Reading Enrichment Unit- Charlie & the Chocolate               Factory by Roald Dahl  Title of Unit       Reading &       ...
d. Uses self-correction when subsequent reading indicates an earliermisreadingwithin grade-level texts.Comprehension:ELA3R...
2.1.3 Use strategies to draw conclusions from information and applyknowledge to curricular areas, real- world situations, ...
*How do I respond to what I am          *While reading, what can I do toreading?                                remind mys...
*Role-You are a teacher who is putting together a lesson of how chocolateis made.*Audience- Your students need you to desc...
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, t...
*Audience- Your audience will be all of New York City who will come tosee this play within the next few weeks.*Situation- ...
use the bubbleus application online to post two of the characteristics youconcluded about your character into the online g...
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) toenhancedescriptive effect.k. Writes a respons...
*Role- You are a creator in Willy Wonka’s factory. It is your job to createthe flavors and meals of the gum.*Audience- The...
about your chocolate as well as what type of advertisement you want tocreate. You will then create a script for it.*Produc...
but do not      thesis             thesis                         have distinct   statement.         statement.           ...
introduce and      conclusion          *thesis             *thesisend my essay?      essay.              statement        ...
E: Explore through Experience:The teacher should read aloud, or allow the student to read in smallgroups, the allotted amo...
golden ticket. She can let the students predict if they think Charlie willget one and even do a quick tally chart to see w...
The teacher will certainly want to allow for some time within thecomputer lab today. She will show them how to use primary...
reading of the book can either be in whole or in parts in small groups.The students complete the work individually but rec...
O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The classbegins as a whol...
informal commentary as well. The students will perform theiradvertisement for the rest of the class.T: Tailor & Personaliz...
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Reading enrichment unit

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Reading enrichment unit

  1. 1. Reading Enrichment Unit- Charlie & the Chocolate Factory by Roald Dahl Title of Unit Reading & Grade Level 3rd Writing: Chocolate! Subject/Topic Reading. Writing Time Frame 5 days Area Key Words Reading, writing, Designed by Autumn Schaffer graphic organizers School District Griffin Spalding School Anne Street ElementaryBrief Summary of Unit:This unit is designed to prompt students into writing creatively abouttopics and beginning to use a basic five-paragraph essay template. Thestudents will either read in small groups or as a whole class Charlie andthe Chocolate Factory by Roald Dahl. Afterwards they will analyze thecharacters, events, settings, and various perspectives in the story usingvarious modes of writing. Specific types of writing in the assignmentsincluded 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 toanalyze features of the book. The students will use a site based upon“sticky notes” to discuss and answer questions about different themeswithin the book as they read. They will also use an online graphicorganizer program to work together to build relationships among variousfeatures of the books. Stage 1: Identify Desired ResultsContent 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 andaccurately.
  2. 2. d. Uses self-correction when subsequent reading indicates an earliermisreadingwithin grade-level texts.Comprehension:ELA3R3 The student uses a variety of strategies to gain meaning fromgrade-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 apoint of view.b. Begins to select a focus and an organizational pattern based onpurpose, genre,expectations, audience, and length.d. Uses organizational patterns for conveying information (e.g.,chronologicalorder, cause and effect, similarity and difference, questions andanswers).f. Begins to use specific sensory details (e.g., strong verbs, adjectives) toenhancedescriptive effect.i. Begins to include relevant examples, facts, anecdotes, and detailsappropriateto the audience.j. Uses a variety of resources to research and share information on atopic.k. Writes a response to literature that demonstrates understanding of thetext,formulates an opinion, and supports a judgment.l. Writes a persuasive piece that states a clear position.ALA Standards for 21st Century Learner2. Draw conclusions, make informed decisions, apply knowledge to newsituations, and create new knowledge2.1.2 Organize knowledge so that it is useful.
  3. 3. 2.1.3 Use strategies to draw conclusions from information and applyknowledge to curricular areas, real- world situations, and furtherinvestigations. 2.1.4 Use technology and other information tools to analyze andorganize information.2.1.5 Collaborate with others to exchange ideas, develop newunderstandings, make decisions, and solve problems.2.1.6 Use the writing process, media and visual literacy, and technologyskills to create products that express new understandings.Understandings:Students will understand that:*Understanding 1: Characters in a story are not all good or bad- theyhave traits that may make them seem one way or another. If you analyzeenough, however, you can find traits that show they have both sides.*Understanding 2: One can analyze parts of a story using various modesof writing- not just essay form.*Understanding 3: In order to develop a clear and cohesive essay onemust have a topic, thesis sentence, body paragraphs, and a conclusion.*Understanding 4: Once can organize thoughts, facts, and concepts inthe 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 ofthe story.*Misconception 2: You cannot analyze a story or discuss the story inmodes other than an essay where you break the themes down intoparagraphs.*Misconception 3: Essays are just paragraphs put together with yourthoughts about a story.*Misconception 4: Writing an essay or final product should be done first-brainstorming wastes time.Essential Questions:Overarching Questions Topical Questions
  4. 4. *How do I respond to what I am *While reading, what can I do toreading? remind myself of what I want to write about later?*What are ways I can write to *How can I use poems, essays, andexplain my thoughts? advertisements to get across my idea/ analyze what I’ve read?*How can I get my thoughtstogether before writing? *What types of graphic organizers can I use to get my thought together before I write?Knowledge and SkillsKnowledge SkillsKnowledge 1: Key terms- Graphic Skill 1: Students will understandOrganizers, Essays, Poems, key terms and be able to explainAdvertisements the difference between them.Knowledge 2: You can write to Skill 2: Students will be able torespond to what you are reading. write to entertain, persuade,You can write to entertain, describe, or inform.persuade, describe or inform.Knowledge 3: You can use graphic Skill 3: Students will use differentorganizers to put your thoughts graphic organizers to brainstormtogether before you begin your before writing.writing. There are different types ofgraphic organizers to help youbrainstorm.Knowledge 4: You can write in Skill 4: Students will write indifferent modes including poetry, different modes including poetry,advertisements, and essays. advertisements, and essays. Stage 2: EvidencePerformance Tasks:1. Performance Task 1: Creating a Graphic Organizer of How Chocolate isMade*Goal- You goal is to put together the steps of making chocolate. You willread about it online- then you need to put together an essay describingstep by step how it is made.
  5. 5. *Role-You are a teacher who is putting together a lesson of how chocolateis made.*Audience- Your students need you to describe the steps of makingchocolate in a way that they understand.*Situation-You have to write paragraphs describing how chocolate ismade and where it comes from. You need to read about it online and usea graphic organizer to organize the different steps.*Produce Performance and Purpose-You will write the steps in order inthe graphic organizer and use the graphic organizer to write the steps inparagraph form.*Standard and Criteria for Success-Your finished product should include a graphic organizer with the stepsin order and paragraphs broken into each step. Each paragraph shoulddescribe the steps in detail.d. Uses organizational patterns for conveying information (e.g.,chronologicalorder, cause and effect, similarity and difference, questions andanswers).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- incharge 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 GoldenTicket. It has to inform them of the time and place the person is to meetMr. Wonka and the rest of the winners.*Produce Performance and Purpose- You will develop a poem to let thewinners know where to go to enter the factory. Your poem must have 6lines. The first two must rhyme, the second two must rhyme, and thethird two must rhyme.*Standard and Criteria for Success-
  6. 6. 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 twomust rhyme, and the third two must rhyme.b. Begins to select a focus and an organizational pattern based onpurpose, 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 birthdayand 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 aGolden Ticket like he wanted.*Audience- Your audience will be Charlie, who is feeling really bad thathe didn’t get a Golden Ticket.*Situation- You are Charlie’s friend and you want to cheer him upbecause he didn’t get a Golden Ticket. You want to help him look on thebright side.*Produce Performance and Product- You will write a letter to Charlie tocheer him up for not winning a Golden Ticket. You want to make him feelbetter 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 mustcontain body paragraphs and a proper ending.You must use your understanding of persuasion to persuade Charlie intobelieving that he shouldn’t feel so bad that he didn’t get a ticket. Youshould 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 whenCharlie opens his chocolate and discovers he has a Golden Ticket.*Role- You are a screenwriter for a play about this book and you areputting together scripts and scenes.
  7. 7. *Audience- Your audience will be all of New York City who will come tosee this play within the next few weeks.*Situation- You are writing the scripts for a play about this book. You arecurrently working on writing a scene where Charlie finds out he has theGolden Ticket.*Produce Performance and Product- You will write a short scene in whichCharlie finds the Golden Ticket. This should be written in the form of ascript*Standard and Criteria for Success- You must write in script form withthe character’s name before what he/she is to say. You must alsoinclude a list of the characters in the scene. You must depict whathappens in the scene where Charlie wins the Golden Ticket.f. Begins to use specific sensory details (e.g., strong verbs, adjectives) toenhancedescriptive effect.V. Performance Task 5: Character Study*Goal- You will use the Primary Notes application online to determine acharacter to study. You will then use the information provided by thestudents online as well as what you can find in the book to verify theconclusions you draw about the character. These conclusions will be putinto a 5 paragraph essay.*Role- You are a character analyzer trying to tell the rest of the class thebest and worse about each character.*Audience- The audience will be the students in your class.*Situation- Use Primary Notes application online and information youfind in the book to complete the graphic organizer about a character youchoose. Based upon this evidence you will choose 3 characteristics thatdescribe the characters as either being “good” or “bad”. You will use the 5paragraph essay template to persuade the other students towards yourview.*Produce and Performance Product- Use will contribute to the PrimaryNote Application to help describe the characters. You will use the graphicorganizer and the book to complete your character analyzes. You will usethe 5 paragraph essay template to write your character analyzes. You will
  8. 8. use the bubbleus application online to post two of the characteristics youconcluded 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 thetext,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 andanswers).IV. Performance Task 6: Chocolate Prediction*Goal- You will predict what type of chocolate will be in the next room inthe factory based upon the information leading up to it.*Role- You are a character in the book and you are trying to guess whattype of chocolate is in the next room*Audience- The other members of the tour are listening to you and whatyou to help them decide what chocolate is in the next room*Situation- You are trying to guess what type of chocolate is in the nextroom. You have to read the chapter leading up to entering the room anduse the clues to complete the prediction graphic organizer and the fiveparagraph essay explaining what you think the chocolate is and why.*Produce and Product Performance- You will predict what type ofchocolate is in the next room by using the book and the graphicorganizer. Then you will use your graphic organizer to complete a 5paragraph essay about the chocolate.*Standard & Criteria for Success-You must have completed the graphic organizer using the book to predictwhat chocolate is in the next room. Your 5 paragraph essay templatemust also be complete based upon your graphic organizer work.
  9. 9. f. Begins to use specific sensory details (e.g., strong verbs, adjectives) toenhancedescriptive effect.k. Writes a response to literature that demonstrates understanding of thetext,formulates an opinion, and supports a judgment.VII. Performance Task 7: Augustus Gloop Limerick*Goal- You will write a limerick about Augustus Gloop (character) inproper limerick format.*Role- You are an Oompa Lompa who is always singing in rhyme. Youare going to create a limerick about Augustus after he fell in thechocolate water.*Audience- Your audience will be the other members visiting the factory*Situation- You are one of the Oompa Lompas and you have just sawAugustus fall into the chocolate water. You are now going to sing a songabout 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 togather descriptions about Augustus Gloop. You will then need to useyour graphic organizer to develop a limerick about him.*Standard and Criteria for Success:Your poem must be about Augustus Gloop and must follow the standardlimerick form (see graphic organizer).d. Uses organizational patterns for conveying information (e.g.,chronologicalorder, cause and effect, similarity and difference, questions andanswers).f. Begins to use specific sensory details (e.g., strong verbs, adjectives) toenhancedescriptive effectVIII. Performance Task 8: Planning a Gum Meal*Goal- You are to plan a gum meal complete with a breakfast, lunch, anddinner. You will need to make sure you describe what it smells, feels,and tastes like.
  10. 10. *Role- You are a creator in Willy Wonka’s factory. It is your job to createthe flavors and meals of the gum.*Audience- The people visiting the factory will soon try out your gum andsee if they like it.*Situation- You will need to use the graphic organizer to define abreakfast, lunch, and dinner for your gum. You will then write a 5paragraph essay about this with each meal taking on a paragraph.*Produce and Product Performance- You will use a graphic organizer tocreate a breakfast, lunch, and dinner for your gum. You will need to tellwhat it tastes, smells, and looks like. All of this will be included in your 5paragraph essay.*Standard and Criteria for Success- You need to make sure that yourgraphic organizer is complete- each meal should be describe with what itlooks like, tastes like, and smells like. You will use this to finish your 5paragraph essay.d. Uses organizational patterns for conveying information (e.g.,chronologicalorder, cause and effect, similarity and difference, questions andanswers).f. Begins to use specific sensory details (e.g., strong verbs, adjectives) toenhancedescriptive effect.VIIII. Performance Task 9: Make an Advertisement for Your OwnChocolate*Goal- You are going to create an advertisement for your own inventedchocolate.*Role- You are a creator at the Willy Wonka factory. You are going tocreate your own chocolate and then create an advertisement for it.*Audience- The audience will be the whole world! Your advertisement willbroadcast over the entire world in order for you to try to sell yourchocolate!*Situation- You will invent your own type of chocolate. Then you willcomplete the advertisement organizer where you gather information
  11. 11. about your chocolate as well as what type of advertisement you want tocreate. You will then create a script for it.*Produce and Product Performance- First you will describe your newchocolate using your advertisement organizer. Then you will decide whattype of advertisement you would like to use. Then you will produce yourscript for the actual advertisement.*Standard and Criteria for Success-You will need to complete your advertisement organizer, which willdescribe the chocolate as well as the type of advertisement you wouldlike to use. You will also need to complete your script for the actualadvertisement. Performance Task RubricsTeacher Rubric for 5 Paragraph Essay 1-Doesn’t 2-Meets 3- Exceeds Meet Standard StandardOrganization -Student does -Students -Students not make use made use of made clear of graphic graphic use of graphic organizer. organizer and organizer and There is little one can tell one can clear evidence that how he/she see how it was used to used to plan. information plan the was material. -Essay has transferred. clear -Essay does paragraphs -Essay has not have clear with clear clear paragraphs topics. paragraphs with defined with clear topics. topics and topic sentences.Introduction/Conclusion -There is little -There is an -There is anParagraphs or not introduction introduction evidence of and and introducing conclusion conclusion the topic or paragraph paragraph concluding that opens that opens the essay. with an with an Paragraphs attention attention may be there getter, has getter, has
  12. 12. but do not thesis thesis have distinct statement. statement. features Conclusion Conclusion needed for wraps up restates thesis introducing topic. statement and or wrapping summarizes up. it.Body Paragraphs -Body -Body -Body Paragraphs paragraphs paragraphs have no order follow a topic follow a topic or topic. described in described in graphic graphic organizer. organizer. Paragraphs Paragraphs have topic have topic sentence and sentence and stay on topic. stay on topic. They provide direct details supporting topic.Student’s Self Assessment & Rubric 1-Doesn’t Meet 2-Meets 3- Exceeds Standard StandardOrganization: -I didn’t use my -I used my -I used myDoes my essay graphic graphic graphicflow and make organizer. organizer to plan organizer andsense? my thoughts. used it to -My paragraphs directly plan and don’t have a -I have transfer my clear topic. They paragraphs with thoughts. just talk about clear topics. different things -My essay has at different clear paragraphs times. with topics. Each paragraph begins with a topic sentence explaining what the paragraph is about.Beginning & -I don’t have a -My introduction -My introductionEnding: clear has an has anHow do I introduction and *attention getter *attention getter
  13. 13. introduce and conclusion *thesis *thesisend my essay? essay. statement statement -I have an -My conclusion -My conclusion introduction and wraps up the wraps up the conclusion but topics in the topics in the they just essay. essay and continue on like restates the my body thesis paragraphs. statement.Body -My paragraphs -My body -My bodyParagraphs have no order or paragraphs paragraphs clear topic. follow my follow my graphic graphic organizer. They organizer. They all begin with a all begin with a topic sentence topic sentence describing what describing what the paragraph is the paragraph is about. about. The paragraphs have supporting details about the topic. Stage 3- Planning Learning ExperiencesDay 1:W: Where and Why:The teacher explains to the students that they are going to be reading abook called Charlie and the Chocolate Factory. This book is designed forstudents to read for pleasure. They are going to read it for other reasonstoo. They are going to do several activities with this book that are goingto allow them to write in different formats (i.e.- essays, poems, songs) fordifferent reasons (i.e.- to inform, persuade..)H: Hook & Hold:The teacher should give the students a brief summary of the book. Sheshould tell them that they are going to visit a factory where they make alltypes of chocolate. The characters in the story may be a little strange,but there is plenty of excitement!
  14. 14. E: Explore through Experience:The teacher should read aloud, or allow the student to read in smallgroups, the allotted amount of chapters for the day. They should thenbegin work on the chocolate graphic organizer and the Golden Ticketpoem (see performance tasks).R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allowthem to exchange graphic organizers and tickets to check each other’swork (make sure that it can be followed and includes all the parts as wellas rhymes accordingly.) If not, the students should work together to fixany problems.E: Evaluate Work & Progress:The students will be allowed to share their work as the other studentsgiven them verbal feedback. This will allow the teacher time to giveinformal commentary as well.T: Tailor & Personalize:If students have difficulties completing these tasks, or if they need someenhancement, please see the individual lesson plan that has alternativeassignments listed.O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The classbegins as a whole, which is when the instructions are planned. Thereading of the book can either be in whole or in parts in small groups.The students complete the work individually but receive help and revisein 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. Ashort time should be spent as the students review what has happened sofar in the story, as well as their opinions and predictions about what willhappen next. The teacher may want to review some of the requirementsfor the assignments and show some other examples not related to thebook. For example, today the students will be required to write a letterand a short script for a scene. The teacher may want to review the partsof 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 happeningin this section. She should let them know that the quest is still out of a
  15. 15. golden ticket. She can let the students predict if they think Charlie willget one and even do a quick tally chart to see what the entire classthinks.E: Explore through Experience:The teacher should read aloud, or allow the student to read in smallgroups, the allotted amount of chapters for the day. They should thenbegin work on the letter to Charlie and the script of when Charlie getsthe golden ticket (see performance tasks.)R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allowthem to exchange the letters and scripts to check each other’s work (theteacher may want to display an example of what is expected for each ofthe assignments.) If not, the students should work together to fix anyproblems.E: Evaluate Work & Progress:The students will be allowed to share their work as the other studentsgiven them verbal feedback. This will allow the teacher time to giveinformal commentary as well.T: Tailor & Personalize:If students have difficulties completing these tasks, or if they need someenhancement, please see the individual lesson plan that has alternativeassignments listed.O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The classbegins as a whole, which is when the instructions are planned. Thereading of the book can either be in whole or in parts in small groups.The students complete the work individually but receive help and revisein small groups. Finally, the class comes back as a group to share.Day 3:W: Where and Why:The teacher explains that they are going to continue their reading. Ashort time should be spent as the students review what has happened sofar in the story, as well as their opinions and predictions about what willhappen next. The teacher may want to review some of the requirementsfor the assignments and show some other examples not related to thebook. For example, today the students will use a graphic organizer tocomplete a character study. They will also use a graphic organizer tocomplete a chocolate prediction.
  16. 16. The teacher will certainly want to allow for some time within thecomputer lab today. She will show them how to use primary notes, whichis an online resource where the students can use sticky notes to giveopinions about the characters and the book. The students will spendtime commenting and post sticky notes about the characters so far in thebook 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 happeningin this section. She should tell them that they will be conducting acharacter analysis so they have to pick one character and really payattention to everything he/she says and does. She may want to show anexample of a character analysis by analyzing one of the students in theclassroom. The rest of the class can help her fill out the graphicorganizer 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 smallgroups, the allotted amount of chapters for the day. They should thenbegin work on posting their sticky notes online, filling in their graphicorganizers, and completing their 5 paragraph essays.R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allowthem to exchange the essays to check each other’s work (the teacher maywant to display an example of what is expected for each of theassignments.) If not, the students should work together to fix anyproblems. When they are finished, the students should work together touse bubbleus to contribute to the graphic organizer about thecharacters.E: Evaluate Work & Progress:The students will be allowed to share their work as the other studentsgiven them verbal feedback. This will allow the teacher time to giveinformal commentary as well.T: Tailor & Personalize:If students have difficulties completing these tasks, or if they need someenhancement, please see the individual lesson plan that has alternativeassignments listed.O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The classbegins as a whole, which is when the instructions are planned. The
  17. 17. 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 revisein 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. Ashort time should be spent as the students review what has happened sofar in the story, as well as their opinions and predictions about what willhappen next. The teacher may want to review some of the requirementsfor the assignments and show some other examples not related to thebook. For example, today the students will be required to form a limerickabout one of the characters in the story. The teacher should showexamples 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 happeningin this section. She should point out the songs of the Oompa Lompas upuntil this point. She should also tell them to pay close attention to thegum incident and start to think about types of gum they would like tocreate.E: Explore through Experience:The teacher should read aloud, or allow the student to read in smallgroups, the allotted amount of chapters for the day. They should thenbegin work on the limerick and gum graphic organizers.R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allowthem to exchange the graphic organizers to check each other’s work (theteacher may want to display an example of what is expected for each ofthe assignments.) If not, the students should work together to fix anyproblems.E: Evaluate Work & Progress:The students will be allowed to share their work as the other studentsgiven them verbal feedback. This will allow the teacher time to giveinformal commentary as well.T: Tailor & Personalize:If students have difficulties completing these tasks, or if they need someenhancement, please see the individual lesson plan that has alternativeassignments listed.
  18. 18. O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The classbegins as a whole, which is when the instructions are planned. Thereading of the book can either be in whole or in parts in small groups.The students complete the work individually but receive help and revisein small groups. Finally, the class comes back as a group to share.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 happenedso far in the story, as well as their opinions and predictions about whatwill happen next. The teacher may want to review some of therequirements for the assignments and show some other examples notrelated to the book. For example, today the students are going to createtheir own type of chocolate and then they are going to write anadvertisement to sell their chocolate. The teacher may want to reviewdifferent popular types of chocolate as well as allow students to watchreal 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 happeningin 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 todaythere are going to put their creativity to the test as they design their ownadvertisement.E: Explore through Experience:The teacher should read aloud, or allow the student to read in smallgroups, the allotted amount of chapters for the day. They should thenbegin work on inventing their chocolate and their advertisement.R: Reflect, Rethink, Revise:When the students complete the assignment the teachers should allowthem to exchange the advertisement to check each other’s work (theteacher may want to display an example of what is expected for each ofthe assignments.) If not, the students should work together to fix anyproblems. They may also want to pair up and begin practicing theadvertisement.E: Evaluate Work & Progress:The students will be allowed to share their work as the other studentsgiven them verbal feedback. This will allow the teacher time to give
  19. 19. informal commentary as well. The students will perform theiradvertisement for the rest of the class.T: Tailor & Personalize:If students have difficulties completing these tasks, or if they need someenhancement, please see the individual lesson plan that has alternativeassignments listed.O: Organize for Optimal EffectivenessThis lesson is organized as a whole-part-part-whole lesson. The classbegins as a whole, which is when the instructions are planned. Thereading of the book can either be in whole or in parts in small groups.The students complete the work individually but receive help and revisein small groups. Finally, the class comes back as a group to share. Appendix**See the individual lesson plans and resources for all the assessmentsand performance activities materials.

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