Before During and After Reading Activities

8/11/2019 Before During and After Reading Activities

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Charlie and the Chocolate

Factory

By: RoaldDahl



SpecialEducation

Social SkillsPrimary Level



Character Traits

Honest

Light-hearted

Leader

Expert

Brave

Conceited

MischievousDemanding

Thoughtful

Keen

Bright

Courageous

Serious

unn!

Humorous

Sad

"oor

#ich

Tall

Dar$

Hum%le

riendl!

Short

&dventurousHard-'or$ing

Timid

Sh!

Bold

Daring

Daint!

Happ!

Disagreea%le

Simple

Smart

(mpulsive

anc!

"lain

Excited

Studious

(nventive

Creative

Thrilling(ndependent

(ntelligent

Compassionate

)entle

"roud

*ild

Mess!

+eat

,o!ful

Strong

Lo!al

Light

Handsome

"rett!

gl!

Selfish

nselfish

Self-confident#espectful

Considerate

(maginative

Bus!

"atriotic

un-loving

"opular

Successful

#esponsi%le

La.!

Energetic

Dreamer

Helpful

Simple-minded

"itiful

Cooperative

Lova%le

"rim"roper

&m%itious

&%le

/uiet

Curious

#eserved"leasing

Boss!

*itt!

ighter

Tireless



Cast of Characters

Willy Wonka

Violet Beauregarde

Mike Teavee

Grandpa Joe

Charlie Bucket

Augustus Gloop

Veruca Salt



SweetTraits

Sour Traits

H a p p y

S w e e

t

B o s s y

F u n n y

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fractions1

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un acts

(n 699:; Mars Compan! as$ed &merica to

choose a ne' color to add to the %unch<

*hat 'as the color chosen=




You Guessed t!




M " M#s Count and Crunch

$% &o' (any M"M#s are in your

package)

*% What is the (ost co((on color)

+% What is the least co((on color)

,% What is the class favorite color)-% What is the overall favorite color)

M&M’s Count &Crunch



MM!s Count Crunch

Prediction Actual



Green .range Yello' Blue /k Bro'n 0t Bro'n 1ed

2 1atio 2

1atio 2 1atio 2 1atio 2 1atio 2 1atio 2 1atio

Group $

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Group -

Group 3

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Group 5

Group 6

Group $7

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Green .range Yello' Blue /k Bro'n 0t Bro'n 1ed

2 8 2 8 2 8 2 8 2 8 2 8 2 8

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Group 3

Group 4

Group 5

Group 6

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Writing Activitiesby Aanda Bearden

#esearch the cand!-ma$ing process

through a *e%>uest

*rite a feature article on the process thatthe! have discovered

Create cand!; 'rapper; and ?ingle

*rite a prediction; %ased on the cover ofthe %oo$; a%out the stor!



Develop a %oo$ tal$ to present the %oo$ to the

students and possi%l! the parents< @This 'ould %e

great to have at a famil! reading night and inviteparents to come<A



*rite a poem or song in the st!le of the

ompa Loompas songs from the stor!<

Keep a voca%ular! ?ournal of ne' 'ordslearned throughout the stor!<

se a graphic organi.er to plot the stor!

elements as the stor! progresses<

Develop a tri-a-rama %ased a particular

setting in the stor!<



(ntervie' a character in the stor!< Students 'ill

%e put into pairs in 'hich one student is areporter and the other a character from the stor!<

Together the! prepare 8-6 >uestions for the

intervie'er to as$<

Create a Fenn diagram comparing the movie

and the %oo$<

Compose a ne' ending for the stor!<

Design a %oo$ ?ac$et



Social Studies Connectionby! "iberly Staton



" # $nd

The %aily Cooboo amil! Tree1Students intervie' famil! mem%ers and create a famil!tree using pictures that students ma! glue to a construction

paper tree and laminate for displa!<

Class Coo$%oo$1

*hen intervie'ing famil! mem%ers for the famil! tree;students 'ill collect favorite famil! chocolate recipes< Theclass 'ill 'or$ together to assem%le a Chocolate recipe%oo$ to give as gifts to their families<



'rd # (thA Willy Wona Board )ae

"#ter readin$ the %ook and watchin$ the

movie& students will research #actories on the

internet' Students will use this in#ormation to

make a (illy (onka %oard $ame' )he%oard $ame will resem%le the chocolate

#actory' *ame cards and rules will %e %ased

on the $uidelines o# runnin$ a #actory to

produce $oods'

(th *$th



(th # *$thPoverty and %ood in

Aerica Students will research poverty in "merica

today and durin$ the depression'

Students will %e divided into $roups' Each

$roup will %e $iven a description o# a

youn$ person livin$ in poverty' *roups will have

to write a schedule o# what a typical day mi$ht

%e #or that person livin$ in poverty' Each $roup

will present their scenario and the class will

come up with solutions to overcomin$

hun$er in "merica'



+th , -.th

Poverty and /ousin$ in "merica

Students 'ill examine and discuss the

housing conditions that Charlie and man!

other people 'ere living in during thedepression< Students 'ill research in t'o

groups the housing pro%lems faced in

&merica toda! and conduct a classroomde%ate<



5th – 12th

Poverty and Employment in America

Students 'ill research the pro%lems

surrounding emplo!ment in &merica<

Students 'ill participate in a round ta%le

discussion and create long term solutions to

the follo'ing pro%lems1

unemplo!ment

loss of pu%lic service

loss of personal assets



Graphic .rgani9ers

Middle School SD0



C h a r

a c t e

r i + a

t i o n

o , C h a

r l i e



ADJECTIVESVERBSNOUNS

$ Lookatthesewordsfrom Charlieandthe

ChocolateFactory.

Charlieandthe

ChocolateFactory

byRoaldDahl

*Puteachwordintothecorrectpartofspeech

SuperGrouperbox.

furnace

greedy

clever

colossal

nightcap

desperate

belching

stammer

eager

expose

wonderful

chocolate

grandmother

delighted

factory

-ocabulary Sort into Parts o,Speech



Character Map

Adjective

xample

Adjective

xampleAdjective

xample

Charlieandthe

ChocolateFactory

Charlie



Story Map

What

happenin

thetory!

Wheredoe

thetory

ta"eplace!*

+$

Whati

the#riter

tryin$to

ay!

Titleand

A%thor

!harlieandthe

!hocolate"actory

Whoarethe

character!



.eading Strategies ,orPriary .eading



Durin$ Readin$1 /ave students read the 2rst chapter while 3ottin$ down any unknown words on

post4its'

1 )ake the unknown words and place them on the %oard as a voca%ulary list'/ave students work to$ether in $roups to use the #our4%lock method o# writin$the word& de2nin$ it& drawin$ it& and usin$ the word in a sentence'

1 Formulate $uided readin$ 5uestions #or each days readin$ lesson'

1 Because the %ook is a%ove primary level& have students practice the %ook withmany strate$ies such as $uided readin$& choral and echo readin$& partnerreadin$& and even hearin$ a chapter read #rom a tape'

1 Do character maps while readin$' 6ot down as much in#ormation while you arereadin$ a%out any one character' )hen have students complete a charactermap on one they choose'

1 7se many $raphic or$ani8ers to help aide readin$ such as the 9(L chart& tetstudies' )4charts& ;ow charts& or $uided readin$ 5uestion charts' "nythin$ tohave students readin$ #or a purpose'

1 9eep a readin$ 3ournal #ull o# ideas and thou$hts a%out the %ook& or any5uestions you have& or words you don!t know'



"#ter Readin$ Strate$ies

ne minute papers1 students 'rite a%out the most importantinformation the! learned from the da!s reading<

ill in the K*L chart; or other graphic organi.er< Have students 'rite the main idea of the da!s reading; and at least

5 details<

&ns'er the : *s1 *ho; *hat; *hen *here and Ho'= Do a Character Trait "lanner; choosing Charlie or another main

character< Complete a Stor! Map< Do a stor! "!ramid using : lines such as1

Line 61 a 'ord that descri%es the main character or title

Line 21 t'o 'ords to descri%e the main character

Line 51 three 'ords to descri%e the setting

Line 41 four 'ords to descri%e the main idea of the stor!

Line :1 five 'ords to tell a main event in the stor!<



"erform a #eaders Theatre for one of the chapters or agroup of the chapters<

"ut on a pla!<

Se>uence activities such as using strips or stor! pictures<

Do one of a thousand 'riting activities such as such ascreative 'riting topics or Stor! frames<

*rite a summar!<

Have a %oo$ part! 'here students dress up as characters;eat foods from the %oo$; decorate the room as a setting

from the stor!< Create a class coo$%oo$ of chocolaterecipes that go along 'ith the stor!<

Have students create their o'n invention li$e the ones inthe stor!< "lace them in the hall for others to see<

More "#ter Readin$Strate$ies



Charlie and the Chocolate

actor!

8th )rade nit

Before; During and &fter

#eading &ctivities



Before 1eading Activity

Students 'ill create a folda%leI 'ith thefollo'ing ta%s1

&eading1 "arts of a Stor!

$st

:old1 Title<The name of a stor!<

*nd :old1 &uthor<

The person 'ho 'rote the stor!<+rd :old1 (llustrator<

The person 'ho creates the pictures

for the stor!<



,th :old1 Setting<

The time; the place and theenvironment in 'hich the stor! ta$es

place< (t sets the scene for the events in

the stor!< -th :old1 Characters<

Ma! %e people; animals or things< The

stor! centers around the maincharacter or characters<



3th :old1 "lot

The series of events that ta$e place in thestor!< The plot usuall! centers around the

pro%lem and ho' the characters solve that

pro%lem< The plot is usuall! in 5 parts1

Beginning Middle End

This part of thestor! introduces

the setting; thecharacters andthe pro%lem<

This part of thestor! tells ho'

the charactersreact to thepro%lem<

This part of thestor! usuall!

solves thepro%lem<



/uring .eading Activity

Students 'ill fill in the folda%le as the!

read the stor!< The #eading teacher 'ill

stop each time a ne' character isintroduced or 'hen there is a ne'

development in the stor!< The teacher 'ill

>uestion students as to 'hat needs to %eincluded in the folda%le<



A,ter .eading Activity

;Candy Bar :avorites<

$% Buy a =ag of &ershey#s assorted

(iniatures%*% &ave each student choose his>her

favorite candy =ar fro( the =ag%Make a =ar graph depicting the classfavorites%

+% 0et students eat their favorite candy=ar%



01 Have students write a 2ournalentry!

3, 3 owned a chocolate ,actory4the candy that 3 would createwould loo lie 1 1 1

sell lie 1 1 1

,eel lie 1 1 1

taste lie 1 1 1

When 3 bite it4 it would soundlie 1 1 1



References

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Before During and After Reading Activities

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