M’s Count & Crunch
M&M’s Count & Crunch
Prediction Actual
Green Orange Yellow Blue Dk Brown Lt Brown Red
# Ratio #
Ratio # Ratio # Ratio # Ratio # Ratio # Ratio
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Green Orange Yellow Blue Dk Brown Lt Brown Red
# % # % # % # % # % # % # %
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
Group 14
Group 15
Writing Activitiesby Amanda Bearden
Research the candy-making process through a Webquest
Write a feature article on the process that they have discovered
Create candy, wrapper, and jingle
Write a prediction, based on the cover of the book, about the story
Develop a book talk to present the book to the students and possibly the parents. (This would be great to have at a family reading night and invite parents to come.)
• Write a poem or song in the style of the Oompa Loompa’s songs from the story.
• Keep a vocabulary journal of new words learned throughout the story.
• Use a graphic organizer to plot the story elements as the story progresses.
• Develop a tri-a-rama based a particular setting in the story.
• Interview a character in the story. Students will be put into pairs in which one student is a reporter and the other a character from the story. Together they prepare 8-10 questions for the interviewer to ask.
• Create a Venn diagram comparing the movie and the book.
• Compose a new ending for the story.
• Design a book jacket
Social Studies Connection by: Kimberly Staton
K – 2nd The Family Cookbook
Family Tree: Students interview family members and create a familytree using pictures that students may glue to a constructionpaper tree and laminate for display.
Class Cookbook: When interviewing family members for the family tree,students will collect favorite family chocolate recipes. Theclass will work together to assemble a Chocolate recipe book to give as gifts to their families.
3rd – 5th A Willy Wonka Board Game
After reading the book and watching the movie, students will research factories on
the internet. Students will use this information
to make a Willy Wonka board game. The
board game will resemble the chocolatefactory. Game cards and rules will be based
on the guidelines of running a factory to produce goods.
5th – 12th Poverty and Food in
America Students will research poverty in America today and during the depression.Students will be divided into groups. Eachgroup will be given a description of ayoung person living in poverty. Groups will haveto write a schedule of what a typical day mightbe for that person living in poverty. Each groupwill present their scenario and the class will come up with solutions to overcoming hunger in America.
5th – 12th Poverty and Housing in America
Students will examine and discuss the
housing conditions that Charlie and many
other people were living in during the
depression. Students will research in two
groups the housing problems faced in
America today and conduct a classroom
debate.
5th – 12th Poverty and Employment in
America Students will research the problemssurrounding employment in America. Students will participate in a round tablediscussion and create long term solutions tothe following problems:
unemploymentloss of public serviceloss of personal assets
Graphic Organizers
Middle School SDI
Charact
erizatio
n
of Charli
e
ADJECTIVESVERBSNOUNS
1 Look at these words from Charlie and the Chocolate Factory.
Charlie and the Chocolate Factory
by Roald Dahl
2 Put each word into the correct part of speechSuperGrouper box.
furnace
greedy
clever
colossal
nightcap
desperate
belching
stammer
eager
expose
wonderful
chocolate
grandmother
delighted
factory
Vocabulary Sort into Parts of Speech
Character Map
Adjective
Example
Adjective
ExampleAdjective
Example
Charlie and the Chocolate Factory
Charlie
Story Map
What happens in the story?
Where does the story
take place?2
31
What is the writer trying to
say?
Title and Author
Charlie and the Chocolate Factory
Who are the characters?
Reading Strategies for Primary Reading
Before Reading
• Predict what the story might be about just by hearing the title; looking at the cover.
• Discuss other books by Roald Dahl.• Ask questions such as: Would you ever enter a contest? Would you
spend money you found in the street? Would you do something you were told not to do?
• Work in groups to write a story about a poor family that wins a contest.
• Research chocolate and how it is made. Ask students who have visited a candy factory to share their experiences with the class. Have students imagine what they think the inside of a chocolate factory looks like. Let them illustrate it.
• Do a KWL chart about chocolate factories.• Pre-read the first chapter and create a vocabulary list they need
before they begin to read.
During Reading• Have students read the first chapter while jotting down any unknown words
on post-its.
• Take the unknown words and place them on the board as a vocabulary list. Have students work together in groups to use the four-block method of writing the word, defining it, drawing it, and using the word in a sentence.
• Formulate guided reading questions for each days reading lesson.
• Because the book is above primary level, have students practice the book with many strategies such as guided reading, choral and echo reading, partner reading, and even hearing a chapter read from a tape.
• Do character maps while reading. Jot down as much information while you are reading about any one character. Then have students complete a character map on one they choose.
• Use many graphic organizers to help aide reading such as the KWL chart, text studies. T-charts, flow charts, or guided reading question charts. Anything to have students reading for a purpose.
• Keep a reading journal full of ideas and thoughts about the book, or any questions you have, or words you don’t know.
After Reading Strategies• One minute papers: students write about the most important
information they learned from the day’s reading.• Fill in the KWL chart, or other graphic organizer.• Have students write the main idea of the day’s reading, and at least
3 details.• Answer the 5 W’s: Who, What, When Where and How?• Do a Character Trait Planner, choosing Charlie or another main
character.• Complete a Story Map.• Do a story Pyramid using 5 lines such as:
Line 1: a word that describes the main character or titleLine 2: two words to describe the main characterLine 3: three words to describe the settingLine 4: four words to describe the main idea of the storyLine 5: five words to tell a main event in the story.
Perform a Reader’s Theatre for one of the chapters or a group of the chapters.
Put on a play.Sequence activities such as using strips or story pictures.Do one of a thousand writing activities such as such as
creative writing topics or Story frames. Write a summary.Have a book party where students dress up as characters,
eat foods from the book, decorate the room as a setting from the story. Create a class cookbook of chocolate recipes that go along with the story.
Have students create their own invention like the ones in the story. Place them in the hall for others to see.
More After Reading Strategies
Charlie and the Chocolate Factory
8th Grade UnitBefore, During and After
Reading Activities
Before Reading ActivityStudents will create a “foldable” with the
following tabs:Heading: Parts of a Story1st Fold: Title.
The name of a story.2nd Fold: Author.
The person who wrote the story.3rd Fold: Illustrator.
The person who creates the pictures for the story.
4th Fold: Setting.
The time, the place and the environment in which the story takes place. It sets the scene for the events in the story.
5th Fold: Characters.
May be people, animals or things. The story centers around the main character or characters.
6th Fold: Plot
The series of events that take place in the story. The plot usually centers around the problem and how the characters solve that problem. The plot is usually in 3 parts:
Beginning Middle End
This part of the story introduces the setting, the characters and the problem.
This part of the story tells how the characters react to the problem.
This part of the story usually solves the problem.
During Reading Activity
Students will fill in the foldable as they read the story. The Reading teacher will
stop each time a new character is introduced or when there is a new
development in the story. The teacher will question students as to what needs to be
included in the foldable.
After Reading Activity
“Candy Bar Favorites”1. Buy a bag of Hershey’s assorted
miniatures.2. Have each student choose his/her
favorite candy bar from the bag. Make a bar graph depicting the class favorites.
3. Let students eat their favorite candy bar.
4. Have students write a journal entry:
If I owned a chocolate factory, the candy that I would create would look like . . .smell like . . .feel like . . .taste like . . .When I bite it, it would sound like . . .
References
http://desktoppub.about.com/od/freeclipart/l/blcandy.htmhttp://www.t-hunts.com/yaba5/images/wonka_gold_ticket.jpghttp://www.teachervision.fen.com/writing/resource/2669.html?detoured=1http://www.mce.k12tn.net/chocolate/charlie/charlie-activity6.htmhttp://www.boolsite.net/wallpapers/Publicites/MMshttp://www.msghelp.net/showthread.php?tid=31459www.teachnet.com/lesson/langarts/reading/interview.htmlwww.teachnet.com/lesson/langarts/foldedbkrpts071599.htmlwww.inspiration.comLiterature Unit: Charlie and the Chocolate Factory by Teacher Created Materials, Inc. 1993.Thematic Unit: Chocolate by Teacher Created Materials, Inc. 1994
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