The Night Before Christmas

 

 The Night Before Christmas

Written by Clement Clarke Moore

(This is sometimes disputed.  It may have been written 

by Henry Livingston Jr.)

Illustrated by Jan Brett

Published in 1823

Grade Level: 3rd grade

Synopsis: The Night Before Christmas, also called A Visit From Saint Nicholas, has been around for nearly two hundred years.  Many people have heard the opening line, which says, "Twas the night before Christmas, when all through the house not a creature was stirring, not even a mouse.  The stockings were hung by the chimney with care, in hopes that Saint Nicholas soon would be there."  Clement C. Moore was able to incorporate descriptive similes and rhymes that flowed seamlessly together to create a poem about the night before Christmas as it might occur for all those who believe in Santa Claus.  

Theme/Skill: As children, many of us believe in Santa Claus.  We believe that he and his elves make presents at his shop at the North Pole.  We believe that he travels in a sleigh pulled by reindeer and we believe that he travels around the world giving gifts to all who are deserving.  Eventually the time comes when we lose our innocence and stop believing in Santa Claus.  The Night Before Christmas is about fondly remembering childhood.  It is likely that the father in the poem no longer believes in Santa Claus, yet Santa Claus allows the father to see him.  He most likely does this on purpose to reawaken the child in the father.  Once skill that could be worked on during the reading of this book is the older vocabulary.  There are words in it such as, kerchief, coursers, and luster, that the students may not know.  Vocabulary instruction prior to reading the poem would help their understanding. 

Pre-reading activity: Because it is likely that this poem would be read and taught during the holiday season it would be appropriate to introduce a variety of traditions and cultures to students.  The teacher could introduce two celebrations, such as Hanukkah and Kwanza, each week leading up to Christmas.  Students could learn about the food, tradition, and beliefs of each celebration along with the region in which it is most commonly acknowledged/practiced.  It would broaden students' cultural awareness.

Post-reading activity: Students will have learned from the pre-reading activities what a culture and tradition is.  This knowledge will allow them to better identify their own family traditions.  Students could write about their favorite family memories and compare them to what their parents did as children (this would require an interview).  Students would be given a brief lesson about interviews and the goal of the assignment. 

Assessment: Throughout the unit on various cultural celebrations students will keep a journal.  They will write freely about what they learned, what they found most interesting, what they would like to learn more about/curiosities.  Journals will not be formally graded, but will be reviewed by the teacher in order to assess that all students are taking something from the lessons.  The teacher should also note the strengths and weaknesses of each student's writing.  These can be addressed in conferences, writing workshops, and mini-lessons.   

Reflection: This was one of my favorite poems as a child because it reminded me so much of the Christmas' that I spent with my family at my grandparents' house in Maine.  At night my cousins and I would leave cookies and milk for Santa Claus before we went up to bed.  I would try with all my might to fall asleep right away, but the excitement of his arrival kept me awake.  At the first sign of sunlight I would jump out of bed and tip toe to the top of the stairs.  My parents, grandparents, aunts, and uncles were downstairs talking in the kitchen.  I remember the smells of breakfast and the sounds of silverware clinking, but most of all I remember the soft humming of voices as they made their way up the stairs to my bedroom.  I would walk down the stairs and look to my left at all the new presents left under the tree before I went in to the kitchen.  Believe it or not, I was able to restrain my urge to open gifts long enough to eat breakfast.  Then we would all go in together, my mother with the camera, my aunt with her coffee, my father in his slippers, and my grandmother in her nightgown.
     Waking up on Christmas morning as a child is something that I will never forget and something that I will always slightly yearn for.  If Clement Clarke Moore's The Night Before Christmas can awaken such memories in me then it will in you too. 

Oh, The Places You'll Go

Oh, the Places You'll Go!

Written and Illustrated by Dr. Seuss (Theodor Geisel)

Published in 1990

Grade Level: 3rd grade

Synopsis: Oh, the Places You'll Go chronicles the journey of a boy through life as he attempts to find his place in the world.  Written with an upbeat tone, the story gives advice to its readers as it follows the boy on his first steps as an independent person.  He is no longer under the supervision of another.  All life's decisions are in his hands; "You're on your own.  And you know what you know.  And YOU are the guy who'll decide where to go."  Sometimes the boy is alone, confused, or scared.  Sometimes he has easy decisions to make, while others are hard.  Nevertheless, in the end the reader is left with the feeling that the boy, as well as themselves, will be successful in life.  "And will you succeed?  YES! You will, indeed!  (98 and 3/4 percent guaranteed.)  KID, YOU'LL MOVE MOUNTAINS!"

Theme/Skill: Dr. Seuss is known for his imagination and skill as a poet and writer.  In Oh, the Places You'll Go he created a story about the the journey of life, relevant to nearly any event that could happen in a person's life.  While writing the story of the boy ('you') he incorporates loneliness, struggle, freedom and independence, travel and adventure, individuality, and choice.  Together, these make up the overall theme, which is an ode to life; the idea that each person is capable of doing what they have dreamed about doing.  Whether someone is graduating from kindergarten or graduate school, the same theme applies; "Today is your day!  Your mountain is waiting.  So...get on your way!"  Anything is possible. 

Pre-reading activity: In order to introduce the themes that are present in Oh, the Places You'll Go the teacher could guide the students in a reading of Robert Frost's poem "The Road Not Taken."  The theme of this poem is extremely similar to that of Seuss's story.  I believe that if students understand the theme of the poem that they will be more able to identify it in another piece of writing.  The discussion and activity that will go along with Frost's poem will be a model for students and a preview of what they can expect from Oh, the Places You'll Go.

Post-reading activity: After discussing the theme of the story as a class or in groups, students will create a graphic organizer to organize their own goals.  Students will then take the Myers Briggs Personality test in order to identify their interests and what careers best fit those interests.  This will lead to an in depth writing assignment in which students will research a career of their choice.  The research paper will be written as an I-search paper and presented to the class. 

Assessment: The I-Search paper will be graded on spelling, grammar, syntax, and punctuation, however this aspect of the paper should be well refined by the time it is graded because there will be an extensive editing and revising process.  Students will also be graded on their notes (i.e-Cornell Notes) about a given career and their incorporation of information gathered from the interview. 

Reflection: I am sure that I must have come across this book on a library shelf or in a classroom when I was a child, yet it did not make an impact on me until I received it as a gift for my graduation from high school.  My mother gave it to me with an inscription on the inside cover.  As corny as it may sound, the book actually moved me to tears.  As a teenager on the verge of leaving for college I felt as though I were in the same position as the 'you' in the story.  Never before had I had to be as independent as I would have to be in college.  There was no mother or father there to choose my classes for me, buy my groceries, or stand by my side when I met dozens of new people.  Although Dr. Seuss wrote Oh, the Places You'll Go as a children's book with rhyming and illustrations, I believe that the true message of the book can only be interpreted by a child who is capable of relating it to their own life/journey.  This book would be a great gift for someone embarking on a new part of their life, whether it be marriage, college, or career.  It is a bit of hope in the middle of our hectic world.  "Step with care and great tact and remember Life's a a Great Balancing Act."

Hop on Pop

 Hop on Pop

Written and Illustrated by Dr. Seuss (Theodor Geisel)

Published in 1963

Grade Level: Kindergarten-1st grade

Synopsis: Dr. Seuss's Hop on Pop is subtitled, "The Simplest Seuss for Youngest Use" for the simple fact that it is a book for beginning readers.  The story does not have an overall plot, rather it is a series of short poems about characters, objects, and actions compiled together to form this children's book.  A set of rhyming words, such as ball and wall are written in large font on the page.  Those words are then used in a sentence to form a rhyme.  For instance, "HOP, POP.  We like to hop.  We like to hop on top of Pop.  STOP You must not hop on Pop." 

Theme/Skill: This book was designed to introduce beginning readers to the basics of phonics (teaching readers how to connect the sounds of spoken English with letters or groups of letters in written form).  Reading aloud to children will familiarize them with the way words sound and how they flow together to form sentences and meaning.  Have children read aloud to you as well because it is good practice.

Pre-reading activities: The teacher can write words that will appear in Hop on Pop on index cards and do a sight reading activity with the students.  By this point, students should have done some activities with rhyming.  The teacher can have the students sort the words or place words together than sound the same.  This will show the teacher what the students are capable of while also acting as a preview to the contents in the book.

Post-reading activities: The teacher will take note on what the student did well on and what they struggled with.  This will determine the post-reading activity.  The teacher may have the student do a Words Their Way spelling inventory and go from there. 

Assessment: The ability of the child to read the  book with fluency and accuracy will be a solid indicator of how they are progressing with rhyming words, initial vowel sounds, and ending sounds.  The teacher must take into consideration how whether the book is a familiar or unfamiliar reading. 

Reflection: We didn't have a video camera when I was growing up, but members of my family did.  When I graduated from college, my aunt and uncle who had always had the camera on hand at family functions compiled all the home movies that had me in it.  They called it "The Hannah Project."  The videos were a walk down memory lane and the first time I had ever heard my own voice or seen the way I moved as a child (videos show so much more than a picture).  One of the video clips shows the four and a half year old me sitting on the couch at my grandparent's house reading to my aunts.  Can you believe that I am reading Dr. Seuss's Hop on Pop?  The scene is something that I was teased about during the first viewing because of the way my New York accent sounded to my family from Maine.  The book is an ingenious way to introduce beginning readers to rhyming words and small sentences.  Repetition in the way that it is written made it easy for me to identify the words whether or not I memorized them or sounded them out.  Hop on Pop is a fun and silly book for parents to read with their kids to introduce them to literature at an early age.  

The Giving Tree

The Giving Tree

Written and Illustrated by Shel Silverstein

Published in 1964

Grade Level: 2nd-3rd grade 

Synopsis: The Giving Tree is a story about the relationship between a young boy and a tree.  The tree comes to love the boy very much because of the time that the boy spends with it.  As a young child, the boy swings from her branches, rests in her shade, and eats her apples.  As the boy grows up, his relationship with the tree changes.  He no longer rests in her shade or plays in her branches.  The things he wants are no longer as simple as they once were.  The boy, now a young man, asks the tree to let him cut down some of her larger branches in order for him to build a boat to sail away on.  In a selfless act the tree agrees.  Years later the boy comes back, but he is no longer a boy.  He is a young man.  He asks the tree if he can cut her down in order to have lumber to build himself a home.  In yet another act of selflessness the tree agrees.  The tree is no longer a tree, rather just a stump.  Then, many years later, the boy, now an old man, returns and the tree says, "I'm sorry, boy...but I have nothing left to give you."  The boy replies, "I do not need much now, just a quiet place to sit and rest."  The tree then says, "Well, an old tree stump is a good place for sitting and resting. Come boy, sit down and rest." The boy, now an old man, sits down and the tree was happy.

Theme/Skill: Although The Giving Tree is written with few words, the message that it extends is much larger; generosity.  The selfless generosity of the tree towards the boy can teach children that kind acts do not need to be repaid.  The book may be taught before Thanksgiving or Mother/Father's Day in order to connect the theme of the book to the students' appreciation for their parents and what they are thankful for in their own lives.   

Pre-reading activities: In order to help students better understand the theme and concept of this story (or any story) it is important to incorporate an activity that will introduce the themes and concepts present in the story.  One way to do this would be to write the title of the book on the board.  Students could share what they think the story will be about and what the word "giving" means.  They should talk about the meaning of the word, why people give, and who people give to.  Following this discussion, students could fill out the worksheet (seen below) about giving as it pertains to their own lives.  

Pre-reading activity

Post-reading activities: The teacher could use the worksheet (seen below) to talk to the students about order and the main events in the plot.  Discuss with students the meaning of the title, how the feelings of the tree changed throughout the book, and how the boy felt at the end of the book.  Students could create a word list or chart describing the differences between how the boy treated the tree and how the tree treated the boy. 

Post-reading activity

Assessment: The activities mentioned in the pre and post reading activities will be the precursors to a writing activity in which students will brainstorm, write a first draft, conference with the teacher, edit and revise, and write a final draft.  The writing assignment will be brief (appropriate length for second and third grade students) and will be about the generosity that students have seen in their own lives and how they plan to be generous in return.  Students will also write about the relationship between the boy and the tree and how they would do things differently if they had been the ones in that situation. 

Reflection: Shel Silverstein's The Giving Tree has become one of his best known titles and has been translated into more than thirty languages (Wikipedia. August 26, 2011. "The Giving Tree").  Anyone who has read the book can understand why so many people have fallen in love the story about the tree and the boy.  As a child I remember feeling sorry for the tree when the boy left her or what the boy took something from her.  I wanted the boy to tell her thank you when she gave him what he wanted and I wanted him to stay with her so that she wouldn't be lonely.  Those feelings that I had are feelings of compassion that I know each person who reads this story will feel.  When people read The Giving Tree I hope they can see themselves in both the boy and the tree.

Matilda

Matilda

Written by Roald Dahl

Illustrated by Quentin Blake

Published in 1988

Grade Level: 5th grade 

Synopsis: Matilda is the story of an extremely bright and intelligent child.  The book chronicles her life from the time she was born to the time she begins school.  Her parents, Zinnia and Harry, have never appreciated her.  Harry owns a used car shop and Zinnia loves playing Bingo, yet  They could not understand why their only daughter was so different from them and their son, Mikey.  When Matilda finally begins school they send her to Crunchem Hall, a terrible school that is run by headmistress Miss Trunchbull.  Matilda is placed in Miss Trunchbull's niece, Miss Honey's class.  Miss Honey immediately discovers that Matilda has intelligence, knowledge, and skill beyond her other students.  She asks that the child be moved to the more advanced grades, but Miss Trunchbull firmly disagrees.  
     Eventually, Matilda discovers that she has the power to move objects with her mind.  She refines her skill and performs tricks on Miss Trunchbull in order to get back at her for mistreating Miss Honey and the other students.  She makes the headmistress believe that the ghost of Magnus, Miss Honey's father, has come back to get revenge.  Miss Trunchbull becomes so frightened that she disappears, never to return.  Miss Honey gets her house back and becomes the new principal at Crunchem Hall.  Meanwhile, the cops have discovered that Harry Wormwood has been using stolen car parts to fix people's cars.  Before escaping the country, Harry and Zinnia allow Miss Honey to adopt Matilda.  They give her up willingly and show no signs that they will miss her.  
     In the end, Matilda stays with Miss Honey and they live happily ever after. 

Theme/Skill: In Dahl's story, Matilda is the heroine; the good and clever young girl who wins in the end by overcoming the bad adults who are in positions of power.  The author's plot and character descriptions show a distinct separation between adults of authority and children.  Throughout the book, Matilda's parents and the headmistress of her school are portrayed from the point of view of the child who would find adults mean and intimidating.  They eventually get what they deserve in humorous and silly ways that seem as though they have come straight from the imagination of a child.  Certain events in the story may seem far-fetched, but to a child they describe their innermost fantasies, such as flying, performing magic, overcoming wickedness, and rescuing innocent victims, who in the case of this story are Matilda's classmates and her teacher, Miss Honey (Tomalin, Mary. (1999) "Penguin Readers Factsheets; Teacher's Notes; Matilda." Pearson Education, Factsheet about Matilda).  Perhaps the imagination in this story could spark a unit on creative writing in which the students use what they know about how Roald Dahl wrote and their own imaginations to write fantasy for children/their peers.

Pre-reading activities: Photocopy the illustrations on pages 3, 5, 6, 11, 14, 22and 34, and cut off the captions.  Put students into small and give each group a set of photocopied illustrations.  No student should have a copy of the book yet.  Have the students write a caption or a couple sentences describing what is happening in the illustration.  After students have completed this in their groups, give them a copy of the table of contents from Matilda.  Instruct the students that their task is to match each picture with a chapter heading.  They must give a rationale for each decision.  Tell the students that two of the chapter headings do not have illustrations.  This is a good way to introduce students to what they will see in the book and provide them the opportunity to infer while working with their peers. 

Post-reading activities: In order to check for understanding, I believe that teachers should check that students understand the topic at hand in more than one way or that they are able to make connections to personal experience or previous knowledge.  An activity that could be done after being introduced to all the main characters would be to have the students work in pairs to write a description of Matilda from the point of view of her father, Mr. Wormwood, Miss Honey, and Miss Trunchbull (any characters would be appropriate to use).  Students could also work with pairs to come up with three to five words that describe four characters from the book.  The students would need evidence, such as a quote or page number to support their decision.  (Ideas adapted from the Factsheet about Matilda).

Assessment: Discussion would be a huge part of informal assessment in these pre and post reading activities.  I feel that it is important for students to hear what their peers have to say in order to learn to critique and respectfully respond to others.  Following several in class discussions, students could present assignments in pairs and be formally graded on them.  Before presenting the teacher would take time to talk to the students about the importance of visual aids, volume, eye contact, and enthusiasm.  These could be the four qualities that students would be graded on. 

Reflection: I am a firm believer that no matter what a person's age, they still have part of the child that they once were inside of them.  People like to hear stories of triumph; it warms the heart and makes them want to hear it all over again.  Roald Dahl created such a story when he wrote Matilda.  Matilda is a cute and brilliantly smart child who is misunderstood by her family; a feeling that I am sure just about all people have felt before in their lives.  I am confident that when you pick up this book, no matter how young or old you are, that you will fall in love with Matilda.  You will cringe at the ingratitude of her family, shiver in fear of Miss Trunchbull, sigh in relief when Matilda and Miss Honey escape the Trunchbull's house, and laugh out loud when Matilda uses her gift.  I loved it, my parents loved it, and my sister loved it...and you will too!

Roald Dahl; in his element

Charlotte's Web

Charlotte's Web

Written by E.B White

Illustrated by Garth Williams

Published in 1952

Grade Level:3rd-5th grade

Synopsis: The novel is a story about a pig named Wilbur and a spider named Charlotte.  Although an unlikely pair, the two become friends after Charlotte befriends him after she hears Wilbur whimpering about being lonely.  The conflict arises when Wilbur and the other animals in the barn find out that Mr. Zuckerman plans to butcher Wilbur at Christmas time.  Charlotte, being the devoted friend that she is, promises the pig that she will save his life.  With her talent of spinning spider webs, Charlotte makes Mr. Zuckerman believe that Wilbur is a special pig who should be kept alive.  She does this by writing words into the webs she weaves in the corner of the doorway that leads to Wilbur's home in the barn.  .  

     When Mr. Zuckerman takes Wilbur to the County Fair, Charlotte goes along in Wilbur's crate.  They both hope that if Wilbur wins the prize that he won't be killed.  The night before the judging is to begin, Charlotte weave the word 'humble' into her web above Wilbur because she feels it describes perfectly who/how he is.  Their hopes for Wilbur's life to be spared come true when the board of governors of the fair give Wilbur a special award ceremony.  It is then that Mr. Zuckerman assures Wilbur that he will have a long life.  While Wilbur has just been promised a long time to live, his friend Charlotte's life is about to end.  

     Charlotte has focused her attention on forming an egg sac for the eggs that she is going to lay.  She knows that after she lays the eggs that she will become weak and die, but she is at peace with the idea.  Wilbur, on the other hand, is not okay with the idea of his best friend dying.  He is determined to help his weakening friend.  So, with the help of his rat friend, Templeton, Wilbur bring Charlotte safely back to Mr. Zuckerman's barn along with her eggs.  Charlotte's children hatch on a warm spring day and Wilbur is overjoyed, although the memory of his friend will be with him forever.  

Theme/Skill: Simply put, Charlotte's Web is a story about friendship and loyalty.  It is not always easy to make friends, but teaching children the right way to be a good friend is best done by example.  The skill that young children should learn from a unit about this book is friendship; how to be a good friend.  Children can learn about trust, patience, sharing, loyalty, kindness, and generosity.  Children are impressionable when they are young and as teachers, creating positive experiences and setting good examples will hopefully leave a positive and lasting impression on our students. 

Pre-reading activities: The teacher could introduce the students to the book by making them aware of the Newbery Award that is imprinted on its cover.  Talk to the kids about what the award is and show them other books that have won the award.  Lead a discussion about what awards are and why a book might win the award.  The teacher could also teach several mini lessons about the animals that appear in  the book such as pig, spider, horse.  Make sure that students are aware that animals in the real world do not do the things that these animals do in the book.  Teach about the environment that each animal lives in, what they eat, their size, etc. 

Post-reading activities: Teacher may direct the students in a Reader's Theater type activity in which the students work to put together a scene from a part of the book that they want to act out.  Students could make props, create backdrops (scenery), and create cue cards with speaking lines on them.  Students could also work in groups to write a song about the book.  They could bring in instruments or make their own to accompany their songs.  (ideas adapted from "Book Bag Activities for Charlotte's Web" at Book Bag Activities).  Depending on the students, it may be pertinent for the teacher to talk about death and grieving, a topic that comes up at the end of the book.  The teacher may talk to students about why Charlotte died and that it is okay that Wilbur was sad, but also good that he moved on in his own life.  

Assessment: In order to assess the full expanse of students' understanding of Charlotte's Web the teacher could ask his/her students a number of questions from all levels of Bloom's Taxonomy.  For instance, the following questions are listed from easiest (lowest level of comprehension) to most difficult...

• Knowledge-- Where does the main part of the story take place?
• Comprehension-- How and why did Charlotte help Wilbur?
• Application-- How would you have tried to help Wilbur?
• Analysis-- Determine the role each farm animal plays in the book.
• Synthesis-- How would you have ended the book? Write your own ending.
• Evaluation-- Which characters do you best relate to and why? 

(questions borrowed from "Book Bag Activities for Charlotte's Web" at Book Bag Activities).

Reflection:  E.B White's Charlotte's Web has been transformed to the silver screen in both animated film and live action film.  A video game was even created based on the most recent film adaptation of the book (Wikipedia. "Charlotte's Web" 8/30/11).  Films have helped keep the classic children's tale alive for generations and generations.  I first read this book with my reading group in second grade and before long, Wilbur, Charlotte, and Fern were characters that I wanted know, be friends with, and read more about.  Years later, when I was in college, I received the live action film version of the book for a Christmas gift.  I loved it and have watched it multiple times, but nothing, and I mean nothing, compares to a good book.  Publishers Weekly even listed Charlotte's Web as the best-selling children's paperback book of all time as of 2000 ("Charlotte's Web" 8/30/11).  What an accomplishment!  Don't be left in the dark; whether you are old, young, or middle aged I suggest that you find a copy of E.B White's classic, curl up with a blanket, and start reading.  

E.B White; typing

Charlie and the Chocolate Factory

 Charlie and the Chocolate Factory

Written by Roald Dahl

Illustrated by Joseph Schindelman

Published in 1964 
Grade Level:5th-6th grade

Synopsis: Charlie and the Chocolate Factory is a well known and loved children's fantasy novel about a young boy named Charlie Bucket.  Charlie lives with his parents and both sets of grandparents in a small, run down shack that they call home.  In the town that they live in there is a chocolate factory that has not produced products for quite some time.  One day, people in the town and around the world are buzzing about the reopening of the factory.  Mr. Willy Wonka, owner of the famous factory, has decided to reopen his doors to five lucky children.  In order to gain entry into the wonderful factory, five golden tickets need to be found.  The tickets are located in chocolate bars, available to anyone who has the money to buy chocolate.  The search does not last long, as people are buying and unwrapping bars as fast as they can.   

     Augustus Gloop, a rather large child whose favorite thing to do is eat, unwraps the first ticket, for which his town throws him a parade.  Veruca Salt, a spoiled brat, receives the next ticket from her father, who had employed his entire factory of peanut shellers to unwrap chocolate bars until they found a ticket.  Violet Beauregarde, a champion gum chewer, discovers the third ticket while giving her jaw a break. The fourth ticket goes to Mike Teavee, a young boy who cares only about television.  Charlie Bucket, the poor, yet infinitely good boy, defies all odds when he claims the fifth and final ticket, almost by accident.  

     Each child is allowed to bring a parent with them on the tour of the factory given by the one and only Willy Wonka himself.  When inside the factory, Charlie and his grandpa Joe marvel at the wonders that it holds; the sights, the smells.  On the other hand, Augustus, Veruca, Violet, and Mike, do not appreciate the wonders that Mr. Wonka has created.  Each child's flaw, whether it be gluttony, selfishness, or arrogance, is removed from the factory by Mr. Wonka's workers, the Oompa-Loompas.  After each child’s trial, Mr. Wonka nonchalantly points out the child's character flaws, which further alienates the parents who then leave to retrieve their children.  

     In the end, Charlie and grandpa Joe are the only two left.  Willy Wonka informs them that Charlie has one the contest.  The tour through the factory was the actual contest.  For being such a good kid, Charlie is awarded the entire chocolate factory.  

Theme/Skill: The theme of the story is simply goodness.  Charlie is kind and good on the inside even though he is poor.  People pity Charlie when in reality he should be recognized for his generosity, strength, and warm spirit.  Perhaps this could be the basis for a lesson on inner versus outer appearances or judging a book by its cover.  

Pre-reading activity: Teacher could lead the students through a book walk in which they could examine the title, cover page, and table of contents in order to predict what the story might be about. 

Post-reading activity:  After watching one of the two films based on Roald Dahl's book, students could complete a compare and contrast essay.  Students could also complete an I-search paper based on some element from the book such as the author, creative writing, the connection between film and literature, etc.  

Assessment: Activities done in class such as discussions, literature circles, and worksheet would be informally assessed.  I believe that informal assessments will be an helpful indicator of what students do and do not understand.  They will also provide the data I need to adapt and change my lessons.  Larger assignments, done both in and out of class would be assessed using rubrics.  Students will be shown models and sample projects throughout the unit.

Reflection:  I remember reading Charlie and the Chocolate Factory when I was in fourth grade.  To this day I remember the enticing words that Dahl used to describe the chocolate factory.  "The waterfall is most important! It mixes the chocolate! It churns it up! It pounds it and beats it! It makes it light and frothy! No other factory in the world mixes its chocolate by waterfall! But it's the only was to do it properly! The only way!" (CharlieAndTheChocolateFactory).  No chocolate lover could deny that this sounds amazing! Having a sweet tooth of my own made his descriptions almost irresistible to my taste buds.  Great book with humor and marvelous imagination!

Willy Wonka and the Chocolate Factory movie preview 

Charlie and the Chocolate Factory movie preview