Here Comes Charlie

Overview

In this opening lesson of Exploring Charlie’s Chocolate World, students read or listen to Chapter 1 of Charlie and the Chocolate Factory. They identify the main characters and setting, then discuss how poverty and hope are introduced through the narrator’s language and Charlie’s circumstances.

Learning intentions

Students will:

• identify key characters and details about the setting
• explain how the setting shapes Charlie’s experiences
• discuss how the chapter introduces poverty and hope
• support ideas with relevant evidence from the text

Success criteria

• I can describe Charlie and at least two other characters.
• I can identify details that show where and how Charlie lives.
• I can explain one way poverty and one way hope are represented.
• I can use a quotation or precise detail from the chapter to support my thinking.

Curriculum links

• Creating personal, creative and critical texts for a range of audiences using linguistic and stylistic conventions to express ideas
• Using planning and revising processes to develop texts
• Composing texts using language conventions for specific purposes and audiences
• Understanding and responding to literature through character, setting, imagery, perspective and representation

Lesson structure (30 minutes)

1. 0–4 min · Hook and prediction. Teacher displays a striking image or short description of a tiny, cold-looking house beside a huge, brightly lit chocolate factory using the opening image and prediction slide. Students silently record or share what they notice, predict who might live there and suggest what the contrast could mean.

2. 4–10 min · First reading. Teacher introduces the chapter and reads it aloud, or directs students to follow an accessible class copy, pausing briefly to clarify unfamiliar vocabulary without interrupting the narrative flow. Students listen for names, places, family details and words that create a mood, recording one detail on the Chapter 1 character and setting worksheet.

3. 10–16 min · Character and setting sort. Teacher revisits the chapter through the character and setting slides, modelling one example: “Charlie is kind” is an inference, while “Charlie lives near the factory” is a text detail. Students work in a group of seven to sort details on the worksheet into character, family, home and factory, then compare answers.

4. 16–23 min · Theme discussion. Teacher displays the discussion prompts in the poverty and hope discussion slides and establishes respectful discussion expectations. Students discuss in pairs, then share with the class: What details suggest Charlie’s family is poor? What shows that Charlie still has hope or wonder? Students must refer to a specific word, phrase or event from the chapter.

5. 23–28 min · Short analytical response. Teacher models a response using the structure “The chapter presents ___ as ___ because ___.” Students independently complete two responses on the evidence and theme response section, one about poverty and one about hope, including a chapter detail as evidence. Students may read their strongest response to the group.

6. 28–30 min · Exit reflection. Teacher displays the final question on the plenary and exit question slide: “Why might the author introduce Charlie’s difficult life before the chocolate factory adventure begins?” Students give a concise spoken response or write one sentence on the worksheet before handing it in.

Resources

• Class copies or teacher copy of Chapter 1 of Charlie and the Chocolate Factory
• the Chapter 1 introduction, reading prompts, discussion and plenary deck
• the Chapter 1 character, setting and theme worksheet
• Whiteboard and markers
• Projector or interactive display
• Highlighters or coloured pencils
• Sticky notes for predictions and observations

Assessment

• Listen for students distinguishing explicit details from inferences during the character and setting activity.
• Check discussion contributions for accurate references to the chapter and thoughtful explanations of poverty and hope.
• Collect the worksheet to assess whether students can identify character and setting details and use evidence in a short analytical response.

Differentiation

• Provide selected page references, a vocabulary preview and sentence starters such as “The setting seems ___ because ___” and “This suggests hope because ___”.
• Allow students to give oral responses before writing, or dictate ideas to a partner or teacher where writing fluency is a barrier.
• Use mixed-support pairs and reread short passages for students who need help locating evidence; avoid requiring students to disclose personal experiences of poverty.
• Extend confident students by asking them to explain how the contrast between the Buckets’ home and the chocolate factory shapes the reader’s expectations.