s3. Web viewindependently, prior to meeting with the teacher. Students’ reading of the text may occur during Independent and Applied Learning or may be assigned for

Unit 3.5 Small Group Suggested Planning GuideAcceleration Group: Charlie and the Chocolate Factory

In this Roald Dahl author study, students will listen to and read the mentor text, James and the Giant Peach. Daily shared reading experiences address in-depth teaching of Standards RL.3.1, RL.3.2, RL.3.3, and RL.3.9. To apply the targeted standards to a second text, students will read one of two novels by Roald Dahl. The Scaffolding and Enrichment Groups will read Fantastic Mr. Fox, and the Acceleration Group will read Charlie and the Chocolate Factory. This differentiated reading provides varying levels of complexity and promotes responsive instruction for the three pathways.

The Small Group Suggested Planning Guide for the Acceleration Group assists teachers in planning small-group instruction for Charlie and the Chocolate Factory. The instructional goals and suggested activities have been aligned with the Common Core State Standards and Student Learning Goals of corresponding Shared Learning Experiences. Although daily recommendations are made for pairing Small-Group Pathways with Shared Learning Experiences, teachers may modify the pacing, lessons, and activities to reflect student needs.

Students in the Acceleration Group should read assigned chapters from Charlie and the Chocolate Factory independently, prior to meeting with the teacher. Students’ reading of the text may occur during Independent and Applied Learning or may be assigned for homework. Sample discussion questions should be used for monitoring comprehension, facilitating collaborative discussions (such as shared inquiry), and providing prompts for routine writing. Suggested activities provide additional options for instruction and application, based upon the students’ needs. Time may not allow for the completion of all activities every day for each pathway. Teachers should preview each lesson to determine which activities students should complete. Teachers should determine which activities require teacher facilitation and which activities may be completed independently.

BCPS Office of English Language Arts PreK – 12 July 2014


James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters

Vocabulary Discussion Questions Instructional Goals and Suggested Activities



Lesson 2Day 1

RI.3.1, RI.3.2, W.3.2, SL.3.2

Chapters 1-2

Chapter 2:eager

graduallydotty

Chapter 1 Why did Roald Dahl include a Cast of

Characters at the beginning of the book? Make predictions based on the Cast of Characters.

How does Charlie feel about his yearly birthday gift? How do you know?

Chapter 2 Describe the relationship between Charlie and

his family members. Is the Bucket family happy? Support your opinion with details from the text.

What trait describes Willy Wonka? Support your claim using details from the text.

Text-to-Text Connections Roald Dahl’s life contained both joyful and

tragic events. How is Charlie’s life joyful and/or tragic? Cite details to support your explanation.

How are details from Dahl’s life mirrored in his novel?

Instructional GoalsRI.3.1, RL.3.1 Ask and answer questions to demonstrate comprehension.

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.2 Summarize the text.

Activities:Compare Charlie’s life to Roald Dahl’s early life. Record details on Resource 1 – Graphic Organizer: Details to Describe Events.

RL.3.3, RL.4.3 Describe the setting in Chapters 1 and 2. How does the setting affect the character’s feelings and the reader’s mood?

RL.4.2 Summarize the text. Mini-lesson on summarizing Students keep a journal summarizing chapters

as they read.

James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters




Lesson 2Day 2

RI.3.1, RI.3.2, RI.3.6, W.3.2, SL.3.2

Chapters3-5

Chapter 3:ordinary

Chapter 3 No one ever comes out of Wonka’s Chocolate

Factory. List possible reasons why workers would not leave the factory.

How does Charlie feel when Mrs. Bucket tells him that it is time for bed?

Chapter 4 Why do people spy on the chocolate factory?

Chapter 5 Why does Grandpa think that Charlie has no

hope of finding the Golden Ticket? How does Dahl use Chapters 3 - 5 to set up the

mystery behind the chocolate factory? Even though we have not yet met Willy

Wonka, we know quite a bit about him. Based on the details shared thus far, describe his character.

Instructional GoalsRI.3.1 Ask and answer questions to demonstrate comprehension.



ActivitiesRL.3.1, RL.4.1 Use a T-chart to compare Charlie’s life to Dahl’s, making connections between events in Dahl’s life and what we learn about Charlie’s life.

RL.3.3 Describe sequence of events using Resource 2 - Graphic Organizer: Plot Affects Character Feelings. How do these events affect the character’s feelings?

RL.3.3, RL.4.3 Determine character traits of Mr. Wonka and Charlie using Resource 3 - Character Analysis Anchor Chart. Create a display in classroom with character trait words.

RL.3.5, RL.4.1 Describe how each successive part builds on earlier sections. (Resource 4 – Small Group Mini-Lesson: Acceleration Pathway: Lesson 2, Day 2).



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 2 Chapters Chapter 6: Chapter 6 Instructional Goals



Day 3

RI.3.1, RI.3.2, RI.3.6, W.3.2,SL.3.2

6-7

revoltingrepulsive

Chapter 7:tense

Augustus Gloop eats a tremendous amount of chocolate each day. How does Roald Dahl feel about gluttony?

How does the country react to Mr. Wonka’s contest?

Contrast Veruca Salt with Charlie. Describe Charlie’s feelings at the end of the

chapter.Chapter 7 How does Charlie feel when he holds the

candy bar at the beginning of the chapter? Why do Charlie’s family members prepare him

for disappointment? Describe Charlie’s relationship with his family

members. Describe Charlie’s feelings during the events

in this chapter.

RI.3.1 Ask and answer questions to demonstrate comprehension.



ActivitiesRL.3.3 Describe the sequence of events using Resource 2 - Graphic Organizer: Plot Affects Character Feelings.

RL.3.3, RL.4.3 Determine character traits of Veruca Salt and Augustus Gloop using Resource 3 - Character Analysis Anchor Chart.

James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 3 Chapter Chapter 8: Chapter 8 Instructional Goals



RL.3.1, RL.3.2, RL.3.3, RL.3.4

8 despicable

Why is Violet described as “beastly” and “despicable?”

Describe the setting in Violet Beauregarde’s home when she finds the Golden Ticket.

Why does Grandma Josephine assume that Mike Teavee is going to be “another bad lot?”

Infer Roald Dahl’s feelings about gum chewing based on this chapter.

Contrast the reactions of Violet Beauregarde and Mike Teavee, citing details from the text.

How does Dahl continue to build suspense? Why are the children that found Golden

Tickets described as brats? Do you agree or disagree?

How does Roald Dahl use the grandmothers’ reactions as foreshadowing?

RI.3.1 Ask and answer questions to demonstrate comprehension.



ActivitiesRL.3.3, RL.4.3 Determine character traits for Violet Beauregarde and Mike Teavee using Resource 3 - Character Analysis Anchor Chart.

RL.3.9, RL.4.3 Describe and compare settings in stories (See Resource 5 – Small Group Mini-Lesson Acceleration Pathway Lesson 3).

RL.4.1 Refer to details and examples to infer and describe the relationship between Charlie and Grandpa Joe.

James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 4 Chapters Chapter 9: Chapter 9 Why is Chapter 9 titled “Grandpa Joe Takes a

Instructional GoalsRI.3.1 Ask and answer questions to demonstrate



RL.3.1, RL.3.3, RL.3.4

9-10 rummaginghoard

Chapter 10:

ravenouslydesperate

trudge

Gamble?” How have Grandpa Joe and Charlie’s feelings

changed throughout the chapter? What words and phrases does Dahl use to

develop the character of Grandpa Joe? How does Dahl continue to build suspense?Chapter 10 Describe the setting in the beginning of

Chapter 10. How does this setting affect the characters’ feelings?

How does Charlie save his strength? What event changes Charlie’s feelings? How

do they change?

comprehension.



ActivitiesRL.3.3, RL.4.3 Describe character traits In small groups/partners, jigsaw the secondary

characters to describe traits using Resource 3 - Character Analysis Anchor Chart. This can be modeled with Charlie, Grandpa Joe, or Willy Wonka.

RL.3.3, RL.4.3 Describe characters’ feelings. How do the events affect characters’ feelings? (Resource 2 - Graphic Organizer: Plot Affects Character Feelings)

RL.4.1 Refer to details and examples to infer and describe the relationship between Charlie and Grandpa Joe.



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 5

RL.3.1, RL.3.4

Chapters11-12

Chapter 12:

verdict

Chapter 11 How does the crowd react when Charlie finds

the Golden Ticket? Charlie’s family desperately needs money, but

Instructional GoalsRL.3.1 Ask and answer discussion questions to demonstrate comprehension.



Charlie chooses not to sell the ticket. What is your opinion of his choice? How does this scene relate to the concept of temptation?

Contrast Charlie with the other Golden Ticket winners. How else does Roald Dahl use contrast in his novels?

What does Grandpa Joe mean when he asks Charlie, “You’re pulling our legs, aren’t you?”

Chapter 12 Recount the information shared in the

message from Willy Wonka on the Golden Ticket.

Why does Mr. Bucket think that Grandpa Joe deserves to go on the chocolate factory tour?

How do the behaviors of the characters change from Chapters 10 – 12?

How does Charlie deal with the decisions he makes in Chapters 10 – 12?

How have Charlie’s feelings changed?

RL.3.3 Describe character’s actions and how their actions contribute to the sequence of events.

RL.3.4, RL.4.4 Determine meaning of nonliteral language using contextual clues.



ActivitiesRL.3.9, RL.4.3, RL.4.5 Compare and contrast settings. Describe the scene in the Buckets’ home when they realize that Charlie has the last Golden Ticket. Compare and contrast this scene to the one in Chapter 8 of James and the Giant Peach.

RL.3.3 Describe Charlie’s feelings based on the sequence of events. (Resource 6 – Character Continuum)



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 6

RL.3.1, RL.3.2, RL.3.3,

Chapter 13

Chapter 13:

verdict

Chapter 13: How does the crowd react to the children and

their parents waiting to go into the chocolate factory?

Why does Charlie squeeze Grandpa Joe’s


RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when



RL.3.5

hand? drawing inferences from the text.


ActivitiesRL.3.5 Describe how each successive part of a story builds on earlier sections by creating a cartoon for a sequence of events.

James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 7

RL.3.1, RL.3.2, RL.3.3,

Chapters14-15

Chapter 14:

extraordinary

alightperish

Chapter 14: Willy Wonka is one of the main characters, yet

he does not appear until halfway through the book. Describe his dramatic entrance. How does the author want us to perceive him as a


RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when



RL.3.4 Chapter 15:

tremendouschurning

flabbergasted

bewilderedfrantically

character? The author describes Wonka as an

“extraordinary little man.” Support this claim with evidence from the text.

Chapter 15: Why does Willy Wonka call the Chocolate

Room an important room? Compare the Chocolate Room to Charlie’s

home, using vivid adjectives. How is the Chocolate Room similar to the

peach in James and the Giant Peach? What one word would you use to describe the

Chocolate Room? Explain using details from the text.

drawing inferences from the text.


ActivitiesRL.3.1, RL.3.3, RL3.4, L.3.1, RL.4.3 Describe Willy Wonka’s appearance and

mannerisms, using vivid adjectives from the text. How does Roald Dahl feel about Willy Wonka?

L.3.1.a List the vivid adjectives from the text that are used to describe the Chocolate Room. What words does the author use to describe the children’s reactions?

L.3.1.g Identify superlative adjectives L.4.1.d Order adjectives according to

conventional patterns To exaggerate is to make something larger or

greater than normal. Give examples of exaggeration in the descriptions from Chapters 14 and 15.

RL.3.1, RL.3.4, RL.4.4 Determine word meanings and connect to text What is a verruca? How is Veruca Salt like a wart? What does the name “Gloop” make you think of?

How is this surname an appropriate one for Augustus?

How does Mike Teavee’s surname relate to his character?



(Note: Students will make a connection with Violet’s name later in the novel.)

L.3.1, L.3.1.a DeBono’s Thinking Hats (Resource 7 - Small Group Mini-Lesson Acceleration Pathway Lesson 7)

L.3.1.g Identify superlative adjectives L.4.1.d Order adjectives according to

conventional patterns

James and the Giant

Charlie and the




Peach Lessons and

Standards

Chocolate

Factory Chapters

Lesson 8

RL.3.1, RL.3.3

Chapter16

Chapter 16:

cacao

Chapter 16Text-to-Text Connections How is Loompaland like Charlie’s home? How

is it like James’s aunts’ home?




ActivitiesRL.3.3, RL.4.3 Determine character traits using Resource 3 - Character Analysis Anchor Chart.

RL3.4, RL.4.3 Describe a character and a setting (Loompaland), and the feelings associated with each. L.3.1.g Identify superlative adjectives L.4.1.d Order adjectives according to conventional

patterns

RL.3.9 Compare settings between James and the Giant Peach and Charlie and the Chocolate Factory (Loompaland vs. James’ Aunt’s home)

James and the Giant

Charlie Vocabulary Discussion Questions Instructional Goals and Suggested Activities



Peach Lessons and

Standards

and the Chocolate

Factory Chapters

Lesson 9

RL.3.1, RL.3.3

Chapter 17

Chapter 17:

torpedoinconceivable

absurd

Chapter 17: What happens to Augustus Gloop? Are you

surprised by this event? Use what you know about his true nature to explain your response.

Contrast Willy Wonka’s reaction with Mrs. Gloop’s reaction to what happened to August Gloop.

What message is conveyed in the Oompa-Loompas’ song?

How do the Oompa-Loompas feel about Augustus Gloop?




ActivitiesRL.3.3, RL.4.3 Describe character traits of characters using Resource 3 - Character Analysis Anchor Chart.

RL.3.3, RL.4.3 Describe how character traits lead to character downfall (Resource 8 - Small Group Mini-Lesson Acceleration Pathway Lesson 9).

James and the Giant




Peach Lessons and

Standards

and the Chocolate

Factory Chapters

Lesson 10

RL.3.1, RL.3.3, W.3.2

Chapters 18-19

Chapter 18:

astonishingastonishment

Chapter 18: Describe riding the boat on the Chocolate

River. Mr. Wonka chooses to give hot chocolate to

Grandpa and Charlie. What does this action says about him as a character?

Why does Willy Wonka call Violet Beauregarde a “has been?”

Chapter 19: How do you know that the Inventing Room is

Mr. Wonka’s favorite room? Why does Willy Wonka cut off Mike Teavee

when he is talking?




ActivitiesRL.3.3 Describe character feelings using Resource 2 - Plot Affects Character Feelings. How do these events affect the character’s feelings?

RL.3.3, RL.4.3 Describe the setting in 18 and 19. How does the setting affect the character’s feelings and the reader’s mood?

James and the Giant

Charlie and the




Peach Lessons and

Standards

Chocolate

Factory Chapters

Lesson 11

RL.3.1, RL.3.3, W.3.2

Chapters20-21

Chapter 20: Why are the children surprised when the

machine produced something that looks like a small strip of grey cardboard?

Chapter 21: Why is the chewing gum Mr. Wonka’s “most

fascinating invention?” Why not make the “chewing-gum meal” a “hard-candy meal” or “meal-on-a-stick?”

How does Mr. Wonka feel at the beginning of Chapter 21? How does his behavior change as events unroll? What can you infer about the author’s point of view?


What is Roald Dahl’s opinion of chewing gum? How do you know?

Explain Roald Dahl’s choice for Violet Beauregarde’s name. Explain using plot elements from Chapter 21.

Instructional GoalsRL.4.2 Summarize the text.

RL.3.1 Ask and answer discussion questions to demonstrate comprehension.

RL.3.3 Describe the setting in Chapter 20. How does the setting affect the characters’ feelings and the reader’s mood?

ActivitiesRL.3.3, RL.4.3 Add to chart, describing how characters’ traits lead to their downfalls (Resource 8.01 – Predictions and Downfalls).

L.3.1.a Identify adjectives that describe the gum machine. Compare this room to another room in the Chocolate Factory. L.3.1.g Identify superlative adjectives L.4.1.d Order adjectives according to conventional

patterns

James and the Giant




Peach Lessons and

Standards

and the Chocolate

Factory Chapters

Lesson 12

RL.3.1, RL.3.3, W.3.2

Chapters22-23

Chapter 23:

bannister

Chapter 22: Mr. Wonka often ignores comments made by

his visitors. What are the comments? Why does Mr. Wonka continue to change the subject?

o “If you think gum is so disgusting, then why do you make it in your factory?”

o “Snozzberries?” Describe Fizzy Lifting Drinks. List rooms in the “endless pink corridors” that

the children do not see. Design a door sign for a room the Chocolate Factory. Write a description of what is made in that room.

Chapter 23: What are “square candies that look round?”

Explain the visitors’ confusion. How does the author use humor through multiple-meaning words?




ActivitiesL.3.4, RL.3.4, L.4.4, RL.4.4 Determine and clarify the meaning of multiple-meaning words. Draw pictures illustrating the multiple meanings of

“round.”

(Note: The word ass is used at the end of Chapter 22.)



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 13Day 1

RL.3.1, RL.3.3, RL.3.5, RL.3.7

Chapter 24

Chapter 24:

wretched

Chapter 24: Why does Wonka use squirrels to get nuts out

of shells? What does the phrase “bad nut” mean? Why

does Mr. Wonka call Veruca a “bad nut?” Use examples from the text in your response.

Compare Veruca’s demise to Augustus’s and Violet’s. Why might Roald Dahl have decided that Veruca’s parents should fall down the hole with her? Why don’t Augustus’s and Violet’s parents meet the same demise?





ActivitiesRL.3.3 Add to chart, describing how character traits lead to downfalls. (Resource 8.01 – Predictions and Downfalls).

RL.3.1, RL.3.3, RL.3.5 Describe how each successive part builds on earlier sections. (Resource 9 – Story Plotline Chart.)



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 13Day 2

RL.3.1, RL.3.3, RL.3.5, RL.3.7

Chapter 25

Chapter 25:

astonishment

staggeringgallantlyprecipiceglimpse

Chapter 25: Use vivid adjectives to describe riding in the

Glass Elevator. Which room would you most like to visit?

Why? Describe your imagined experience using adjectives.

How does Roald Dahl use foreshadowing at the end of the chapter?


L.3.1.g Identify superlative adjectives

L.4.1.d Order adjectives according to conventional patterns



ActivitiesRL.3.3, RL.3.3, RL.3.5 Describe how each successive part builds on earlier sections. (Resource 9 – Story Plotline Chart.)



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 14Day 1

RL.3.1, RL.3.3, RL.3.5, RL.3.7

Chapter 26

Chapter 26: Why do Mr. Wonka and his visitors have to

wear dark glasses in the Television Room? Why does Charlie experience a “queer sense of

danger?” What plot element is present here? Describe the disagreement between Mike

Teavee and Mr. Wonka regarding the television machine. How does Mr. Wonka react to Mike Teavee?

Why does Mr. Wonka tell Charlie to take the chocolate bar?


RL.3.3 Describe character traits and how their actions contribute to a sequence of events.



ActivitiesRL.3.3, RL.3.3, RL.3.5 Describe how each successive part builds on earlier sections. (Resource 9 – Story Plotline Chart.)

RL.3.3 Explain how character’s actions contribute to the plot. (Resource 10 - Analyzing Plot Student Note-Taking Page)



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 14Day 2

RL.3.1, RL.3.3, RL.3.5, RL.3.7

Chapter 27

Chapter 27: Why doesn’t Mr. Wonka like cereal? Explain the nonliteral saying “Are you off your

rocker?” Describe Mike Teavee’s demise. Compare Mr. Wonka’s reaction to Mrs.

Teavee’s. How will the Oompa-Loompas fix Mike

Teavee? What message is conveyed in the Oompa-

Loompas’ song?


RL.3.3, RL.3.5 Describe character traits and how their actions contribute to a sequence of events.



ActivitiesRL.3.3 Explain how character’s actions contribute to the plot, explain how character traits lead to their downfall (Resource 08.01 – Predictions and Downfalls).

How does each child get what he or she deserves?

RL.3.3, RL.3.3, RL.3.5 Describe how each successive part builds on earlier sections. (Resource 12 – Story Plotline Chart.)



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 14Day 3

RL.3.3, RL.3.5, RL.3.7

Chapter 28

Chapter 28: Why is Charlie the last child left on the tour? Compare Charlie’s feelings in this chapter to

his feelings at the beginning of the novel. What events affected how Charlie feels?

How has Grandpa Joe changed from the beginning to the end of the novel?


RL.3.3 Describe character feelings.

RL.3.5 Describe how each successive part of the text builds on earlier sections.



ActivitiesRL.3.3 Identify plotline events using Resource 2 – Graphic Organizer: Plot Affects Character Feelings. How do these events affect the characters’ feelings?



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 15

RL.3.1, RL.3.3

Chapter 29

Chapter 29: How have the children leaving the factory

changed?o Why does Roald Dahl let us see them

leaving? Do you agree with Wonka’s decision to still

give each child a lifetime supply of chocolate? Why or why not?



RL.3.5 Describe how each successive part of the text builds on earlier sections.



ActivitiesRL.3.3 Describe character’s motivation in relation to events of the plot using Resource 11 – Graphic Organizer: Analyzing Plot – Analyzing Motivation.

RL.3.7 Compare the illustration of the children entering the factory (Chapter 13) with the illustration of the children leaving the factory.



James and the Giant

Peach Lessons and

Standards

Charlie and the

Chocolate

Factory Chapters


Lesson 16Day 1 and

Day 2

RL.3.1, RL.3.2, RL.3.9 SL.3.2

Chapter 30

Chapter 30: Why does Mr. Wonka give Charlie the factory?

What can you learn about Mr. Wonka based on this decision? Do you agree or disagree with this decision?

What are the advantages and disadvantages of allowing a child to take over a chocolate factory?

How does Willy Wonka help the Bucket family?

Charlie describes the factory as “the most wonderful place in the whole world.” Do you agree with him? Why or why not?

o How do you think the other children now view the factory? Describe the factory from their perspectives.

J.K. Rowling, the author of Harry Potter and the Chamber of Secrets said, “It is our choices…that show what we truly are, far more than our abilities.” Do you agree or disagree? Support your response using details about a character’s actions, thoughts, interactions, and


RL.3.2 Recount stories and determine the central message or lesson and explain how it is conveyed through key details.




ActivitiesRL.3.3 Describe character motivations by explaining how character actions contributed to the sequence of events. Why does Mr. Wonka send out the Golden Tickets? Why doesn’t Willy Wonka want an adult to take

over the factory? Why do you think Willy Wonka wanted things to



responses in Charlie and the Chocolate Factory. In life, what defines who we are as people?

In the Cast of Characters, Dahl defines Charlie as a hero. Is he really a hero? Explain using details from your reading.

happen this way?

RL.3, RL.4.2 Explain the messages that are conveyed by the author in the Oompa-Loompa’s songs.

RL.3.3, RL.4.3 Describe how Wonka is both caring and cruel. Willy Wonka can be seen as both a positive and

negative character in this book. He has made choices that help others and choices that hurt others. Would you describe him as a caring or a cruel character? Explain.


Documents

s3. Web viewindependently, prior to meeting with the teacher. Students’ reading of the text may occur during Independent and Applied Learning or may be assigned for