Charlie Chocolate

Overview

Today students will read and listen to a short extract from Charlie and the Chocolate Factory, then discuss meaning, vocabulary, and favourite words and phrases. They will practise comprehension by answering “find and explain” questions and retelling key events in order.

Learning intentions

• Students will listen to and read an extract from a familiar story, tracking characters and events.
• Students will discuss what words and phrases might mean using context clues, linking new meanings to known vocabulary.
• Students will answer comprehension questions by finding evidence in the text and explaining their thinking.
• Students will discuss and express views about favourite words and phrases from the story.

Success criteria

• I can tell you what happens in the extract in the correct order.
• I can use the text to answer questions and give a short explanation.
• I can explain at least two interesting words/phrases using context.
• I can share a favourite word or phrase and explain why it is my choice.

Curriculum links

• Reading – comprehension: listening to, discussing and expressing views about stories at a level beyond independent reading.
• Reading – comprehension: discussing and clarifying the meanings of words, linking new meanings to known vocabulary.
• Reading – comprehension: discussing their favourite words and phrases.
• Reading – comprehension: becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales (build narrative knowledge and retelling skills through a classic children’s story).

Lesson structure (60 minutes)

1. 0–5 min · Hook (favourite phrase tease). Teacher displays 3–4 key words from the chosen extract (e.g., “wonders,” “mouth-watering,” “mischievous,” “factory gates”) and asks students to predict what kind of story moment this might be. Students give quick predictions, one phrase at a time.

2. 5–15 min · Read aloud with thinking. Teacher reads the selected extract (about 1–2 pages) with expression, pausing to ask “What is happening now?” Students follow along in their copies (or listen only if needed) and turn-and-talk for one question at each pause.

3. 15–25 min · Comprehension: find and explain. Teacher models a response using one question: “What happened first, and how do you know?” (points to evidence in the text). Students answer 3 short “find and explain” questions in pairs, using sentence starters: “I can see… because…”.

4. 25–35 min · Vocabulary clarification. Teacher selects 4 high-utility words/phrases from the extract and shows how to clarify meaning using context (what is happening + what the word suggests). Students in groups choose one word each and complete a “meaning clue” chart: “I think it means… because the text says…”.

5. 35–45 min · Favourite words/phrases discussion. Teacher asks students to choose one favourite word/phrase from the extract and prepare a reason (sound, image, funny, surprising, strong meaning). Students share using the structure: “My favourite is ‘…’ because …”.

6. 45–55 min · Retell the events (structured). Teacher provides a 5-box story order strip (Event 1–5) and demonstrates filling Box 1. Students retell in pairs using their completed boxes, then one or two students retell to the class.

7. 55–60 min · Exit ticket. Students complete a quick check on paper:

• Q1: Write one sentence answering “What happened in the story?”
• Q2: Explain one vocabulary word using “because” (e.g., “I think ‘…’ means … because …”).

Resources

• Printed extract from Charlie and the Chocolate Factory (teacher-selected, age-appropriate section)
• Student copies of the same extract
• Comprehension question sheet (3 short questions)
• Story order strip with 5 boxes (Event 1–5)
• Vocabulary meaning clue chart (for small groups)
• Word/phrase cards for the hook and vocabulary focus
• Sentence starters on display
• Exit ticket slips/paper and pencils

Assessment

• Teacher listens to pair discussions during “find and explain” to check students can use evidence and explain briefly.
• Vocabulary chart checks whether students can link meanings to context (not just guess).
• Exit ticket identifies who can retell the main events and clarify meaning using “because”.

Differentiation

• Support:
• Provide sentence starters (“I can see…”, “It means… because…”, “First…, then…”).
• Use a reduced vocabulary list for students who need it; allow drawing a quick symbol next to the chosen word meaning.
• Offer teacher scaffolding during retelling by modelling one box at the start.
• Extension:
• Ask an extra comprehension question: “Why do you think the character did that?” using evidence.
• Encourage students to choose two favourite words/phrases and compare how each creates an image or feeling.
• EAL/SEN:
• Allow oral responses first with partner rehearsal before writing.
• Use consistent visuals for story order and vocabulary meaning clues.
• Pre-teach and practise the meaning of “because” and “order” using quick examples.