WA Curriculum: English Year 4- Charlie and the Chocolate Factory by

Roaldsub-strand
Strand, Dahl and content description Activities
Literature Deconstructing a Character
Examining Literature Each student is assigned one character from Charlie and the
Discuss how authors and illustrators make stories exciting, Chocolate Factory. They must analyse how Dahl has represented their
moving and absorbing and hold readers’ interest by using given character in the text. This involves searching the text for
various techniques, for example character development information about their given character, such as age, gender, cultural
and plot tension (ACELT1605) group, appearance and feelings and actions. Students must record
this information and share with the class as part of a jigsaw activity.

Adapted from First Steps Map of Development page 228.

(See figure 7.11 on page 229 for resources)

Despicability Ranking
Students are to select three characters from Charlie and the
Chocolate Factory and use their personal experience and knowledge
from the text to rank characters according to their level of despicability.
Students will locate evidence in the text to support their rankings of
each character and will be invited to compare their rankings with those
of their classmates.
Adapted from First Steps Map of Development page 225.

Literature The Wacky & Wonderful Words of Willy Wonka

Examining Literature Students will be split into groups where they are each given a
Understand, interpret and experiment with a range of neologism featured in Charlie and the Chocolate Factory. Using the
devices and deliberate word play in poetry and other context clues in the book, students must hypothesise what the word
literary texts, for example nonsense words, spoonerisms, means and may present their conclusions as a brainstorm or a picture.
neologisms and puns (ACELT1606) Students may then experiment with writing their own sentences using
nonsense words. Words: Oompa-Loompa, hornswagglers,
snozzwangers, whangdoodles and scrumdiddlyumptious.
Strand, sub-strand and content description Activities
Literature Great Debate
Responding to Literature Students are required to respond to the following question
Discuss literary experiences with others, sharing
responses and expressing a point of view (ACELT1603) “Are kids today anything like the children in Charlie and the Chocolate
Factory?”

Students will work in small groups referring to the text to identify points
of comparison (eg. Mike is obsessed with television) and relate this to
their own experiences and those of their classmates. Students will
then have time to create their own personal position statements and
justifications. They will be given the opportunity to share and compare
their position statements with their classmates.

Adapted from First Steps Reading Resource Book Page 150.

Literature Same and Different
Literature and Context After completing novel studies on Charlie and the Chocolate Factory
Make connections between the ways different authors may by Roald Dahl and The Gollywhopper Games by Jody Feldman,
represent similar storylines, ideas and students will compare and contrast the two texts. The teacher will
relationships (ACELT1602) engage the class in a brainstorm to identify points of comparison such
as characterisation, plot and text organisation. Students will then
independently create a Venn diagram showing the elements of
similarity and difference in the two texts. Students will write a short
statement outlining which of the two texts was their favourite and why.

Adapted from First Steps Map of Development Page 111.

Strand, sub-strand and content description Activities
Language Sentence Sort
Language for Interaction Students will be presented with a series of sentences sourced from
Understand differences between the language of opinion Charlie and the Chocolate Factory and other sources. In pairs, they
and feeling and the language of factual reporting or must sort the sentences according to whether they are fact or opinion.
recording (ACELA1489) Each table will be provided with the opportunity to compare, justify and
modify their classifications.
Opinion Example: “Just as sure as I’ll be having cabbage soup for
supper tomorrow, that ticket’ll go to some nasty little beast who doesn’t
deserve it.” – Grandma Georgina (pg. 51)
Fact Example: “Mr and Mrs Bucket have a small boy whose name is
Charlie Bucket” – Narrator (pg. 12)
Language Word Back Spied Her
Phonics and Word Knowledge Students will each be given a sticky label featuring one word from
Understand how to use knowledge of letter patterns Charlie and the Chocolate Factory which is to be placed on their backs
including double letters, spelling generalisations, and a list of words taken from the text. Students will have to identify
morphemic word families, common prefixes and suffixes their word using a process of elimination based upon questioning.
and word origins to spell more complex Students will be instructed to ask questions about the features of a
words (ACELA1779) word and after the lesson students will form groups based upon the
feature of their word. For example, students with words beginning with
the ‘un’ prefix will form a group.
Words:
Prefix- unhappy, unharmed, unwrap, unfortunate (un)
Prefix- disrespect, disappear, discovered (dis)
Suffix- tiredness, cleverness, thinness, quickness, ugliness (ness)
Suffix- excitement, astonishment, nourishment, disappointment (ment)
Double letters- glasses, business, Russia, colossal, impossible (ss)
Double letters- little, better, matter, sitting, dotty, letter, hottest (tt)

Adapted from First Steps Map of Development Page 238.

Strand, sub-strand and content description Activities
Language Scene Analysis
Expressing and Developing Ideas Students will be shown a clip from Charlie and the Chocolate Factory
Explore the effect of choices when framing an image, (1971) showing the children entering The Chocolate Room for the first
placement of elements in the image, and salience on time. As a class, we will discuss how the video made us feel and some
composition of still and moving images in a range of types of the technical codes used by the director. Students will work in small
of texts (ACELA1496) groups to analyse a still image taken from the video, commenting on
how the composition of the image might influence the response of the
viewer.
Video: https://www.youtube.com/watch?v=1y8aYd9uqFY
[TheRealWhatTheFudge] (2011)
Language Word Cline
Expressing and Developing Ideas Students will create a word cline using the synonyms for ‘loony’ on
Incorporate new vocabulary from a range of sources into page 110 of Charlie and the Chocolate Factory and words from their
students’ own texts including vocabulary encountered in own vocabulary. Students will work in groups to decide on an order of
research (ACELA1498) rising intensity for the synonyms they have selected.

Adapted from First Steps Map of Development Page 234.

Language Noun Groups/Phrases Hunt

Expressing and Developing Ideas Students are to read through The Chocolate Room and identify as
Understand that the meaning of sentences can be enriched many noun groups/phrases as they can. Students will be encouraged
through the use of noun groups/phrases and verb to share their examples with the class.
groups/phrases and prepositional phrases (ACELA1493)
Students will create a digital book using Book Creator on the iPad that
describes a place of personal significance to them using noun
groups/phrases.
Strand, sub-strand and content description Activities
Language Punctuating with Pasta
Text Structure and Organisation Students will be provided with large sentence strips taken from Charlie
Recognise how quotation marks are used in texts to signal and the Chocolate Factory, elbow macaroni and PVA glue. In small
dialogue, titles and quoted (direct) speech (ACELA1492) groups, students must correctly punctuate each sentence using
quotation marks to signal dialogue, titles and direct speech.
Adapted from Punctuating with Pasta (n.d.)

Language Transformations
Text Structure and Organisation Students will be required to transform a chapter of their choosing from
Understand how texts vary in complexity and technicality a narrative to a newspaper report. In order to do so, students must be
depending on the approach to the topic, the purpose and familiar with the conventions of each text type and have a sound
the intended audience (ACELA1490) understanding of the text being transformed. The teacher will engage
students in a shared writing session prior to them returning to their
desks to write their own newspaper articles. Students may select from
the following chapters: The Television Chocolate Room, Mike Teavee
is Sent by Television or The Inventing Room.
Adapted from First Steps Map of Development Page 211.
Strand, sub-strand and content description Activities
Literacy Modelled Reading Session- Chapter 20-22
Interpreting, Analysing and Evaluating The focus of the modelled reading session will be to demonstrate self-
Read different types of texts by combining contextual , monitoring strategies that will assist students in making meaning of the
semantic, grammatical and phonic knowledge text. The teacher will read Chapter 20-22 from Charlie and the
using text processing strategies for example monitoring Chocolate Factory.
meaning, cross checking and reviewing (ACELY1691)
The teacher will begin by discussing how self-monitoring is a useful
strategy when reading and activating the groups’ prior knowledge
through encouraging students to make predictions based upon the title
and what they already know about the book.

The teacher will pause at appropriate parts of the book and model
self-monitoring questions through effective think aloud statements.
- Did I understand that word/sentence/paragraph?
If not, I can:
- Re-read
- Read on
- Read slowly
- Use the visuals and text layout to help me

Stop and Think Cards

Students are to select random places in the section of the novel being
read to place Stop and Think cards. Students should pause at these
places within the text and ask themselves a series of questions to
reflect on their understanding. These questions could include:
-Do I understand what that was about?
-Were there any parts I did not understand?
-Could I explain what I have just read to somebody else?
-What might the next part be about?
Adapted from First Steps Reading Resource Book Page 156.
Strand, sub-strand and content description Activities
Literacy Guided Reading Session- Chapters One and Two
Interpreting, Analysing, Evaluating The teacher will facilitate a guided reading session using Chapters
Use comprehension strategies to build literal and inferred one and two of Charlie and the Chocolate Factory focusing on making
meaning to expand content knowledge, integrating and inferences. The teacher will ask the students to make predictions
linking ideas and analysing and evaluating about the book before beginning to activate their prior knowledge.
texts (ACELY1692)
The teacher will provide the following guiding questions for each
chapter and allow the students to silently read each chapter, stopping
at the end of each chapter to respond to the guiding questions.

Chapter One: Do you think Charlie’s family has a lot of money? What
in the novel makes you think they have/don’t have a lot of money?

Chapter Two: Do you think that Charlie and his grandparents have a
good relationship? What evidence in the text supports this?

Read and Retell

Students must act out the events from a chapter of their choosing in
small groups. Students must effectively capture the main idea of the
chapter and identify specific literal (and perhaps some inferential)
information to create their re-enactment.
Students may select from the following three chapters: Augustus
Gloop Goes Up the Pipe, Goodbye Violet or Veruca and the Nut
Room.
Adapted from First Steps Map of Development p 208.
Strand, sub-strand and content description Activities
Literacy Advertisement Searches
Identify characteristic features used in imaginative, The teacher will begin by showing an advertisement poster for a
informative and persuasive texts to meet the purpose of confectionary company on the whiteboard. The class will work
the text (ACELY1690) together to analyse the image, referring to visual codes and the
characteristic features of the text type. Students will then be split up
into small groups and each group provided with an advertisement
poster for a brand of chocolate to analyse. Students will have the
opportunity to report back to the class.

Supporting Questions
-Who does the author think will buy the product?
-How does the author catch your attention?
-What words and pictures has the author used to persuade you?
- How has the author chosen to represent people? Why do you think
this has been done?
-What devices has the author used to persuade the viewer?

Adapted from First Steps Map of Development Page 175.

Creating an Advertising Poster

Students are to create a persuasive poster advertising Willy Wonka’s
chocolate bars. Students are to consider their target audience and
devices they can employ to persuade their audience to purchase the
product. Students will display their posters in the classroom.