Focus for Student Activities: Exploring fiction Charlie and the Chocolate Factory

1.

2.

Outcomes Designing, Selecting and Sequencing Activities

EN2-10C - Ss have read Chapter 18 Down the chocolate river over the weekend. T leads a class
discussion about the main events that occurred in this. The T asks Ss what their
EN2-7B
impressions of the events where what did they think while reading the text? T jots
ideas on butchers paper. Prompt Ss to speak about different characters as necessary.
Ask Ss to infer why Charlie and Grandpa Joe did not seem worried and in comparison
EN2-11D
were enjoying the trip (The two hadnt seen much of interest lately and so they were
excited, whereas other Golden Ticket winners, were more caught up with getting to the
end, and in getting something rather than just enjoying the experience).
- Independent activity (Text-to-self connections) Write about how you would be
feeling during and/or after the river ride. How would you react to what is going on?
Make a judgement about whether Willy Wonka is crazy or not.
- T selects two Ss who had different ideas (recognised by T roaming) to share their ideas.
The T highlights that neither answer is right or wrong, and that readers can interpret
things differently, due to their own beliefs and ideas separate from the text.
EN2-8B

EN2-10C

T models reading of Ch.19 stopping at various points to make connections and reflect.
All my most secret new inventions are cooking and simmering in here! Old
Fickelgruber would give his front teeth to be allowed inside just for three minute!
So would Prodnose and Slugworth Ask Ss if they remember a man trying to buy
tickets of the Golden Ticket winners to get inside the factory? Ask Ss if they see a
connection between the two. Emphasise that skilled readers combine information.
Reflect on Willy Wonkas excitement and how the room is precious to him. Have
Ss think-pair-share why this might be? (using evidence from the text).
Explain to Ss that as the text is fast paced, we dont hear much about all his different
inventions or how he does it, which may leave us with questions. Ss then generate
questions for Willy Wonka through a game of Hot Seat (with a S playing Willy
Wonka).
After playing Hot Seat Ss are asked to develop a few questions that they would like to
ask Roald Dahl. These might be bigger questions and relate to not only Willy Wonka

Resources

Assessment

Ch.18 Down the

chocolate river
text (with them
for reference
whilst
completing
activity)

Students verbal
comments about
what happened
in the chapter
and impressions

Butchers paper
and markers

Ss workbooks
Ch. 19 The
inventing room
everlasting
gobstoppers and
hair toffee

Ss personal
whiteboards +
markers

Collection of
work samples
(written
response)
Ss involvement
in modelled
reading
questions

Observation of
Ss generated
questions
Observation of
Ss sharing of
their Qs to the

3.

EN2-8B

4.

EN2-8B

EN2-10C

5.

EN2-8B
EN2-10C

but also other characters and events. Share responses.

Read Ch.20 The great gum machine for homework.
Todays lesson will involve small group (4) roundrobin reading of the chapter
(Goodbye Violet). Before grouping Ss the T reminds Ss of the strategies used in
previous lessons for working out unfamiliar vocabulary (read on and back, base word,
dictionary, etc.) and monitoring their understanding (making connections to earlier
text, using our own knowledge, etc.). T puts the Strategies chart up prominently.
Ss read in mixed ability groups to practice these skills and practice their fluency. Ss
use ask then tell procedure if someone in their group is having trouble with a word.
Ask - can you figure out this word? Tell - the word is Reread the sentence again.
Ss develop a quick summary of the Chapter dot points. A representative of each
group to share with the class and see if groups recognised the same important points.
Ss are involved in small group (4) round robin as per the previous day.
After groups have finished reading the T points Ss attention towards a key quote Well, well, well sighed Mr Willy Wonka, two naughty little children gone. Three
good little children left (p.130). Inform Ss that this explains much of the storys plot.
What does the statement lead you to believe is happening? (Whole class discussion).
T suggests that each child is being tested and two have failed. Ask Ss to comment why
they think Augustus and Violet failed, using earlier text knowledge (Greedy,
impatient). T introduces the concept of vices as being a negative trait or habit, and
highlights Augustus and Violets vices. In light of this, the T asks Ss to predict what
will happen to Veruca, Mike and Charlie? Write in workbooks what you think will
happen and why?
T to emphasise that the characters are stereotypes; depicted as either good or bad.
When looking at their traits, i.e. Augustus being greedy, have Ss think if they have ever
been greedy and comment that we sometimes show the same traits but not to the same
extremes. Therefore Roald Dahls message is relevant to us (text-to-self connections)
This lesson focuses on summarising what has happened in the text so far.
T discusses the aim of the lesson sequencing the important events of the story and
informs Ss they will either create a storyboard (using a hard copy template 5 frames)
or a comic strip using Comic Life, an online program. Both of which should include
written captions to clearly describe what has happened.

author
Ch. 21 Goodbye
violet
Strategies chart
(see appendix)

Paper

Ch. 22 Along
the corridor
Strategies chart
(see appendix)

Ss workbooks

Observe Ss
using the
comprehension,
vocabulary &
fluency
strategies
Observe the
sharing of
summaries
Observe Ss
comprehension,
vocabulary &
fluency
strategies
(anecdotal
notes)
Responses in
whole class
discussion
Collect written
responses

Storyboard
templates (see
appendix)

Students
storyboards /

Explains to Ss that this visual way of organising information is great for helping us to
comprehend the most important ideas in the text.
Ss may need to complete the last few frames for homework.

comic strips
Access to Comic with captions
Life program via (work samples)
laptops
(appendix)