reading enrichment unit

Reading Enrichment Unit- Charlie & the Chocolate Factory by Roald Dahl

Title of Unit Reading & Writing:

Chocolate!

Grade Level 3rd

Subject/Topic Area

Reading. Writing

Time Frame 5 days

Key Words Reading, writing, graphic

organizers

Designed by Autumn Schaffer

School District Griffin Spalding School Anne Street Elementary

Brief Summary of Unit:

This unit is designed to prompt students into writing creatively about topics and beginning to use a basic five-paragraph essay template. The students will either read in small groups or as a whole class Charlie and the Chocolate Factory by Roald Dahl. Afterwards they will analyze the characters, events, settings, and various perspectives in the story using various modes of writing. Specific types of writing in the assignments included within this unit are poetry (limericks), letter writing, advertisements (jingles), and essays.

The students will also use web 2.0 features to enhance their ability to analyze features of the book. The students will use a site based upon “sticky notes” to discuss and answer questions about different themes within the book as they read. They will also use an online graphic organizer program to work together to build relationships among various features of the books.

Stage 1: Identify Desired Results

Content Standards:

Fluency:ELA3R1 The student demonstrates the ability to read orally with speed, accuracy,and expression. The studenta. Applies letter-sound knowledge to decode unknown words quickly and accurately.

d. Uses self-correction when subsequent reading indicates an earlier misreadingwithin grade-level texts.Comprehension:ELA3R3 The student uses a variety of strategies to gain meaning from grade-leveltext. The studentg. Summarizes text content.i. Makes connections between texts and/or personal experiences.n. Identifies the basic elements of a variety of genres (fiction, non-fiction,drama, and poetry).q. Formulates and defends an opinion about a text.

Writing:ELA3W1 The student demonstrates competency in the writing process. Thestudenta. Captures a reader’s interest by setting a purpose and developing a point of view.b. Begins to select a focus and an organizational pattern based on purpose, genre,expectations, audience, and length.d. Uses organizational patterns for conveying information (e.g., chronologicalorder, cause and effect, similarity and difference, questions and answers).f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhancedescriptive effect.i. Begins to include relevant examples, facts, anecdotes, and details appropriateto the audience.j. Uses a variety of resources to research and share information on a topic.k. Writes a response to literature that demonstrates understanding of the text,formulates an opinion, and supports a judgment.l. Writes a persuasive piece that states a clear position.

ALA Standards for 21 st Century Learner

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge2.1.2 Organize knowledge so that it is useful.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Understandings:Students will understand that:

*Understanding 1: Characters in a story are not all good or bad- they have traits that may make them seem one way or another. If you analyze enough, however, you can find traits that show they have both sides.

*Understanding 2: One can analyze parts of a story using various modes of writing- not just essay form.

*Understanding 3: In order to develop a clear and cohesive essay one must have a topic, thesis sentence, body paragraphs, and a conclusion.

*Understanding 4: Once can organize thoughts, facts, and concepts in the form of a graphic organizer before creating a final form of writing (essay, poem, etc.)

Related Misconceptions:

*Misconception 1: Characters in a story are either all good or all bad. They are flat and one sided. They do not change throughout the course of the story.

*Misconception 2: You cannot analyze a story or discuss the story in modes other than an essay where you break the themes down into paragraphs.

*Misconception 3: Essays are just paragraphs put together with your thoughts about a story.

*Misconception 4: Writing an essay or final product should be done first- brainstorming wastes time.

Essential Questions:

Overarching Questions Topical Questions*How do I respond to what I am reading?

*What are ways I can write to explain my thoughts?

*How can I get my thoughts together before writing?

*While reading, what can I do to remind myself of what I want to write about later?*How can I use poems, essays, and advertisements to get across my idea/ analyze what I’ve read?

*What types of graphic organizers can I use to get my thought together before I write?

Knowledge and SkillsKnowledge SkillsKnowledge 1: Key terms- Graphic Organizers, Essays, Poems, Advertisements

Knowledge 2: You can write to respond to what you are reading. You can write to entertain, persuade, describe or inform.

Knowledge 3: You can use graphic organizers to put your thoughts together before you begin your writing. There are different types of graphic organizers to help you brainstorm.

Knowledge 4: You can write in different modes including poetry, advertisements, and essays.

Skill 1: Students will understand key terms and be able to explain the difference between them.

Skill 2: Students will be able to write to entertain, persuade, describe, or inform.

Skill 3: Students will use different graphic organizers to brainstorm before writing.

Skill 4: Students will write in different modes including poetry, advertisements, and essays.

Stage 2: Evidence

Performance Tasks:

1. Performance Task 1: Creating a Graphic Organizer of How Chocolate is Made

*Goal- You goal is to put together the steps of making chocolate. You will read about it online- then you need to put together an essay describing step by step how it is made.

*Role-You are a teacher who is putting together a lesson of how chocolate is made.

*Audience- Your students need you to describe the steps of making chocolate in a way that they understand.

*Situation-You have to write paragraphs describing how chocolate is made and where it comes from. You need to read about it online and use a graphic organizer to organize the different steps.

*Produce Performance and Purpose-You will write the steps in order in the graphic organizer and use the graphic organizer to write the steps in paragraph form.

*Standard and Criteria for Success-Your finished product should include a graphic organizer with the steps in order and paragraphs broken into each step. Each paragraph should describe the steps in detail.

d. Uses organizational patterns for conveying information (e.g., chronologicalorder, cause and effect, similarity and difference, questions and answers).

II. Performance Task 2: Writing a Poem for a Golden Ticket

*Goal- You are to write a poem to be place on the Golden Ticket.

*Role- You are the writer for the Willa Wonka Chocolate Factory- in charge of all of his clever poems

*Audience- Your audience will be everyone who wins a Golden Ticket!

*Situation- You have to write a clever poem to but put in the Golden Ticket. It has to inform them of the time and place the person is to meet Mr. Wonka and the rest of the winners.

*Produce Performance and Purpose- You will develop a poem to let the winners know where to go to enter the factory. Your poem must have 6 lines. The first two must rhyme, the second two must rhyme, and the third two must rhyme.

*Standard and Criteria for Success-The poem must tell when and where to meet the rest of the winners. Your poem must have 6 lines. The first two must rhyme, the second two must rhyme, and the third two must rhyme.

b. Begins to select a focus and an organizational pattern based on purpose, genre,expectations, audience, and length.III. Performance Task 3: Write a letter to Charlie

*Goal- You are to write a letter to Charlie wishing him a happy birthday and trying to cheer him up for not getting the Golden Ticket.

*Role- You are Charlie’s friend and you have heard that he didn’t get a Golden Ticket like he wanted.

*Audience- Your audience will be Charlie, who is feeling really bad that he didn’t get a Golden Ticket.

*Situation- You are Charlie’s friend and you want to cheer him up because he didn’t get a Golden Ticket. You want to help him look on the bright side.

*Produce Performance and Product- You will write a letter to Charlie to cheer him up for not winning a Golden Ticket. You want to make him feel better and see that things are not all that bad.

*Standard & Criteria for Success-You letter must be in letter form- with an address at the top. It must contain body paragraphs and a proper ending.You must use your understanding of persuasion to persuade Charlie into believing that he shouldn’t feel so bad that he didn’t get a ticket. You should try to convince him there are other things to be happy about.

l. Writes a persuasive piece that states a clear position.

IV. Performance Task 4: The Drama of the Golden Ticket

*Goal- You are to create a short scene depicting the moment when Charlie opens his chocolate and discovers he has a Golden Ticket.

*Role- You are a screenwriter for a play about this book and you are putting together scripts and scenes.

*Audience- Your audience will be all of New York City who will come to see this play within the next few weeks.

*Situation- You are writing the scripts for a play about this book. You are currently working on writing a scene where Charlie finds out he has the Golden Ticket.

*Produce Performance and Product- You will write a short scene in which Charlie finds the Golden Ticket. This should be written in the form of a script

*Standard and Criteria for Success- You must write in script form with the character’s name before what he/she is to say. You must also include a list of the characters in the scene. You must depict what happens in the scene where Charlie wins the Golden Ticket.

f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhancedescriptive effect.

V. Performance Task 5: Character Study

*Goal- You will use the Primary Notes application online to determine a character to study. You will then use the information provided by the students online as well as what you can find in the book to verify the conclusions you draw about the character. These conclusions will be put into a 5 paragraph essay.

*Role- You are a character analyzer trying to tell the rest of the class the best and worse about each character.

*Audience- The audience will be the students in your class.

*Situation- Use Primary Notes application online and information you find in the book to complete the graphic organizer about a character you choose. Based upon this evidence you will choose 3 characteristics that describe the characters as either being “good” or “bad”. You will use the 5 paragraph essay template to persuade the other students towards your view.

*Produce and Performance Product- Use will contribute to the Primary Note Application to help describe the characters. You will use the graphic organizer and the book to complete your character analyzes. You will use the 5 paragraph essay template to write your character analyzes. You will use the bubbleus application online to post two of the characteristics you concluded about your character into the online graphic organizer.

*Standard and Criteria for Success-

Must include evidence of:-Contributing to Primary Notes Application-Using graphic organizer to complete character analysis-Use 5 paragraph essay template to write character analysis-Contribute to Bubbleus Graphic Organizerk. Writes a response to literature that demonstrates understanding of the text,formulates an opinion, and supports a judgment.l. Writes a persuasive piece that states a clear position.d. Uses organizational patterns for conveying information (e.g., chronologicalorder, cause and effect, similarity and difference, questions and answers).

IV. Performance Task 6: Chocolate Prediction *Goal- You will predict what type of chocolate will be in the next room in the factory based upon the information leading up to it.

*Role- You are a character in the book and you are trying to guess what type of chocolate is in the next room

*Audience- The other members of the tour are listening to you and what you to help them decide what chocolate is in the next room

*Situation- You are trying to guess what type of chocolate is in the next room. You have to read the chapter leading up to entering the room and use the clues to complete the prediction graphic organizer and the five paragraph essay explaining what you think the chocolate is and why.

*Produce and Product Performance- You will predict what type of chocolate is in the next room by using the book and the graphic organizer. Then you will use your graphic organizer to complete a 5 paragraph essay about the chocolate.

*Standard & Criteria for Success- You must have completed the graphic organizer using the book to predict what chocolate is in the next room. Your 5 paragraph essay template must also be complete based upon your graphic organizer work.

f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhancedescriptive effect.

k. Writes a response to literature that demonstrates understanding of the text,formulates an opinion, and supports a judgment.

VII. Performance Task 7: Augustus Gloop Limerick

*Goal- You will write a limerick about Augustus Gloop (character) in proper limerick format.*Role- You are an Oompa Lompa who is always singing in rhyme. You are going to create a limerick about Augustus after he fell in the chocolate water.

*Audience- Your audience will be the other members visiting the factory

*Situation- You are one of the Oompa Lompas and you have just saw Augustus fall into the chocolate water. You are now going to sing a song about him and his fate. You will need to do this in the form of a limerick.

*Produce and Product Performance- You will need to use the book to gather descriptions about Augustus Gloop. You will then need to use your graphic organizer to develop a limerick about him.

*Standard and Criteria for Success:Your poem must be about Augustus Gloop and must follow the standard limerick form (see graphic organizer).

d. Uses organizational patterns for conveying information (e.g., chronologicalorder, cause and effect, similarity and difference, questions and answers).f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhancedescriptive effect

VIII. Performance Task 8: Planning a Gum Meal

*Goal- You are to plan a gum meal complete with a breakfast, lunch, and dinner. You will need to make sure you describe what it smells, feels, and tastes like.

*Role- You are a creator in Willy Wonka’s factory. It is your job to create the flavors and meals of the gum.

*Audience- The people visiting the factory will soon try out your gum and see if they like it.

*Situation- You will need to use the graphic organizer to define a breakfast, lunch, and dinner for your gum. You will then write a 5 paragraph essay about this with each meal taking on a paragraph.

*Produce and Product Performance- You will use a graphic organizer to create a breakfast, lunch, and dinner for your gum. You will need to tell what it tastes, smells, and looks like. All of this will be included in your 5 paragraph essay.

*Standard and Criteria for Success- You need to make sure that your graphic organizer is complete- each meal should be describe with what it looks like, tastes like, and smells like. You will use this to finish your 5 paragraph essay.

d. Uses organizational patterns for conveying information (e.g., chronologicalorder, cause and effect, similarity and difference, questions and answers).f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhancedescriptive effect.

VIIII. Performance Task 9: Make an Advertisement for Your Own Chocolate

*Goal- You are going to create an advertisement for your own invented chocolate.

*Role- You are a creator at the Willy Wonka factory. You are going to create your own chocolate and then create an advertisement for it.

*Audience- The audience will be the whole world! Your advertisement will broadcast over the entire world in order for you to try to sell your chocolate!

*Situation- You will invent your own type of chocolate. Then you will complete the advertisement organizer where you gather information about your chocolate as well as what type of advertisement you want to create. You will then create a script for it.

*Produce and Product Performance- First you will describe your new chocolate using your advertisement organizer. Then you will decide

what type of advertisement you would like to use. Then you will produce your script for the actual advertisement.

*Standard and Criteria for Success-You will need to complete your advertisement organizer, which will describe the chocolate as well as the type of advertisement you would like to use. You will also need to complete your script for the actual advertisement.

Performance Task Rubrics

Teacher Rubric for 5 Paragraph Essay1-Doesn’t Meet

2-Meets Standard

3- Exceeds Standard

Organization -Student does not make use of graphic organizer. There is little evidence that it was used to plan the material.

-Essay does not have clear paragraphs with defined topics.

-Students made use of graphic organizer and one can tell how he/she used to plan.

-Essay has clear paragraphs with clear topics.

-Students made clear use of graphic organizer and one can clear see how information was transferred.

-Essay has clear paragraphs with clear topics and topic sentences.

Introduction/Conclusion Paragraphs

-There is little or not evidence of introducing the topic or concluding the essay. Paragraphs may be there but do not have distinct features needed for introducing

-There is an introduction and conclusion paragraph that opens with an attention getter, has thesis statement. Conclusion wraps up topic.

-There is an introduction and conclusion paragraph that opens with an attention getter, has thesis statement. Conclusion restates thesis

or wrapping up.

statement and summarizes it.

Body Paragraphs -Body Paragraphs have no order or topic.

-Body paragraphs follow a topic described in graphic organizer. Paragraphs have topic sentence and stay on topic.

-Body paragraphs follow a topic described in graphic organizer. Paragraphs have topic sentence and stay on topic. They provide direct details supporting topic.

Student’s Self Assessment & Rubric1-Doesn’t Meet 2-Meets

Standard3- Exceeds Standard

Organization:Does my essay flow and make sense?

-I didn’t use my graphic organizer.

-My paragraphs don’t have a clear topic. They just talk about different things at different times.

-I used my graphic organizer to plan my thoughts.

-I have paragraphs with clear topics.

-I used my graphic organizer and used it to directly plan and transfer my thoughts.

-My essay has clear paragraphs with topics. Each paragraph begins with a topic sentence explaining what the paragraph is about.

Beginning & Ending:How do I introduce and end my essay?

-I don’t have a clear introduction and conclusion essay.

-My introduction has an*attention getter*thesis statement

-My introduction has an*attention getter*thesis statement

-I have an introduction and conclusion but they just continue on like my body paragraphs.

-My conclusion wraps up the topics in the essay.

-My conclusion wraps up the topics in the essay and restates the thesis statement.

Body Paragraphs

-My paragraphs have no order or clear topic.

-My body paragraphs follow my graphic organizer. They all begin with a topic sentence describing what the paragraph is about.

-My body paragraphs follow my graphic organizer. They all begin with a topic sentence describing what the paragraph is about. The paragraphs have supporting details about the topic.

Stage 3- Planning Learning Experiences

Day 1:

W: Where and Why:The teacher explains to the students that they are going to be reading a book called Charlie and the Chocolate Factory. This book is designed for students to read for pleasure. They are going to read it for other reasons too. They are going to do several activities with this book that are going to allow them to write in different formats (i.e.- essays, poems, songs) for different reasons (i.e.- to inform, persuade..)

H: Hook & Hold:The teacher should give the students a brief summary of the book. She should tell them that they are going to visit a factory where they make all types of chocolate. The characters in the story may be a little strange, but there is plenty of excitement!

E: Explore through Experience:The teacher should read aloud, or allow the student to read in small groups, the allotted amount of chapters for the day. They should then

begin work on the chocolate graphic organizer and the Golden Ticket poem (see performance tasks).

R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allow them to exchange graphic organizers and tickets to check each other’s work (make sure that it can be followed and includes all the parts as well as rhymes accordingly.) If not, the students should work together to fix any problems.

E: Evaluate Work & Progress:The students will be allowed to share their work as the other students given them verbal feedback. This will allow the teacher time to give informal commentary as well.

T: Tailor & Personalize:If students have difficulties completing these tasks, or if they need some enhancement, please see the individual lesson plan that has alternative assignments listed.

O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The class begins as a whole, which is when the instructions are planned. The reading of the book can either be in whole or in parts in small groups. The students complete the work individually but receive help and revise in small groups. Finally, the class comes back as a group to share.

Day 2:

W: Where and Why:The teacher explains that they are going to continue their reading. A short time should be spent as the students review what has happened so far in the story, as well as their opinions and predictions about what will happen next. The teacher may want to review some of the requirements for the assignments and show some other examples not related to the book. For example, today the students will be required to write a letter and a short script for a scene. The teacher may want to review the parts of a letter as well as how a play works and show some specific examples.

H: Hook & Hold:The teacher should give the students an idea of what will be happening in this section. She should let them know that the quest is still out of a golden ticket. She can let the students predict if they think Charlie will

get one and even do a quick tally chart to see what the entire class thinks.

E: Explore through Experience:The teacher should read aloud, or allow the student to read in small groups, the allotted amount of chapters for the day. They should then begin work on the letter to Charlie and the script of when Charlie gets the golden ticket (see performance tasks.)

R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allow them to exchange the letters and scripts to check each other’s work (the teacher may want to display an example of what is expected for each of the assignments.) If not, the students should work together to fix any problems.




Day 3:

W: Where and Why:The teacher explains that they are going to continue their reading. A short time should be spent as the students review what has happened so far in the story, as well as their opinions and predictions about what will happen next. The teacher may want to review some of the requirements for the assignments and show some other examples not related to the book. For example, today the students will use a graphic organizer to complete a character study. They will also use a graphic organizer to complete a chocolate prediction.

The teacher will certainly want to allow for some time within the computer lab today. She will show them how to use primary notes, which is an online resource where the students can use sticky notes to give opinions about the characters and the book. The students will spend time commenting and post sticky notes about the characters so far in the book as well as verify their thoughts with page numbers from the book. The teacher will need to explain and show the students how to do this.

H: Hook & Hold:The teacher should give the students an idea of what will be happening in this section. She should tell them that they will be conducting a character analysis so they have to pick one character and really pay attention to everything he/she says and does. She may want to show an example of a character analysis by analyzing one of the students in the classroom. The rest of the class can help her fill out the graphic organizer about that student to get familiar with what to do.

E: Explore through Experience:The teacher should read aloud, or allow the student to read in small groups, the allotted amount of chapters for the day. They should then begin work on posting their sticky notes online, filling in their graphic organizers, and completing their 5 paragraph essays.

R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allow them to exchange the essays to check each other’s work (the teacher may want to display an example of what is expected for each of the assignments.) If not, the students should work together to fix any problems. When they are finished, the students should work together to use bubbleus to contribute to the graphic organizer about the characters.



O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The class begins as a whole, which is when the instructions are planned. The

reading of the book can either be in whole or in parts in small groups. The students complete the work individually but receive help and revise in small groups. Finally, the class comes back as a group to share.

Day 4:

W: Where and Why:The teacher explains that they are going to continue their reading. A short time should be spent as the students review what has happened so far in the story, as well as their opinions and predictions about what will happen next. The teacher may want to review some of the requirements for the assignments and show some other examples not related to the book. For example, today the students will be required to form a limerick about one of the characters in the story. The teacher should show examples of limerick as well as go over their sequence of rhyme.

H: Hook & Hold:The teacher should give the students an idea of what will be happening in this section. She should point out the songs of the Oompa Lompas up until this point. She should also tell them to pay close attention to the gum incident and start to think about types of gum they would like to create.

E: Explore through Experience:The teacher should read aloud, or allow the student to read in small groups, the allotted amount of chapters for the day. They should then begin work on the limerick and gum graphic organizers.

R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allow them to exchange the graphic organizers to check each other’s work (the teacher may want to display an example of what is expected for each of the assignments.) If not, the students should work together to fix any problems.




Day 5:

W: Where and Why:The teacher explains that they are going to complete their reading today. A short time should be spent as the students review what has happened so far in the story, as well as their opinions and predictions about what will happen next. The teacher may want to review some of the requirements for the assignments and show some other examples not related to the book. For example, today the students are going to create their own type of chocolate and then they are going to write an advertisement to sell their chocolate. The teacher may want to review different popular types of chocolate as well as allow students to watch real advertisements of items to allow them to get an idea.

H: Hook & Hold:The teacher should give the students an idea of what will be happening in this section. She should let them know that the story will end today, and it might not end as expected. She should also tell them that today there are going to put their creativity to the test as they design their own advertisement.

E: Explore through Experience:The teacher should read aloud, or allow the student to read in small groups, the allotted amount of chapters for the day. They should then begin work on inventing their chocolate and their advertisement.

R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allow them to exchange the advertisement to check each other’s work (the teacher may want to display an example of what is expected for each of the assignments.) If not, the students should work together to fix any problems. They may also want to pair up and begin practicing the advertisement.

E: Evaluate Work & Progress:The students will be allowed to share their work as the other students given them verbal feedback. This will allow the teacher time to give

informal commentary as well. The students will perform their advertisement for the rest of the class.



Appendix

**See the individual lesson plans and resources for all the assessments and performance activities materials.

reading enrichment unit

Education