Unit 3.5Small Group Suggested Planning Guide

Acceleration 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 readFantastic Mr. Fox, and the Acceleration Group will readCharlie 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 Standardsand 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.

James and the Giant Peach Lessons and Standards / Charlie
and the Chocolate FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 2
Day 1
RI.3.1, RI.3.2, W.3.2, SL.3.2 / Chapters 1-2 / Chapter 2:
eager
gradually
dotty / Chapter 1
  • Why did Roald Dahl include a Cast of Characters at the beginning of the book? Make predictionsbased 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 familyhappy? 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 Goals
RI.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.4.3Describe 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 FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 2
Day 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 Goals
RI.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
RL.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.4.3Determine 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 FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 2
Day 3
RI.3.1, RI.3.2, RI.3.6, W.3.2,
SL.3.2 / Chapters6-7 / Chapter 6:
revolting
repulsive
Chapter 7:
tense / Chapter 6
  • 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.
/ Instructional Goals
RI.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
RL.3.3 Describe the sequence of eventsusing Resource 2 - Graphic Organizer: Plot Affects Character Feelings.
RL.3.3, RL.4.3Determine character traits of Veruca Salt and Augustus Gloop using Resource3 - Character Analysis Anchor Chart.
James and the Giant Peach Lessons and Standards / Charlie
and the Chocolate FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 3
RL.3.1, RL.3.2, RL.3.3, RL.3.4 / Chapter
8 / Chapter 8:
despicable / Chapter 8
  • 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?
/ Instructional Goals
RI.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
RL.3.3, RL.4.3Determinecharacter traits for Violet Beauregarde and Mike Teavee using Resource 3 - Character Analysis Anchor Chart.
RL.3.9, RL.4.3Describe 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 PeachLessons and Standards / Charlie
and the Chocolate FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 4
RL.3.1, RL.3.3, RL.3.4 / Chapters
9-10 / Chapter 9:
rummaging
hoard
Chapter 10:
ravenously
desperate
trudge / Chapter 9
  • Why is Chapter 9 titled “Grandpa Joe Takes a 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 Charliesave his strength?
What event changes Charlie’s feelings? How do they change? / Instructional Goals
RI.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
RL.3.3, RL.4.3Describe 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.4.3Describe 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 FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
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 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? / Instructional Goals
RL.3.1 Ask and answer discussion questions to demonstrate comprehension.
RL.3.3 Describe character’s actions and how their actions contribute to the sequence of events.
RL.3.4, RL.4.4Determine meaning of nonliteral language using contextual clues.
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
RL.3.9, RL.4.3, RL.4.5Compare 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 FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 6
RL.3.1, RL.3.2, RL.3.3, RL.3.5 / 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 hand?
/ Instructional Goals
RI.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
RL.3.5Describe 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 FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 7
RL.3.1, RL.3.2, RL.3.3, RL.3.4 / Chapters14-15 / Chapter 14:
extraordinary
alight
perish
Chapter 15:
tremendous
churning
flabbergasted
bewildered
frantically / 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 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.
/ Instructional Goals
RI.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
RL.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.aList 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.aDeBono’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 Peach Lessons and Standards / Charlie
and the Chocolate FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 8
RL.3.1, RL.3.3 / Chapter
16 / Chapter 16:
cacao / Chapter 16
Text-to-Text Connections
  • How is Loompaland like Charlie’s home? How is it like James’s aunts’ home?
/ Instructional Goals
RI.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
RL.3.3, RL.4.3Determine character traits using Resource 3 - Character Analysis Anchor Chart.
RL3.4, RL.4.3Describe 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 Peach Lessons and Standards / Charlie
and the Chocolate FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 9
RL.3.1, RL.3.3 / Chapter 17 / Chapter 17:
torpedo
inconceivable
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 reactionwith 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?
/ Instructional Goals
RI.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
RL.3.3, RL.4.3Describe character traits of characters using Resource 3 - Character Analysis Anchor Chart.
RL.3.3, RL.4.3Describe 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 / Charlie
and the Chocolate FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
Lesson 10
RL.3.1, RL.3.3, W.3.2 / Chapters 18-19 / Chapter 18:
astonishing
astonishment / 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?
/ Instructional Goals
RI.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
RL.3.3 Describe character feelings usingResource 2 - Plot Affects Character Feelings. How do these events affect the character’s feelings?
RL.3.3, RL.4.3Describe the setting in 18 and 19. How does the setting affect the character’s feelings and the reader’s mood?
James and the Giant Peach Lessons and Standards / Charlie
and the Chocolate FactoryChapters / Vocabulary / Discussion Questions / Instructional Goals and Suggested Activities
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 message is conveyed in the Oompa-Loompas’ song?
  • 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 Goals