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Third Grade Genre Study and Purposeful Writing in Response to
Charlie and the Chocolate Factory (by: Ronald Dahl)
Day 2: The Drama of Finding a Golden Ticket (Chapters 7-11)
General Information:
Name: Autumn Schaffer
Grade Level: Third Grade
Subject Areas: Language Arts with Technology integration
Date Taught: Day 2 of 5 lesson plans
Total Duration of Lesson: 65 minutes
Title of Lesson:
The Drama of Finding a Golden Ticket (Ch.7-11)
Primary Learning Outcomes:
1. The student will read aloud third grade text with age-appropriate pronunciation
and fluency.
2. The student will discuss the subject matter of each chapter as well as the holistic
comprehension of the read-aloud chapters.
3. The student will understand and relate the genre of “drama” to that of plays and
movies. By doing so, the student will understand that literary works can be
presented in different formats (books and/or movies.)
4. The student will understand and use the formal format of letter writing.
5. The student will understand specific point of view and use descriptive as well as
situational writing to prepare a consolation letter.
6. The student will use descriptive writing to prepare a personal script of a dramatic
conversation.
7. After being presented with the information (chapter 10 of Charlie and the
Chocolate Factory) the student will write a short persuasive essay expressing their
position.
Related Georgia Performance Standards: (Third Grade Reading)
Fluency:
ELA3R1 The student demonstrates the ability to read orally with speed, accuracy,
and expression. The student
a. Applies letter-sound knowledge to decode unknown words quickly and accurately.
d. Uses self-correction when subsequent reading indicates an earlier misreading
within grade-level texts.
Comprehension:
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level
text. The student
g. Summarizes text content.
i. Makes connections between texts and/or personal experiences.

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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. The
student
a. 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.
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance
descriptive effect.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate
to the audience.
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.
Materials and Equipment:
Instruction/ Whole Group
1. Class set of Ronald Dahl’s Charlie and the Chocolate Factory
ISBN: 0142410314
(Dahl, Ronald. Charlie and the Chocolate Factory. New York: Puffin Books, 1973.)
2. Activeboard Presentation
(focused on taking formative notes about each chapter, review the genre of drama,
examples of drama’s written in script format, pictures and information about the movie
“Charlie and the Chocolate Factory” (directed by Tim Burton, 2005) and “Willy Wonka
and the Chocolate Factory” (directed by Mel Stuart, 1971), and the formal letter writing
format)
3. Computer with internet accessibility
Independent Projects/Assignments
1. Letter Writing Worksheet (for each student to use to write a formal letter in
proper format) *see attachment
2. Dramatic Script Writing Worksheet (for each student to compose a dramatic
conversation in script format) *see attachment
3. Spiral Bound Writing Notebook
Technology Connections:
1. Charlie and the Chocolate Factory (directed by Tim Burton, 2005) Official
Website
http://chocolatefactorymovie.warnerbros.com/index2.html
(This website includes information, photos, and games based upon the movie/drama.)
2. Charlie and the Chocolate Factory (directed by Tim Burton, 2005) Movie Email
Greeting Cards
http://www.123greetings.com/events/charlie_chocolate_factory/
(This website allows students to email greeting cards with photos from the movie.)

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3. How to write a letter
http://jc-schools.net/write/letter-write.htm
(This serves as a great website for a remediation lesson on how to write in proper letter
format.)
4. Remediation: Letter-Writing Printable
http://www.teachervision.fen.com/tv/printables/TCR/1576903443_37.pdf
(As a remediation, this letter writing printable will help review the parts of a letter.)
Procedures:
Step One: Introduction (Estimated Time: 10 minutes)
1. The teacher will review the plot of the events that occurred within the first reading
of chapters. She will be reviewing major elements of chapters 1-6 in Ronald Dahl’s
Charlie and the Chocolate Factory.
2. The teacher should also explain that, as many of the children probably already
know, movies have also been made based upon the book of Charlie and the Chocolate
Factory. One movie was made in 1971 and another was made in 2005. The teacher
may choose to show the students images from each of the movie as well as navigate
to the official website of the 2005 film:
http://chocolatefactorymovie.warnerbros.com/index2.html
Step Two: Teaching the Primary Learning Outcomes (Estimated Time: 45 minutes)
1. The teacher will read aloud, or allow the students to read aloud, chapters 7-11.
The plots of the chapters are based upon the upset of Charlie’s birthday as well as
Charlie’s desire to find a golden ticket. After several failures, Charlie begins to
realize that his family is extremely poor and doesn’t have enough to buy food,
nevertheless chocolate. Grandpa Joe sees young Charlie’s dream of visiting the
chocolate factory diminishing, so in a final attempt Grandpa Joe gives Charlie the
funds to buy one last chocolate bar. Sure enough, there is a golden ticket inside!
Activity 1:
2. Immediately following the reading, the teacher should resume the discussion about
the films and movies made based upon the book. The teacher should use her
activeboard presentation to discuss that movies are also called “dramas,” which is a
specific type of genre. Also, it should be discussed that “dramas” are written in a
special format called a “script.” After showing examples of a “script” the teacher
should show the students that the character’s name located on the side lets that person
know when it is time to speak. The teacher may allow some of the students in the
class to present and perform examples of scripts.
3. The teacher should then discuss the point of view of Charlie as well as the
emotions he would have felt when he realized that his family didn’t have enough
food to eat. (This would also be a good time to discuss the real issue of poverty and
charities.) Next, the teacher should discuss the emotions Charlie would have felt
when he realized that he didn’t win a golden ticket with the chocolate bar he brought
for his birthday. Finally, the students should discuss the emotions that Charlie would
have felt when he finally won a golden ticket on his last attempt. The students should
then be allowed to write a dramatic, using descriptive words and the proper script
format, to put themselves in Charlie’s shoes. They will write a dramatic paragraph as
Charlie Bucket explaining to his family that he finally won a golden ticket. The

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studnets will be allowed to act-out and dramatize their paragraph to the class at the
end of the lesson. *See attachment for an example of dramatic paragraph shown to
the students as an exceptional work.
Activity 2:
1. The teacher should then remind the students of how Charlie would have felt when
he opened the candy bar on his birthday but didn’t receive a golden ticket. Then the
teacher should explain the proper letter writing format. The teacher may use
examples and activeboard presentations to show this format. The teacher should then
navigate to the following website to allow the students to practice sending ecards
(emailed cards). While these ecards can be sent to the teacher (the purpose is to
practice writing and not sending emails) the students should be instructed to writing
in appropriate letter format. These ecards can be located at this website, and actually
contain photos from the 2005 Charlie and the Chocolate Factory movie!
http://www.123greetings.com/events/charlie_chocolate_factory/
Activity 3:
1. The students will now be asked to write a letter, using proper format, to Charlie
Bucket. They will be writing this letter to console him after he has not received a
golden ticket on his birthday (and before he actually gets a ticket later in the book.)
The students will need to use descriptive as well as situational words. They will
understand how to use sympathetic phrases if they put themselves in Charlie’s shoes.
The students may choose to decorate the letter as a birthday card, seeing as Charlie
would have received it on his birthday. *See attachment for an example of a
consolation letter shown to the students as an exceptional work.
Step Three: Closure (Estimated Time: 10 minutes)
1. After the students complete both assignments, the consolation letters will be
collected to be observed by the teacher. The students will then individually read and
dramatize their conversation that they wrote as Charlie. Each student will embody
Charlie Bucket and dramatically express their writings explaining to his family,
particularly Grandpa Joe, that he has finally won a golden ticket. Drama and
excitement will be key! Afterwards, the teacher will collect these paragraphs so that
she can check for proper writing conventions.
Assessing the Primary Learning Outcomes:
Each student’s ability to read age-appropriate text (Charlie and the Chocolate
Factory) with fluency and correct pronunciation will be assessed by the teacher during
whole group instruction. While this assessment will be informal, it will also be natural,
allowing the teacher to see what each student is capable of without prior study of the text.
This also proves the importance of why the students should read in a whole group setting.
If the students read aloud in small groups or if the teacher simply reads the book herself,
this specific assessment cannot take place.
The teacher will assess the student’s ability to write in a script format as well as use
basic writing conventions (spelling, grammar, punctuation) when she collect the student’s
dramatic paragraphs. This will occur after each student has presented theirs aloud.
The teacher will assess the student’s ability to compose a letter in proper format as
she reviews the consolation that each student wrote to Charlie. The student’s conventions
(spelling, grammar, punctuation) will also be assessed in this printed copy of the letter.

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Plan for Early Finishers:
As the students complete their dramatic paragraphs and consolation letters, they may
begin the final assignment which is actually designated for homework. During the
reading of Charlie and the Chocolate Factory the students will keep a personal writing
journal in which they response and connect to certain situations within the text. While the
students may choose to include other additional responses, the teacher will provide at
least one prompt per day. The student will then respond to this prompt using evidence
from the reading as well as their own opinion. The writing prompt for the second day
asks the students to interpret a certain situation from two points of view. Afterwards, the
students are to take a stand and write a short persuasive paper defending their opinion
about the situation. The situation is:
“Within the reading of today’s chapters we learn that Charlie Bucket’s family is much
poorer than we could have ever realized. They are not able to feed everyone in their
household! Knowing this, Grandpa Joe still finds enough money to allow Charlie to buy
one last chocolate bar. He did this because Charlie was heartbroken about not getting a
golden ticket on his birthday. Grandpa Joe understands that the family needs the money
to pay their bills and to buy “real” food, yet he still decides to spend his money in attempt
to allow Charlie to receive a golden ticket. Do you think this was a good choice? Of
course it was a gamble, seeing as Charlie still might have not gotten a golden ticket. Do
you agree with what Grandpa Joe did? If you were Grandpa Joe, what choice would you
have made: spend the money paying bills and buying “real” food to help the family or
buying Charlie a chocolate bar in hopes his dreams of visiting the factory will come
true?”
Accommodation:
Many of the students within the class may be unable to read with appropriate
fluency or pronunciation. For this reason, the teacher may nonchalantly ask that these
students read shorter passages as well as passages that are not as vital to the chapter’s
comprehension. (Many students are not able to read aloud and comprehend the text
simultaneously.) It is also important that the teacher ask questions that review or
summarize the chapters as well as address misconceptions as soon as they become
evident. This accommodation can easily occur during the reading process.
Other students may not desire to perform their drama aloud. While it is important
to allow the students to understand how actors and actresses feel when dramatizing
writing, this is not the focus of the project. The students should write their paragraph in
script format as well as write the paper from the voice of Charlie. Becoming Charlie or
putting oneself in Charlie shoes may be difficult for some students. The students may
need some extra prompting as well as some extra examples to be able to do so. It is
important, however, that the students be able to see the situation from Charlie’s point of
view.
Many of the students would have already been exposed to proper letter writing
format. For those who have not, the teacher may format the worksheet in which they
compose the letter on so that it re-teaches these students. For example, there may be
underlining in which the students write the heading, the body as well as the signature. If
this is a major issue, however, the teacher may need to spend extra time discussing the

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letter format. She may choose to utilize websites that re-teach and give specific examples
of each segment that compose a letter.
Extension:
As an extension to any of these lesson plans the students could simply complete other
responses to literature within their writing notebook. The teacher may provide other
prompts focused towards the read chapters. She may, however, allow the students to
respond naturally, perhaps even in diary format. The teacher may also have the students
choose a main character (Charlie, Grandpa Joe, Willy Wonka, or the other children who
visit the factory) to embody in writing format. As each chapter is read aloud the students
could respond, in writing, their feelings about the events within the story. They would, of
course, do so in the mindset and point of view of their chosen character.
For this specific day, since it is focused on the genre of drama, the students may
enjoy composing simple puppets of the characters within Charlie and the Chocolate
Factory. The students may use them during their dramatized presentations. They also may
be able to utilize them later in the week. Examples of these puppets can be found at this
website: http://www.mce.k12tn.net/chocolate/charlie/charlie-activity6.htm
Remediation
For students with sever difficulties in reading and comprehending such a text, the teacher
may choose to limit the chapters as well as spend more time discussing the information
that occurs within each. The teacher may also choose to use the activeboard to take notes
about the main events that occur within each chapter. Due to this extra time spent in
interpreting the text, the teacher may choose to limit the activities involved with each
reading session. Also, the teacher may have to spend specific time reviewing on the
process of composing a letter in proper format. A useful website that provides lesson
plans as well as practice examples of letter writing is: http://jc-schools.net/write/letter-
write.htm. The students may also benefit from this letter writing printable:
http://www.teachervision.fen.com/tv/printables/TCR/1576903443_37.pdf.
For this reason, the class as a whole may choose to compose one letter to Charlie.
While each student would need to contribute ideas, it would allow for the teacher to
readily address writing misconceptions. Also, to remediate the drama project, the teacher
may allow students to work in groups to create a dramatized paragraph in response to
Charlie finding a golden ticket. This will also allow students to collaborate in dramatizing
the situation to the class. Working in groups, in this manner, may also ease any fears of
presenting aloud to the rest of the class.