1. Topic-
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2. Content-
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Students will compare and contrast Charlie and the Chocolate Factory
by Roald Dahl with the two film versions. They will assess which movie
better represents the book and why in essay form. |
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3. Goals: Aims/Outcomes-
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1. Build understanding of the terms compare and contrast by participating
in class discussions.
2. Work together to identify similarities and differences among subject
matter.
3. Determine which of the two movies best represents the book and
why.
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4. Objectives-
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1. Develop critical thinking skills.
2. Use the compare and contrast technique to analyze the three works.
3. Write a compare and contrast essay. |
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5. Materials and Aids-
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1. Text version of Charlie and the Chocolate Factory by Roald Dahl
2. DVD of Willy Wonka & the Chocolate Factory (1971)
3. DVD of Charlie and the Chocolate Factory (2005)
4. Screen and projector with DVD player. |
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6. Procedures/Methods-
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A. Introduction-
SESSION ONE
1. Students will read the book out loud with the instructor during
class.
2. Students will discuss the plot, the setting, and the characters.
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B. Development-
Session 2
1. Students will watch the 1971 movie adaptation in class
2. Students will take notes on similarities and differences between
the book and the movie taking notes regarding similarities and differences
they notice.
3. Students will discuss the similarities and differences in the plot,
the setting, and the characters .
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C. Practice-
Session 3
1. Students will watch the 2005 movie adaptation in class taking notes
regarding similarities and differences they notice.
2. Students will take notes on similarities and differences between
the book and the movie.
3. Students will discuss the similarities and differences in the plot,
the setting, and the characters. |
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D. Independent Practice-
Session 4
1. Students will work in groups to review their notes and determine
which movie better represents the book.
2. Students will write a compare and contrast essay noting which movie
best represents the book and why. |
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E. Accommodations (Differentiated Instruction)-
1. Review of text prior to viewing movies
2. Vocabulary list of terms such as plot, setting, character, etc.
3. Additional time to complete assignment.
4. Daily assessments to gauge understanding of key terms.
5. Working one-on-one with students who need additional assistance.
6. Use of visual aids. |
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F. Checking for understanding-
1. Performance Observation - Teacher observes students' performance
during specific activities.
2. Peer Review - Students review each others work before submitting
it for final grading
3. Grading Rubric - Scoring student essays based on specific content
outlined in the rubric. |
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G. Closure-
Content Standards:
11.RL.5. - Analyze how an author's choices concerning how to structure
specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute
to its overall structure and meaning as well as its aesthetic impact.
11.RL.7. - Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel
or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American
dramatist).
11.W.2. - Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
11.W.4. - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
11.W.5. - Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. |
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8. Teacher Reflection-
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3. Students will watch the 2005 movie in class and take notes on
similarities and differences.
4. Students will work in groups to determine which movie was a better
representation of the book |
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