Mini Lesson Title: Getting a Closer Look at Characters in Charlie and the Chocolate Factory

Standards:
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.4.3- Determine a theme of a story, drama, or poem from details in the text;
summarize the text
RL 4.10- By the end of the year, read and comprehend literature, including stories,
dramas, and poetry in the grades 4-5 text complexity band proficiently with scaffolding
as needed at the high end of the range.
SL 4.4- Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes.
W.4.1- Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
W.4.8- Recall relevant information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and provide a list of
sources.


Materials:
Book- Charlie and the Chocolate Factory
Post-it notes
Story Map



Connection/Hook What you might
say
Yesterday we finished reading the book Charlie and
the Chocolate Factory. There were many characters
throughout the book, so today we are going to take a
closer look at each of them.
Teaching/Modeling Lets talk about the different characters in the book. Who can remember
all of them? Lets make a list of the characters in the book. Who can tell
me what a story map is? Explicitly define story maps. Remember, we did
story maps for the last book that we read. This time, we are going to do
story/character maps for each of the characters. We are going to use post-
it notes to go through the book and mark off any important details or
events that are for our character. Remember, we did this for the important
parts of the story in our last book.

Guided
Practice/Active
Engagement
The teacher starts off with the character of Grandpa Joe. The teacher then
goes to the first mention of Grandpa Joe in the book where he is
described. The teacher then puts a post-it note on that page and explains
to the students that this is because it is a physical description of the
character that is being focused on. The teacher then does this for other
physical descriptions, personality descriptions, and the characters
relationships with others. Then on the white board the teacher begins to
make a character map of the character. Grandpa Joe would go in the
center bubble. In one bubble coming off of the center, it would say
Personality with smaller bubbles coming off with the words that
describe his personality. This would then be repeated for physical
description and the relationships with other characters. The fourth bubble
coming off of will say What Happens Next? and teacher will write a
short paragraph about what she thinks happens to Grandpa Joe after the
book ends with support from the characteristics in the other bubbles. The
character map will then be complete.

Independent Work Work in groups. Each group will be given a different character from the
book, Charlie, Mr. Wonka, Augustus, Veruca, Violet, or Mike. The
students will then have to go through the book, post-it noting the
important personality traits, physical traits, and relationships with other
characters. The group would then make a character map along with
writing a paragraph about what would happen next. They would present
and share their maps with the class.

Assessment Looking at the character maps and making sure that the students chose
appropriate characteristics. Looking at the students book and where they
chose to place post-it notes. Looking at the students paragraph about
what happens next and make sure that the students made appropriate
predictions.