LESSON PLAN: Charlie and the Chocolate Factory

Introduction
This lesson will allow students to adventure into Mr. Wonka's Chocolate Factory by
reading the book Charlie and the Chocolate Factory, by Roald Dahl. Students will
be assigned daily reading with fun and exciting activities to follow. Periodically,
students will take quizzes and then finish with a final unit test at the end of the
book.

Subject: Reading
Topic: Vocabulary & Comprehension
Grade Level: 6

Soon............you will be entering Mr. Wonka's world.

Welcome!
You are about to embark on a key journey through Mr. Wonka's Chocolate Factory. As you read
Charlie and the Chocolate Factoy, you will have activities, questions, and quizzes to complete
throughout the book. At the end of the book, you will take a unit test that will cover all chapters.

Your Mission : You will read about the adventures of Charlie and his Grandpa touring on the grounds
of Mr. Wonka's Chocolate Factory by reading Charlie and the Chocolate Factory. Along the way you
will complete activities that test your knowledge about what you have read.

Reading:

1.) Word Analysis, Fluency and Systematic Vocabulary Development

Distinguish and interpret multiple meaning words

2.) Reading Comprehension

Know and use different reading strategies (e.g., skimming and scanning; finding information to
support particular ideas) and the various purposes of language (e.g., to inform, to persuade,
to entertain) to comprehend informational text

Use prior knowledge and ideas presented in texts (illustrations, titles, topic sentences, key words
and foreshadowing clues) to make, confirm, or revise predictions

3.) Literary Response and Analysis

Identify the main events of the plot, their causes and how they influence future action

Use knowledge of the situation, setting and character's traits and motivations to determine the
causes for character's actions

Explain how characters or simple events in a work are like people or events in one's own life

1
Instructional Objectives
1. Students will have the opportunity to immerse themselves in the world of fantasy.

2. Students will be exposed to daily questions on the Literal, Interpretive, Critical and Creative
level.

3. Students will follow the close developing relationship that Charlie has with his family. Hopefully,
students will come to appreciate older people and their contributions to helping youth.

4. Students will come to appreciate the often clever and witty lines that Willy Wonka speaks.
Most of them have an underlying meaning.

Student Activities
I
Introductory Activity

1. Lead the class in a discussion about what it feels like to want something very much; like a dog, a
new bike, a summer vacation, etc. Move the discussion into what it feels like when you get your
wish. Explain that these are the feelings that we will experience along with Charlie in our book,
Charlie and the Chocolate Factory.

2. Each student will draw a name of a major character: Charlie, Mr. Wonka, Grandpa Joe and one
secondary character: Augustus, Veruca, Violet, Mike. Their task is to keep a notebook tracing the
developments of their characters.

Enabling Activities

1. Draw a picture of a candy bar you would like to be made and marketed.
2. Complete the Extended Family worksheet.
3. Write in your character notebook.
4. Write a letter to Mr. Wonka persuading him to market your candy bar.
5. Answer any questions assigned.
6. Take chapter quizzes.

Culminating Activities

1. Take the final Unit Test on chapters 1-30.

2. Use the movie Willy Wonka and the Chocolate Factory. Show it to the class. Discuss the
similarities and differences between the book and movie and then write a three paragraph essay on
this topic.

3. Have each student take the notes they have been keeping on their two characters (introductory
activity #2). From the notes write an in class summary of their character's development.

4. As a class project, write to a candy company. Ask them for any free information they have
about the making of candy and history of their business.

2
 Assessment
Students will take four quizzes throughout the book and finish the book by taking a
Comprehensive Unit Test on Chapters 1-30.

Web Resources & Supplementary Materials

Introductory Activity
http://www.hersheys.com/chocworld/
http://www.hersheypa.com/herco_homepage.html

Enabling Activity
Extended Family
Take Quiz #1 (Chapters 1-6)
Take Quiz #2 (Chapters 7-11)
Wonka Persuasive Letter Outline,
Dear Mr. Willy Wonka
Take Quiz #3 (Chapters 11-17)
Take Quiz #4 (Chapters 18-23)
http://www.wonka.com/Loompaland/

Culminating Activity
Take Unit Test (Chapters 1-30)
Address
Example

Getting Started

Each day is outlined with what you need to complete. If you see something
underlined, it is a link to a word document. You will need to open it, print the
document, and complete it.

Charlie and the Chocolate Factory by Roald Dahl

Homework: Listed below each daily activity, if any assigned for that day.

Activities

Day 1: Read Chapters 1 & 2 (pgs. 1-15)

3
On page 14, Grandpa Joe describes some of the wonderful candy that Mr. Wonka
makes. Take a piece of white paper and draw a picture of a new candy bar that you
would like to see sold in the grocery stores and give it a name.

Day 2: Read Chapters 3 & 4 (pgs. 15-23)

By now, you realize that Charlie lives with other family members besides his Mom
and Dad. Complete the Extended Family worksheet which you will have to tell if
you come from a nuclear or extended family.

Homework: Answer the following questions:

1. What would you do if you owned a factory and people were stealing your secret
ideas.

2. There were three factories named that had stolen ideas from Mr. Wonka.
Name the factories and tell what idea they stole.

Day 3: Read Chapters 5, 6 & 7 (pgs. 23-35)

After reading these chapters, open up your character notebook and write at least
5 detailed sentences about the selected character you chose at the beginning of
the book.

Take Quiz #1 (Chapters 1-6)

Homework: Answering the following questions:

1. What will the five lucky Golden Ticket winners be allowed to do? Give details.

2. How does Mr. Salt make sure his daughter would find a golden ticket?

3. How did Charlie go about opening his candy bar?

4. What did the grandparents say to soften any disappointment Charlie might
feel?

Day 4: Read Chapters 9, 10 & 11 (pgs. 40-52)

Continue to write in your character notebook.

Take Quiz #2 (Chapters 7-11)

Homework: Answer the following questions:

1. Do you think Charlie was being selfish with the dollar bill he found?

4
2. How much money did Charlie spend on candy from his found dollar bill?

3. While Charlie was at the store, how did people try to get his ticket?

Day 4: Read Chapters 12, 13, & 14 (pgs. 52-68)

Using the Wonka Persuasive Letter Outline, try and convice Mr. Wonka to market
your candy bar that you created in Day 1. After completing the outline, write it in
letter form. Your letter should have at least 3 paragraphs. You may look at the
example given: Dear Mr. Willy Wonka

Homework: Continue working on your outline and letter.

Day 5: Read Chapters 15. 16, & 17 (pgs. 68-86)

Take Quiz #3 (Chapters 11-17)

Homework: Finish outline and letter.

Day 6: Read Chapters 18, 19 & 20 (pgs. 86-100)

Continue writing in your character notebook.

Answer questions:

1. What very kind of thing did Mr. Wonka do for Charlie and Grandpa on the boat
ride?

2. Why do you think the Oompa-Loompas are always bursting into shrieks of
laughter?

3. How can you tell that Mr. Wonka doesn't like Veruca Salt?

Day 7: Read Chapters 21, 22, & 23 (pgs. 100-115)

Take Quiz #4 (Chapters 18-23)

Continue writing in your character notebook.

Day 8: Read Chapters 24, 25, & 26 (pgs. 116-138)

Mr. Wonka shows how he can send a bar of chocolate "whizzing" through the air.
The bar reassembles itself on television. You just reach into your television and
take it out and eat it. Write a paragraph telling if it would be a good or bad idea to
be able to eat the commercials right off your television screen.

5
Day 8: Read Chapters 27, 28, 29, & 30 (pgs. 138-162)

Write one last time in your character notebook.

Take a class survey. The question is: How much television do you watch per week?
Create some type of graph to show the results. Then write a brief summary of the
results. Does your class watch too much television?

Final
1. Take Unit Test (Chapters 1-30)
2. Write a summary of your character's development.
3. Watch movie and write a compare/contrast essay describing the
similarities/differences between the movie and book.
4. Write to a candy company asking them for history or any free information they
have about their candy. Use the Address & Example pages to assist you.

Teacher Ideas
1. How to put on a production of "Charlie and the Chocolate
Factory"

"As an actress, mime and mask performer, I realize that connecting to the text is most important.

Reading out loud is the first place I start. This reading includes big, expanded, larger than life
movements that connect with the truth. What is being said is also being seen.

Next, I use costumes. The youngsters usually love to try on 'different' looks. This is fun and
revealing. Many students will resist being other than what they like... so we need to stretch their
willingness to 'be' or 'play' a character.

Then, I entice them even further with food from the play. Yesterday, we had dried bread and
cabbage water soup... it was great fun watching their faces as the reality of eating such simple food
was a condition that Charlie lived with each day.

At the end of their meal, I gave each one a tiny piece of a Power Bar instead of chocolate. Next
week, we will have an imitation Wonka bar.

Drawing a story board of the main scenes is another method of helping the students understand the
story line."

2. Wonka Bingo!

6
"I recently read Charlie and the Chocolate Factory to my class. (a special
education class of 11-13 year olds). I made a 4 x 4 grid for each student. As a
class, we then brainstormed about 25 words from the book. The students
picked 16 words from the list and wrote them on the grid (one word per box). I
then made an index card for each word while they were writing. I handed out
chips and played "WONKA" (similar to BINGO). I called the words and they
covered them and yelled "WONKA" when they got four in a row. This was a
great way to get students involved in the book, and for them to practice
recognizing words that were above their typical reading level. I bought some
Runts or Nerds, or some kind of Wonka candy, and handed out a few pieces to
the winner of each game."

3.
4.