Matilda Charlie and the Chocolate Factory - Amazon S3 Charlie and the Chocolate Factory ... of music. Each musical genre has its own characteristics that we ... when the author says

Reading Objectives• Comprehension: Evaluate fact and opinion;

Evaluate author’s purpose• Tier Two Vocabulary: See book’s Glossary• Word study: Suffixes• Analyze the genre• Respond to and interpret texts• Make text-to-text connections• Fluency: Read with appropriate pauses

Writing Objectives• Writer’s tools: Writer’s voice• Write a book/movie review using

writing-process steps

Related Resources• Comprehension Question Card• Comprehension Power Tool Flip Chart• Using Genre Models to Teach Writing• Charlotte’s Webb, Stuart Little (Level T/44)

Matilda

Charlie and the Chocolate Factory

Teacher’s Guide: Book/Movie reviews

Unit-at-a-Glance

Day 1 Prepare to Read

Day 2 Read “Matilda Saves the Day!” and “Matilda the Magnificent”*

Day 3 Read “Charlie and the Chocolate Factory” and “Charlie is Way, Way Over the Top”*

Day 4 Reread “Charlie and the Chocolate Factory” and “Charlie is Way, Way Over the Top”*

Day 5 Literature Circle Discussion/Reinforce Skills*

Days 6–15 Write a book/movie review using the process writing steps on page 10.

While you are meeting with small groups, other students can:• read independently from your classroom library• reflect on their learning in reading response

journals• engage in literacy workstations

Level S/44

B e n c h m a r k e d u c a t i o n c o m p a n y

™

®

• Ask students to turn to pages 4–5. Say: The reviews in this book are about books by Roald Dahl and movies based on those books. Let’s read about Roald Dahl.

• Have a student read aloud the biographical information while others follow along.

• Say: Roald Dahl’s children’s books are very popular, even though he often wrote about tough situations. What can you infer, or tell, from this? Allow responses. Prompt students to understand that readers do not automatically shy away from books that describe difficult issues.

Introduce the Tools for Readers and Writers: Writer’s Voice• Read aloud “Writer’s Voice” on page 4.• Say: Each writer has a distinct voice. When a book

or movie reviewer writes with a strong voice, readers are more likely to be persuaded by the author’s opinions. The critic who wrote the reviews in this book used certain techniques to create a strong voice. Let’s practice identifying these techniques so we can notice them in the reviews we read.

• Distribute BLM 1 (Writer’s Voice). Read aloud sentence 1 with students.

• Model Identifying Writer’s Voice: The first sentence describes the movie The Sound of Music and says that fifth-graders will “get a kick out of it.” This phrase creates a casual, lighthearted tone and shows that the writer is keeping the audience in mind.

• Together, read the bulleted list in the text box at the top of the page. Then, ask students to work with a partner or in small groups to identify examples of writer’s voice in the remaining sentences and to rewrite the paragraph at the bottom of the page using a strong voice.

• Bring the groups together to share their findings. Remind them that writers use many techniques to create a strong voice.

• Ask the groups to read one of the sentences they revised. Use the examples to build their understanding of how writers create voice. Remind students that a writer’s voice helps readers become involved in the text and trust the writer’s opinion.

• Ask groups to hand in their sentences. Transfer student-written sentences to chart paper, title the page “Writer’s Voice,” and post it as an anchor chart in your classroom.

reviews of Two roald dahl books and Their movie versions

2

Prepare to Read

Build Genre Background• Write the word genre on chart paper. Ask: Who

can explain what the word genre means? (Allow responses.) The word genre means “a kind of something.” Classical music and pop music are two different genres, or kinds, of music. Each musical genre has its own characteristics that we can use to identify it. In the same way, we can identify literary genres by their characteristics. As readers, we pay attention to the genre because recognizing the genre helps us anticipate what will happen or what we will learn. As writers, we use our knowledge of genre to help us develop and organize our ideas.

• Ask: Who can name some literary genres? Let’s make a list. Allow responses. Post the list on the classroom wall as an anchor chart.

• Draw a concept web on chart paper or the chalkboard. Write Reviews in the center of the web.

• Say: Reviews are one example of a literary genre. Think of any book or movie reviews you have read. How would you define what a review is?

• Turn and Talk. Ask students to turn and talk to a classmate and jot down any features of a review they can think of. Then bring students together and ask them to share their ideas. Record them on the group web. Reinforce the concept that all reviews have certain common features.

Introduce the Book• Distribute the book to each student. Read the title

aloud. Ask students to tell what they see on the cover and table of contents.

• Ask students to turn to pages 2–3. Say: This week we are going to read book and movie reviews that will help us learn about this genre. First we’re going to focus on this genre as readers. Then we’re going to study reviews from a writer’s perspective. Our goal this week is to really understand this genre.

• Ask a student to read aloud the text on pages 2–3 while others follow along. Invite a different student to read the web on page 3.

• Point to your reviews web on chart paper. Say: Let’s compare our initial ideas about reviews with what we just read. What new features of this genre did you learn? Allow responses. Add new information to the class web.

• Post this chart in your classroom during your book and movie reviews unit. Say: As we read reviews this week, we will come back to this anchor chart. We will look for how these features appear in each review we read.

Day 1

©2011 benchmark education Company, llC

©2011 benchmark education Company, llC. all rights reserved. Teachers may photocopy the reproducible pages for classroom use. no other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.isbn: 978-1-4509-2979-0

3reviews of Two roald dahl books and Their movie versions


Reflect and Review • Turn and Talk. Write one or more of the following

questions on chart paper. What is a literary genre, and how can understanding

genres help readers and writers? What did you learn today about the review genre? What are some ways writers create a strong voice? Ask partners or small groups to discuss their ideas

and report them back to the whole group as a way to summarize the day’s learning.

Before Reading

Introduce “Matilda Saves the Day!” and “Matilda the Magnificent”• Reread the reviews anchor chart or the web on

page 3 to review the features of a review.• Ask students to turn to pages 8 and 11. Ask: Based on

the titles, illustrations, and photographs, what do you predict these reviews might be about? Allow responses.

• Invite students to scan the text and look for the boldfaced words (terrify, bravery, sarcastic, hilarious, dramatize, childhood, abusive). Say: As you read, pay attention to these words. If you don’t know what they mean, try to use clues in the surrounding text to help you define them. We’ll come back to these words after we read.

Set a Purpose for Reading• Ask students to read the book and movie reviews,

focusing on the genre elements they noted on their anchor chart. They should also look for evidence of writer’s voice and think about how the author’s voice helps them understand and appreciate the writer’s point of view.

Read “Matilda Saves the Day!” and “Matilda the Magnificent”• Place students in groups based on their reading

levels. Ask students to read the reviews silently, whisper-read, or read with a partner.

• Confer briefly with individual students to monitor their understanding of the text and their use of fix-up strategies.

Management TipAsk students to place self-stick notes in the margins where they notice evidence of writer’s voice or features of the genre.

After Reading

Build Comprehension: Evaluate Fact and Opinion• Lead a student discussion using the “Understand the

Reviews” and “Focus on Comprehension” questions on page 16. Then, use the following steps to provide explicit modeling of how to evaluate facts and opinions in a book or movie review.

• Explain: We learned yesterday that a review evaluates a book or movie by identifying its strengths and weaknesses. Some statements in a review are facts. For example, the author says Danny DeVito directed and acted in the movie Matilda. This is a fact because it can be proven.

Day 2

Management Tips• Throughout the week, you may wish to use some

of the reflect and review questions as prompts for reader response journal entries in addition to turn and talk activities.

• Have students create genre study folders. Keep blackline masters, notes, small-group writing, and checklists in the folders.

• Create anchor charts by writing whole-group discussion notes and mini-lessons on chart paper. Hang charts in the room where students can see them.

©2011 Benchmark Education Company, LLCrEviEws of Two roaLd dahL Books and ThEir moviE vErsions

BLm 1

Writer’s VoiceDirections: The list below shows some of the ways writers create a strong voice.

Read each sentence below the list. Underline words the writer uses to create a strong voice. • choosing certain topics • selecting certain words • including certain details • using a certain style and mood • changing voice to fit the audience and purpose

1. “The Sound of Music” is an old-fashioned movie, but fifth-graders will get a kick out of its music and story.

2. The main character is Maria, a well-meaning but mischievous nanny to seven brothers and sisters.

3. In the opening scene, Maria sings all alone on top of an emerald-green mountain beneath a blue, cloudless sky.

4. Okay, some parts of the movie are slightly corny—but I dare you to walk away after the first fifteen minutes.

5. This may not be your all-time favorite movie, but I bet you’ll remember the catchy tunes.

Directions: Rewrite the paragraph below using a strong voice.

Name _________________________________________________ Date ___________________

Possible answer: Crash! went the thunder. Flash! went the lightning. The sudden storm frightened the children, so they scurried to Maria’s room. How did Maria calm their fears? She sang a sweet song called “My Favorite Things” to get their minds off the weather.

Maria sang one song on a summer night. There was a bad thunderstorm. The children got scared. They came to Maria’s room. Her song about her favorite things made them feel better.

G5ReviewDahl_TG_1.indd 1 8/14/10 1:35 AM

Other statements in a review are the author’s opinions. The opinions may be supported by evidence, but they cannot be proven. For example, when the author says everyone should read Matilda, she is expressing her opinion about the book. By distinguishing facts from opinion, readers are able to make their own judgments about a book or movie.

• Distribute copies of BLM 2 (Evaluate Facts and Opinions) or draw a chart like the one below.

• Model. When I evaluate facts and opinions, I think about each statement the author makes and determine whether it can be proven or not. In “Matilda the Magnificent,” the author says the movie was made in 1996. I know this is a fact because I can check its accuracy in the library or on the Internet. Later, the reviewer says the director has brought a great cast together. I know this is an opinion because it contains the clue word great and tells what the reviewer thinks or believes, which cannot be proven.

• Guide Practice. Work with students to locate and evaluate facts and opinions in the reviews. Ask students to think about how these facts and opinions work together to create an effective review.

• Have students keep BLM 2 in their genre studies folder.

©2011 benchmark education Company, llCreviews of Two roald dahl books and Their movie versions

4

Practice Text Comprehension Strategies for ELA Assessment• Remind students that when they answer questions

on standardized assessments, they must be able to support their answers with facts or clues and evidence directly from the text.

• Use the Comprehension Question Card with small groups of students to practice answering text-dependent comprehension questions.

• Say: Today I will help you learn how to answer Find It! questions. The answer to a Find It! question is right in the book. You can find the answer in one place in the text.

• Model. Read the first Find It! question. Say: When I read the question, I look for important words that tell me what to look for in the book. What words in this question do you think will help me? (Allow responses.) Yes, I’m looking for the words complicated and math problems. On page 9, I read, “She does complicated math problems in her head.” This sentence answers the question.

• Use the Comprehension Power Tool Flip Chart to help you develop other Find It! questions.

Focus on Vocabulary: Suffixes• Explain/Model: Read aloud “Suffixes” on page 4.

Say: Using suffixes enables authors to use fewer words. For example, the author says that Matilda has a “powerful mind.” The word powerful conveys meaning more effectively than the phrase full of power. Sometimes readers can figure out an unfamiliar word by looking at the meanings of the word’s base or root word and suffix.

• Practice: Ask students to find words with suffixes in the reviews. Write the words in one column of a two-column chart. Have students identify and write the suffixes in the second column. (For example: valuable, -able; director, -or; abandonment, -ment)

• Say: Let’s find the boldfaced words in these reviews. What can you do if you don’t know what one of these words mean? (Allow responses.) Besides looking in the glossary or a dictionary, you can look for clues in the text or in the word to help you define it. One “in the word” strategy is to look for a base or root word and a suffix and identify their meanings.

• Ask students to work with a partner to complete the “Focus on Words” activity on page 17 using BLM 3 (Focus on Suffixes). Explain that they should look at the meanings of the base or root word and suffix in each word to figure out the meaning of the word.

• Transfer Through Oral Language. Ask groups of students to share their findings. Then, challenge individual students to add a new suffix to one of the base or root words and use the new word in a sentence. The rest of the class should identify and define each new word.

• Ask students to save their work in their genre studies folders to continue on Days 3 and 4.

Day 2 (cont.)

Matilda (book/movie)

Facts Evidence Opinions Evidence

“Matilda Saves the Day!”

Matilda, a children’s book by Roald Dahl, was published in 1988.

facts that can be proven

I liked the children in this book, especially Matilda.

liked

The main characters are Matilda, her parents, her teacher, and the headmistress.


Matilda is a terrific book.

terrific

“Matilda the Magnificent”

The screenwriters are Nicholas Kazan and Robert Swicord.


Danny DeVito has brought a great cast together.

great

Mara Wilson plays Matilda.

fact that can be proven

One of my favorite scenes happens early in the movie.

favorite



Reflect and Review • Turn and Talk. Ask partners or small groups to reread

the “Features of a Review” web on page 3 and decide whether all of these features are present in “Matilda Saves the Day!” and “Matilda the Magnificent.” Ask groups to share and support their findings.

Fluency: Read with Appropriate Pauses• You may wish to have students reread the reviews

with a partner during independent reading time. Have them focus on reading using appropriate pauses. Remind students that writers use punctuation marks to indicate where and how to pause—a short pause for a comma, semicolon, dash, colon, or ellipses, and a full stop for a period, question mark, or exclamation point. Demonstrate by reading aloud the last paragraph on page 10, showing the difference between a pause for a comma or dash and a full stop for ending punctuation. Invite partners to practice pausing appropriately as they read other paragraphs to each other.

Before Reading

Introduce “Charlie and the Chocolate Factory” and “Charlie Is Way, Way Over the Top” • Ask students to turn to page 18. Say: Today we are

going to read two more book and movie reviews. These reviews are written in a different format from the other reviews we read. Notice how in the margins there are notes to you, the reader. The first time we read the texts, we will read to understand the reviews, focusing on the writer’s voice and judgments. Tomorrow, we will read these reviews like a writer and think about the notes in the margin as a model for how we can write our own book and movie review.

• Say: Let’s look at the titles, illustrations, and photographs for these reviews. What do you predict they might be about? Give students time to share their predictions.

• Ask students to scan the text and look for the boldfaced words (obnoxious, sympathize, optimistic, spunky, terrific, dentist). Ask: What do you notice about these words? Why do you think they appear in boldfaced type? Allow responses. Encourage students to notice that all of these words have suffixes.

• Say: As you read, try to figure out the meanings of these words. Think about the meanings of the base or root word and the suffix in each word. After we read, we will talk about how you used this knowledge to figure out the meanings of the words.

Set a Purpose for Reading• Ask students to read the reviews, focusing on how

the author evaluates the strengths and weaknesses of the book and the movie. Encourage students to notice the writer’s voice.

Read “Charlie and the Chocolate Factory” and “Charlie Is Way, Way Over the Top”• Place students in groups based on their reading

levels. Ask students to read the reviews silently, whisper-read, or read with a partner.

• Confer briefly with individual students to monitor their understanding of the text and their use of fix-up strategies.

After Reading

Build Comprehension: Evaluate Fact and Opinion• Say: Yesterday we evaluated facts and opinions

in “Matilda Saves the Day!” and “Matilda the Magnificent.” Today’s book and movie reviews also contain facts and opinions. What facts and opinions did you notice? How can you tell which are facts and

Day 3

Page Word Part of Speech

Base or Root Word Suffix Definition

9 terrify verb terror -ify to frighten

10 bravery noun brave -ery courage

10 sarcastic sarcasm -tic using ridicule

12 hilarious hilarity -ous having high spirits or merriment

12 dramatize verb drama -ize act out

12 childhood noun child -hood the period of being a child

12 abusive abuse -ive characterized by wrong or improper treatment

Note Regarding This Teacher’s GuideEach book provides an opportunity for students to focus on an additional comprehension strategy that is typically assessed on state standards. The strategy is introduced on page 4 (the third item in the “Tools for Readers and Writers” section) with text-specific follow-up questions found on the Reread pages. Some Reread sections also introduce an advanced language arts concept or comprehension strategy, such as protagonist/antagonist, perspective, or subtitles, because students at this level should be able to consider more than one comprehension strategy per text.

©2011 benchmark education Company, llC6

the reviewer’s opinion of the movie’s two subplots. On page 24, she says, “The screenwriters added two other subplots, but I think they’re lame.” The reviewer’s feelings are the same about both subplots. I have found the answer in the book.

• Guide Practice. Use the Flip Chart to help you develop other Look Closer! questions.

Focus on Vocabulary: Suffixes• Ask students to work with a partner to complete the

“Focus on Words” activity on page 27 using BLM 3, which they started on Day 2. Have groups of students share their findings.

• Transfer Through Oral Language. Invite pairs of students to orally describe a favorite character, book, or movie, using as many target words as possible. Ask listeners to determine whether each target word is used correctly.

which are opinions? Allow responses. As students share their evaluations, synthesize their responses into a whole-group chart like the one here.

Day 3 (cont.)

Charlie and the Chocolate Factory (book/movie)


“Charlie and the Chocolate Factory”

The book was published in 1964.


In my opinion Willy Wonka is very, very strange.

in my opinion

In the 1930s, the Cadbury company sent candy to Dahl’s school.


They were extremely funny characters.

funny

“Charlie Is Way, Way Over the Top”

Tim Burton directed the movie.


I didn’t like Depp’s performance at all.

didn’t like

The movie was made in 2005.


The two subplots were lame.

lame

• Discuss Facts and Opinions Across Texts. Lead a discussion using the following questions. How do the author’s opinions about the two Roald Dahl books affect her opinions about the movies made from the books? Which reviews have more positive opinions? Which have more negative opinions? How does the author use facts to back up her opinions about the books and movies? Where can you identify the writer’s voice? How does the writer’s voice help you better appreciate the reviews?

Practice Text Comprehension Strategies for ELA Assessment • Use the Comprehension Question Card with small

groups of students to practice answering text-dependent questions.

• Say: Today I will help you learn how to answer Look Closer! questions. The answer to a Look Closer! question is in the book. You have to look in more than one place, though. You find the different parts of the answer. Then you put the parts together to answer the question.

• Model. Read the second Look Closer! question. Say: I will show you how I answer a Look Closer! question. This question asks me to compare and contrast. I know because it has the clue word same. Now I need to look for other important information to find in the book. What information do you think will help me? (Allow responses.) Yes, I’m looking for


Base or Root Word Suffix Definition

20 obnoxious adjective noxa, meaning “injury”

-ous offensive

20 sympathize verb sympathy -ize to respond with similar emotions

20 optimistic adjective optimist -ic expecting a positive outcome

24 spunky adjective spunk -y spirited

24 terrific adjective terror -ic excellent

Reflect and Review • Turn and Talk. Ask partners or small groups to

discuss the following questions and report their ideas to the whole group. Do you agree that Willy Wonka is unusually strange? How does he show this trait? When have you enjoyed a book more than its movie? Describe the book and movie.

Fluency: Read with Appropriate Pauses• You may wish to have students reread the reviews with

a partner during independent reading time. Have them focus on reading using appropriate pauses. Remind students that punctuation indicates when to pause, and review which punctuation marks get a short pause or full stop. Model by reading aloud the second paragraph on page 20. Then, ask pairs to choose one or two paragraphs to read aloud to each other demonstrating the correct kind of pause at each punctuation mark.


©2011 benchmark education Company, llC reviews of Two roald dahl books and Their movie versions

7

Before Reading

Set a Purpose for Rereading• Have students turn to page 18. Say: Until now, we

have been thinking about book and movie reviews from the perspective of the reader. Learning the features of reviews has helped us be critical readers. Now we are going to put on a different hat. We are going to reread “Charlie and the Chocolate Factory” and “Charlie Is Way, Way Over the Top” and think like writers. We’re going to pay attention to the annotations in the margins. These annotations will help us understand what the author did and why she did it.

Reread “Charlie and the Chocolate Factory” and “Charlie Is Way, Way Over the Top”• Place students in groups based on their reading

levels. Ask students to read the reviews silently or whisper-read.

• Confer briefly with individual students to monitor their understanding of the text and annotations.

After Reading

Analyze the Mentor Text• Explain to students that the texts they have just read

are mentor texts. A mentor text is a text that teaches. These texts are designed to help them understand what writers do to write a book/movie review and why they do it.

• Read and discuss each mentor annotation with students. Encourage them to comment on the writer’s style, voice, plot summary, and evaluation of strengths and weaknesses.



• Say: Today I will help you learn how to answer Prove It! questions. The answer to a Prove It! question is not stated in the book. You have to look for clues and evidence to prove the answer.

• Model. Read the second Prove It! question. Say: I will show you how I answer a Prove It! question. This question asks me to make inferences. I know because it says, “What clues tell you.” Now I need to look for other important information in the question. What information do you think will help me? (Allow responses.) Yes, I need to find out what the reviewer says on page 24 about the actor playing Charlie Bucket. The reviewer says that the rest of the casting is brilliant, especially Freddie Highmore, who plays Charlie Bucket. She says that he’s young and yet he

delivers a five-star performance. I have located the clues I need.

• Guide Practice. Use the Flip Chart to help you develop other Prove It! questions and support students’ text-dependent comprehension strategies.

Analyze the Writer’s Craft• Ask students to turn to page 28. Explain: In the next

few days, you will have the opportunity to write your own book and movie reviews. First, let’s think about how the author wrote these reviews. When she developed these reviews, she followed certain steps. You can follow these same steps to write your own review.

• Read steps 1 and 2. Say: The first thing you’ll do is choose a book and a movie based on the book to write about. Then you’ll identify the audience that would be interested in the book and movie. In the reviews we read, the author wrote about books and movies students your age might enjoy. Who would the audiences for your book and movie be? Let’s make lists of books and movies made from the books and the kinds of people who might like them. Allow responses. Write down students’ ideas on chart paper.

• Read step 3. Say: In the reviews we read, the author gave summaries of the plot. A summary helps readers understand what the book or movie is about. What details would you include in a brief summary of your book and movie? Remember—you don’t want to tell too much or give away important details. Allow responses. Write down students’ ideas on chart paper.

• Read steps 4 and 5. Say: The main part of a review consists of judgments of the book or movie backed by supporting details from the work. For example, in “Matilda the Magnificent,” the author states that Miss Trunchbull is frightening and supports this opinion with details, such as the horseback-riding crop that she carries. When you write your reviews, think about the strengths and weaknesses you want to emphasize and look for details to support your judgments. What judgments will you include in your reviews? Choose a book, a movie, and summaries the class has brainstormed. Work as a group to list their strengths and weaknesses with supporting evidence and conclusions that state the group’s thoughts about the characters and plots.

Build Comprehension: Evaluate Author’s Purpose• Explain: Authors have specific purposes for

writing texts, such as informing, entertaining, and persuading. The article about Roald Dahl informs readers by providing facts about his life and books. The review of Charlie and the Chocolate Factory provides facts about the book to inform readers as

Day 4

Analyze & Synthesize



• Say: Today I will help you learn how to answer Take It Apart! questions. To figure out the answer to a Take It Apart! question, you must think like the author.

• Model. Read the first Take It Apart! question. Say: This question asks me to think about the author’s purpose. I know because it asks why the reviewer included certain information. Now I need to look for other important details in the question. What details do you think will help me? (Allow responses.) Yes, I need to look on page 22 for the reviewer’s comments about Tim Burton’s other movies. I find that the author makes these comments to explain why she can’t wait to see the movie Charlie and the Chocolate Factory. Thinking about the author’s purpose helped me find the answer.

• Use the Flip Chart to help you develop other Take It Apart! questions.

Summarize & Make Connections Across Texts• Engage students in a discussion about the book and

movie reviews in this book. Invite a different student to summarize each review. Encourage other students to add their ideas and details.

• Ask students to turn to the inside back cover of the book. Say: Good readers think about how literary works are related. We know, for example, that all of these reviews share certain features. They all give information about who wrote the book or made the movie. They all include a summary of the plot. What else do they have in common? (Allow responses.) Today we will think about the reviewer’s judgments. Then we will record our own judgments and evidence.

• Ask students to work individually or in small groups to complete BLM 4 (Make Connections Across Texts).

• Class Discussion or Literature Circles. Facilitate a whole-class discussion or keep students in their small groups for a literature circle discussion. If you choose to conduct literature circles, share the rules for good discussion below. Each group should discuss and be prepared to share their ideas about the following prompts. Which reviews have similar opinions? How are the opinions alike? Do you agree or disagree with the reviewers’ opinions? Why? Which review do you find most persuasive? Why?

well as details meant to persuade us to read it. As readers, we pay attention to the details an author gives to determine his or her purpose. This, in turn, helps us evaluate the effectiveness of the text.

• Model. In the first part of the review “Matilda Saves the Day!” the author gives facts about the book—who wrote it, when it was written, and what it is about. The purpose is to inform readers. At the end of the review, the author says everyone should read Matilda. In this part of the review, the author’s purpose is to persuade. Figuring out the author’s purposes helps us evaluate whether the book review is effective.

• Guide Practice. Invite students to work in small groups to determine where the author intends to inform, entertain, and persuade in the book and movie reviews. Ask the groups to share how evaluating author’s purpose helps them better understand the author’s message.

Reflect and Review • Ask and discuss the following questions.

How is thinking about a review as a reader different from thinking about a review as a writer? How is it similar? What new words have you added to your vocabulary this week? Which is your favorite? Which review do you most agree with? Why? Which do you least agree with? Why? How can you use voice and suffixes as a writer?

Fluency: Read with Appropriate Pauses• You may wish to have students reread the review

with a partner during independent reading time. Have them focus on reading with appropriate pauses. Read aloud page 23 without pausing and then ask students what was wrong with your reading. Ask pairs to practice reading the same text with pauses of the appropriate length in the appropriate locations as indicated by content and punctuation. Discuss how pauses help both readers and listeners.


8

Day 4 (cont.) Day 5

Reinforce Vocabulary: Suffix Relay • Place students in small groups, each with the same

number of students.• Have each group list the words from the glossary

in random order on a sheet of paper.• Each group should line up with the first person in

line holding the word list.• The student should identify the first word’s base

or root word and suffix and then say a new word that has the same suffix, such as “dent, -ist, scientist,” and make up a sentence using the new word. Then, he or she hands the list to the next person in line, who repeats the steps with the second word. The team that completes the list first wins the relay.

Reread for Fluency: Oral Reading Performance• Discuss with students the different opinions

expressed by the reviewer. • Say: A reviewer’s emotions affect his or her

opinions. For example, the reviewer seems disappointed with parts of the movie version of Charlie and the Chocolate Factory. When you read the reviews aloud, you can demonstrate your understanding of these emotions through your expression. This helps your listeners better understand the author’s thoughts and feelings.

• Invite individual students to read a section of one of the reviews with expression that helps convey the emotion suggested by the reviewer.

• Encourage students to have fun with their readings and make them as dramatic as possible.

• As a whole class, discuss each reader’s interpretation. Think about alternate ways to interpret the emotions.

Review Writer’s Tools: Writer’s Voice• Ask students to look for other examples of writer’s

voice in titles from your classroom library or the school’s library. Each student should select one title at his or her independent reading level. Ask students to read pages specifically to find an example of writer’s voice.

• Invite students to share their examples with the class. Encourage students to discuss how the writer’s voice helps them better appreciate the writer’s point of view. Point out that every writer has a voice, but some writers’ voices are stronger and more engaging than others.

• Tell students that at the end of their discussion, you will ask them to share the important text-to-text, text-to-world, and text-to-self connections they have made.

• While each small group of students discusses the book, confer with individual or small groups of students. You may wish to revisit elements of the genre, take running records, or model fluency.



Reviewer’s Judgment

My Judgment

Evidence

Matilda (book) It’s terrific. It teaches a lesson, it’s funny, and the characters are well described.

Matilda is one of the best fictional characters ever.

She is brave and confident even when people are mean to her.

Matilda (movie) It’s as good as the book. The director and actors are excellent, and it’s funny.

The movie is not as good as the book.

The characters, especially Matilda’s dad, are too exaggerated.

Charlie and the Chocolate Factory (book)

She liked it. It has good characters and is very imaginative.

The book is not enjoyable unless you are a huge fantasy fan.

The characters and plot are totally unrealistic.

Charlie and the Chocolate Factory (movie)

She wasn’t blown away. Willy Wonka was too weird, and the subplots were lame. But it was colorful, and the actor playing Charlie was very good.

The movie is more enjoyable than the book.

It’s fun to see actors such as Johnny Depp display their talent and imagination.

Rules for Good Discussion• Pay attention to the person who is talking and do

not interrupt him or her.• Think about what others are saying so you can

respond and add to their ideas.• Allow and encourage everyone in the group to speak.• Be respectful of everyone’s ideas.

Reinforce SkillsIf time permits, choose from the following activities to reinforce vocabulary and fluency.

Day 5 (cont.)

Write a Book/Movie Review• Use the suggested daily schedule to guide students

through the steps of process writing. Allow approximately 45 to 60 minutes per day. As students work independently, circulate around the room and monitor student progress. Confer with individual students to discuss their ideas and help them move forward. Use the explicit mini-lessons, conferencing strategies, and assessment rubrics in Using Genre Models to Teach Writing for additional support.

• Before students begin planning their review, pass out copies of BLM 5 (Book/Movie Review Checklist). Review the characteristics and conventions of writing that will be assessed. Tell students that they will use this checklist when they complete their drafts.

• This daily plan incorporates the generally accepted six traits of writing as they pertain to reviews.

Days 6–7: Plan • Ask students to use BLM 6 (Book/Movie Review

Planning Guide) to record the titles, audience, summary, opinions and evidence, and conclusions for their reviews.

• Encourage students to refer to the “Features of a Review” web on page 3 and to the steps in “The Writer’s Craft” on pages 28–31 of the book.

• Confer with individual students and focus on their ideas. Did students begin their reviews with a strong opinion in mind? Did they include evidence to support their opinions?

Days 8–9: Draft • Tell students that they will be using their completed

Book/Movie Review Planning Guides to begin drafting their reviews.

• Say: Remember that when writers draft their ideas, they focus on getting their ideas on paper. They can cross things out. They can make mistakes in spelling. What’s important is to focus on developing your opinions and evidence. You will have an opportunity to make corrections and improvements later.

• Confer with students as they complete their drafts. Use the Book/Movie Review Checklist to draw students’ attention to characteristics of the review genre that they may have overlooked. Focus on how students have organized their ideas and the voice of the writer. Did students introduce the title, author, and other important information at the beginning of the review? Did they state opinions and then give evidence to back them up? Does the review have a strong voice? Will the voice keep readers interested?

• Pair students for peer conferencing.

Days 10–11: Edit and Revise • Based on your observations of students’ writing,

select appropriate mini-lessons from Using Genre Models to Teach Writing.

• Remind students to use the Book/Movie Review Checklist as they edit and revise their reviews independently.

• Confer with students focusing on sentence fluency, word choice, and conventions. Did students include both long and short sentences? Do the sentences read smoothly? Have students used interesting words and phrases? Did they use a strong voice? Did they use appropriate spelling, punctuation, and grammar?

• You may want students to continue their editing and revision at home.

Days 12–13: Create Final Draft and Illustrations • Ask students to rewrite or type a final draft of their

reviews.• Invite students to illustrate their final drafts with one

or more drawings that depict specific characters or events in the book or movie they reviewed.

• Confer with students about their publishing plans and deadlines.

Days 14–15: Publish and Share• Explain: Authors work long and hard to develop their

works. You have worked very hard. And one of the great joys of writing is when you can share it with others. Authors do this in many ways. They publish their books so that people can buy them. They make their work available on the Internet. They hold readings. We can share our writing, too.

• Use one or more of the ideas below for sharing students’ work: Make a class display of students’ completed book and movie reviews. Hold a class reading in which students can read their reviews to one another or to parents. Create a binder for your classroom library so that other students can read them.


©2011 benchmark education Company, llC10

Days 6–15

Features of the Genre Checklist Yes No1. My review title is catchy and hints at my opinion. 2. My review gives title and author information for the book. 3. My review identifies people who made the movie. 4. My review evaluates the book and movie, identifying

strengths and weaknesses of each. 5. My review includes my judgments about the book and movie. 6. My review compares the book and movie. 7. My review includes a summary. 8. My review identifies the intended audience. 9. My review shows my voice.

Quality Writing Checklist Yes No I looked for and corrected . . .

• run-on sentences • sentence fragments • subject/verb agreement •verb tense • punctuation • capitalization • spelling • indented paragraphs

Book/Movie Review Checklist

blm 6

Book/Movie Review Planning Guide

Directions: Use the steps below to plan your own book/movie review.

1. Choose a book and movie based on the book. Title and Author of Book: Title and Director of Movie:

2. Identify the audience for the reviews.

3. Write a brief summary.

4. Identify and give examples of strengths and weaknesses.

5. Write a conclusion that includes a statement or question expressing what you think about the book or movie. Book: Movie:

Name _________________________________________________ Date ___________________

Strengths and Supporting Evidence

Weaknesses and Supporting Evidence

Book

Movie



G5ReviewDahl_TG_1.indd 6 8/14/10 1:40 AM


blm 1

Writer’s VoiceDirections: The list below shows some of the ways writers create a strong voice.

Read each sentence below the list. Underline words the writer uses to create a strong voice. • choosing certain topics • selecting certain words • including certain details • using a certain style and mood • changing voice to fit the audience and purpose

1. �“The�Sound�of�Music”�is�an�old-fashioned�movie,�but�fifth-graders��will�get�a�kick�out�of�its�music�and�story.

2. The�main�character�is�Maria,�a�well-meaning�but�mischievous��nanny�to�seven�brothers�and�sisters.

3. In�the�opening�scene,�Maria�sings�all�alone�on�top�of�an�emerald-green�mountain�beneath�a�blue,�cloudless�sky.

4. Okay,�some�parts�of�the�movie�are�slightly�corny—but�I�dare�you��to�walk�away�after�the�first�fifteen�minutes.

5. This�may�not�be�your�all-time�favorite�movie,�but�I�bet�you’ll��remember�the�catchy�tunes.�

Directions: Rewrite the paragraph below using a strong voice.

Name _________________________________________________ Date ___________________


Evaluate Facts and OpinionsDirections: Use the chart below to evaluate facts and opinions in the reviews.

blm 2

Matilda (book/movie)


“Matilda�Saves�the�Day!”

“Matilda�the�Magnificent”

Charlie and the Chocolate Factory (book/movie)


“Charlie�and�the�Chocolate�Factory”

“Charlie�Is�Way,�Way�Over�the�Top”

Name _________________________________________________ Date ____________________


Focus on SuffixesDirections: Reread each review. Use the chart to record the part of speech, base or

root word, suffix, and definition of each word below.


blm 3


Base or Root Word

Suffix Definition

9 terrify

10 bravery

10 sarcastic

12 hilarious

12 dramatize

12 childhood

12 abusive

20 obnoxious

20 sympathize

20 optimistic

24 spunky

24 terrific

24 dentist

Name _________________________________________________ Date ____________________

Make Connections Across TextsDirections: Fill in the chart. Use it to compare and contrast your judgments about the

books and movies with those of the author.


©2011 benchmark education Company, llCblm 4

Reviewer’s Judgment My Judgment Evidence

Matilda�(book)

Matilda�(movie)

Charlie�and�the�Chocolate�Factory�(book)

Charlie�and�the�Chocolate�Factory�(movie)

Name _________________________________________________ Date ____________________

©2011 benchmark education Company, llCblm 5

Features of the Genre Checklist Yes No

1.��My�review�title�is�catchy�and�hints�at�my�opinion.� � 2.��My�review�gives�title�and�author�information�for�the�book.� � 3.��My�review�identifies�people�who�made�the�movie.� � 4.��My�review�evaluates�the�book�and�movie,�identifying��

strengths�and�weaknesses�of�each.� � 5.��My�review�includes�my�judgments�about�the�book�and�movie.� � 6.��My�review�compares�the�book�and�movie.� � 7.��My�review�includes�a�summary.� � 8.��My�review�identifies�the�intended�audience.� � 9.��My�review�shows�my�voice.� �

Quality Writing Checklist Yes No

I��looked��for��and��corrected�.�.�.

•�run-on��sentences� � •�sentence��fragments� � •�subject/verb��agreement� � •�verb��tense�� •�punctuation� � •�capitalization� � •�spelling� � •�indented��paragraphs� �

Name _________________________________________________ Date _________________

Book/Movie Review Checklist

Title ________________________________________________________________________ ______


blm 6

Book/Movie Review Planning Guide

Directions: Use the steps below to plan your own book/movie review.

1.��Choose�a�book�and�movie�based�on�the�book.��Title�and�Author�of�Book:�� Title�and�Director�of�Movie:��

2.�Identify�the�audience�for�the�reviews.

3.�Write�a�brief�summary.

4.�Identify�and�give�examples�of�strengths�and�weaknesses.

5.��Write�a�conclusion�that�includes�a�statement�or�question�expressing�what�you�think�about�the�book�or�movie.��Book:�� Movie:��

Name _________________________________________________ Date ___________________

Strengths and Supporting Evidence

Weaknesses and Supporting Evidence

Book

Movie



Documents

Matilda Charlie and the Chocolate Factory - Amazon S3 Charlie and the Chocolate Factory ... of music. Each musical genre has its own characteristics that we ... when the author says