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Lesson Plan Overview
Template and Class Instructions
Student Rubric
Lesson Plan Overview
Lesson Plan Overview
In this activity, students will examine the author’s attitude and make inferences based on details from the text.
The first example is when Grandpa Joe says, "That ticket'll go to some nasty little beast who doesn't deserve it!" This demonstrates the author’s point of view on spoiled and selfish children.
The second example is when the oompa-loompas sing, "Augustus Gloop! Augustus Gloop! The great big greedy nincompoop!" Through the song of the oompa-loompas, the author shares his opinion of greedy children.
The last example is when Willie Wonka says, "So I have to have a child. I want a good sensible loving child, one to whom I can tell all my most precious candy-making secrets - while I'm still alive." The author believes in rewarding the "good" children by giving Charlie the factory.
Template and Class Instructions
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard examining the author's point of view as seen through various characters in Charlie and the Chocolate Factory.
- Use the template provided by your teacher.
- Describe three different points of view the author injects.
- Illustrate a scene for each point of view.
Lesson Plan Reference
Student Rubric
Student Rubric
(You can also create your own on Quick Rubric.)
Points of View in a Novel
Identify the point(s) of view in the novel:
First person point of view. First person is when “I” am telling the story. The character is in the story, relating his or her experiences directly.
Second person point of view. The story is told to “you.” This POV is not common in fiction, but it’s still good to know (it is common in nonfiction).
Third person point of view, limited. The story is about “he” or “she.” This is the most common point of view in commercial fiction. The narrator is outside of the story and relating the experiences of a character.
Third person point of view, omniscient. The story is still about “he” or “she,” but the narrator has full access to the thoughts and experiences of all characters in the story.
Create a storyboard that identifies each point of view and describes each using a written explanation and an illustration.
First person point of view. First person is when “I” am telling the story. The character is in the story, relating his or her experiences directly.
Second person point of view. The story is told to “you.” This POV is not common in fiction, but it’s still good to know (it is common in nonfiction).
Third person point of view, limited. The story is about “he” or “she.” This is the most common point of view in commercial fiction. The narrator is outside of the story and relating the experiences of a character.
Third person point of view, omniscient. The story is still about “he” or “she,” but the narrator has full access to the thoughts and experiences of all characters in the story.
Create a storyboard that identifies each point of view and describes each using a written explanation and an illustration.
| Proficient 25 Points | Emerging 19 Points | Beginning 13 Points | |
|---|---|---|---|
| Identify the Points of View | The student identified all points of view the author employed in the novel correctly. | The student identified most of the points of view. | The student did not identify the correct point of view, |
| Written Explanations | Text descriptions clearly explain the points of view used in the novel and described the differences in their perspectives. | Text descriptions explain the points of view, but may lack clarity. | Text descriptions do not accurately describe the points of view. |
| Storyboard Images | Illustrations show scenes clearly connected to the point of view and perspective described and use visual elements to show a difference between perspectives. | Illustrations show scenes connected to the point of view and perspective described but may be simplistic or lack detail. | Scenes do not clearly describe the points of view employed in the novel. |
| Effort and Editing | Work is complete, thorough, and neat. Spelling and grammar are correct. | Most of the sections of the storyboard were at least attempted and work is presentable. The text contains some errors in spelling and/or grammar. | Storyboard is unfinished and/or disorganized. The text contains many errors in spelling and/or grammar. |
Lesson Plan Overview
In this activity, students will examine the author’s attitude and make inferences based on details from the text.
The first example is when Grandpa Joe says, "That ticket'll go to some nasty little beast who doesn't deserve it!" This demonstrates the author’s point of view on spoiled and selfish children.
The second example is when the oompa-loompas sing, "Augustus Gloop! Augustus Gloop! The great big greedy nincompoop!" Through the song of the oompa-loompas, the author shares his opinion of greedy children.
The last example is when Willie Wonka says, "So I have to have a child. I want a good sensible loving child, one to whom I can tell all my most precious candy-making secrets - while I'm still alive." The author believes in rewarding the "good" children by giving Charlie the factory.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard examining the author's point of view as seen through various characters in Charlie and the Chocolate Factory.
- Use the template provided by your teacher.
- Describe three different points of view the author injects.
- Illustrate a scene for each point of view.
Lesson Plan Reference
Student Rubric
(You can also create your own on Quick Rubric.)
Points of View in a Novel
Identify the point(s) of view in the novel:
First person point of view. First person is when “I” am telling the story. The character is in the story, relating his or her experiences directly.
Second person point of view. The story is told to “you.” This POV is not common in fiction, but it’s still good to know (it is common in nonfiction).
Third person point of view, limited. The story is about “he” or “she.” This is the most common point of view in commercial fiction. The narrator is outside of the story and relating the experiences of a character.
Third person point of view, omniscient. The story is still about “he” or “she,” but the narrator has full access to the thoughts and experiences of all characters in the story.
Create a storyboard that identifies each point of view and describes each using a written explanation and an illustration.
First person point of view. First person is when “I” am telling the story. The character is in the story, relating his or her experiences directly.
Second person point of view. The story is told to “you.” This POV is not common in fiction, but it’s still good to know (it is common in nonfiction).
Third person point of view, limited. The story is about “he” or “she.” This is the most common point of view in commercial fiction. The narrator is outside of the story and relating the experiences of a character.
Third person point of view, omniscient. The story is still about “he” or “she,” but the narrator has full access to the thoughts and experiences of all characters in the story.
Create a storyboard that identifies each point of view and describes each using a written explanation and an illustration.
| Proficient 25 Points | Emerging 19 Points | Beginning 13 Points | |
|---|---|---|---|
| Identify the Points of View | The student identified all points of view the author employed in the novel correctly. | The student identified most of the points of view. | The student did not identify the correct point of view, |
| Written Explanations | Text descriptions clearly explain the points of view used in the novel and described the differences in their perspectives. | Text descriptions explain the points of view, but may lack clarity. | Text descriptions do not accurately describe the points of view. |
| Storyboard Images | Illustrations show scenes clearly connected to the point of view and perspective described and use visual elements to show a difference between perspectives. | Illustrations show scenes connected to the point of view and perspective described but may be simplistic or lack detail. | Scenes do not clearly describe the points of view employed in the novel. |
| Effort and Editing | Work is complete, thorough, and neat. Spelling and grammar are correct. | Most of the sections of the storyboard were at least attempted and work is presentable. The text contains some errors in spelling and/or grammar. | Storyboard is unfinished and/or disorganized. The text contains many errors in spelling and/or grammar. |
How Tos about Author\'s Attitude in Charlie and the Chocolate Factory
1
Incorporate author’s attitude analysis into a class discussion
Invite students to share their interpretations of the author’s attitude using evidence from the text. This deepens understanding and lets students see how others analyze point of view.
2
Model how to identify author’s attitude in new reading passages
Read a short excerpt aloud and think aloud as you spot clues about the author’s feelings or opinions. Demonstrating this process helps students develop independent analysis skills.
3
Use sentence starters to guide student inferences
Provide prompts like ‘I think the author feels… because…’ or ‘The author shows their attitude when…’. These tools scaffold critical thinking and support all learners.
4
Connect the author’s attitude to students’ own experiences
Ask students to relate the author’s perspective to situations from their own lives. This makes literary analysis more meaningful and memorable.
Frequently Asked Questions about Author\'s Attitude in Charlie and the Chocolate Factory
What is the author's attitude in Charlie and the Chocolate Factory?
The author's attitude in Charlie and the Chocolate Factory is critical of greedy and selfish behavior but supportive of kindness and honesty. Roald Dahl uses characters and their actions to show that good, sensible children are rewarded, while spoiled or greedy children face consequences.
How can I teach students about point of view using Charlie and the Chocolate Factory?
To teach point of view, have students identify quotes from different characters and discuss what these reveal about the author's opinions. Use activities like creating storyboards or illustrating scenes to help students analyze and visualize the author's perspective as it comes through in the story.
What are some examples of the author's perspective on children in the book?
Examples include Grandpa Joe's comment about undeserving children, the oompa-loompas' song criticizing greed, and Willy Wonka expressing his wish to reward a kind, loving child. These moments demonstrate the author's values regarding behavior and character.
Why does Roald Dahl reward Charlie in the story?
Roald Dahl rewards Charlie because he represents goodness, humility, and love. By making Charlie the heir to the factory, the author emphasizes that positive traits are valued and ultimately rewarded over selfishness or greed.
What is an easy classroom activity for teaching author’s attitude in literature?
An easy activity is to have students use a template to identify and illustrate three instances showing the author's point of view in the story. They can describe each example and create a matching scene, helping them connect text details to author attitude.
More Storyboard That Activities
Charlie and the Chocolate Factory
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StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
