Charlie and the Chocolate Factory: a DBI

Hi, everyone.

So my story that I've chosen for the mantle of

the expert activity or series of activities is Charlie and

the Chocolate Factory by Roald Dahl Eso A brief synopsis

is Charlie, and the Chocolate factory takes us through the

fantastical world of really Wonka's chocolate factory.

Ah, Group of five Children, including the kind hearted Charlie

Bucket. Each won a golden ticket that grants them access

to a private tour through Really, Wanka is mysterious and

magical factory.

As the story progresses, each of the Children falls victim

to a magical yet sinister element of the factory as

an indirect result of an equally sinister element of their

personality. Charlie is the only child to make it to

the end of the tour, his pure heart guiding the

way. And we find out at the end of the

story that Willy Wonka's main motivation and offering the tour

was actually to find the next heir of the factory

with the honor going to theater mentioned kind hearted it

Charlie Bucket.

So a bit of an outline as to activities that

I have planned with the story s O.

The first thing that we're gonna be doing is some

character building in the context of 19 sixties England.

I thought that it would be cool to kind of

incorporate some more hard knowledge while we are working in

a story that was set then I think that could

be a really cool way to kind of integrate that

into the story and have the kids kind of absorbed

mawr information about that setting.

In that time period, eso we're gonna be playing hot

seat on gonna be creating name tags.

I go more into that in a little bit for

the second activity we're gonna be doing, we're gonna be

making candy, um, like, creating our own magical Candies in

small groups of three or four.

And then we're also going to be playing the machine

game again.

More on that later.

And then for the main part of these presentation or

a series of activities, the mantle of the expert part.

Um, what's gonna happen is a rival chocolate ear is

actually sabotaging our factory.

Um, and he's distributing his own.

He's trying to distribute his own poisonous candy into the

world and poison everybody.

So we're gonna have to figure out how how we

fix that situation.

So for the character building aspect, um, we're gonna have

a brief discussion of what life was like in mid

century England.

And I know that you know, I'm not going to

be a history teacher or whatever, but I just still

think that it's fun way to incorporate things that are,

you know, cross curricular.

It doesn't always have to be about theater.

It could be fun to learn about other subject within

the context of theater, because that's actually that discussion is

going to Segway into our character creation.

So every student is going to be creating their own

factory worker character, and we're gonna be playing hot seat

to dig deeper into the reality.

So they're going to be creating their own characters that

lived in the mid century England.

So they're gonna have toe learn, like, really listen, when

we discuss what life was like them because one by

one they're each going to get a chance to kind

of be in the hot seat is I ask them

questions about their life, and through that we're going to

kind of dig deeper into what their lives are like,

what their backgrounds air like and I just like character

creation in general.

Um, I think that I mean, it's fun.

And also, that's kind of cross curricular with English as

well. You know, if you are interested in writing little

stories or or whatever, just like diving into how to

create a good character, you know, beyond just playmaking.

But like, going into kind of like like I said,

the English part of that, um, or cross your like,

your curricular element.

Um, could be pretty fun.

So So that's gonna be what we do there.

And then I have here.

It says fine art element Through this Adelphi University master's

program, I have really come to appreciate the idea of

incorporating fine arts more into the curriculum, not just theater

personally. For example, I have gotten really into making earrings,

you know?

So, like, for example, um, those I made those and

I've gotten really into that, and I want to kind

of, I don't know if shares the right word, but

provide opportunities for kids to make art with their hands.

I didn't actually do that, do it that much personally

in school, and somehow I never really came across his

opportunities much and I'm kind of sad that I didn't

that it didn't happen more organically.

So throughout the course of my ah, time, teaching is

a drama teacher.

I do want to incorporate these, find our elements, so

we're gonna be making name tags on Does not just

gonna be like we write with markers.

I'm gonna be providing stickers, Rhinestones, maybe feathers.

You know, all different kinds of fun, little things that

you could glue or mold or play with.

That will be part of your very own name tag.

That will be your factory worker name tag.

This will also help me in remembering everybody's names because

everyone's gonna have their very own factory name on Daz.

We proceed into the mental the expert part.

It will be helpful for me to have that displayed.

So So that's basically going to be the first part

of the character building part.

The second part is going to be candy making.

So in groups of three or four students, everybody is

going to be creating their own magical candy that they

will then share with the class.

Um, I think I'll probably end up giving, maybe like,

10 minutes or so maybe 5 to 10 minutes.

I'll feel it out.

See how much time the class needs on dhe.

Then what we're gonna be doing is sharing our creations

with the class.

Then, um, maybe on the white board, we're going to

create a physical map of what the factory looks like.

So we're going to agree on you know which candy

is created here and which ones created there, and we'll

make it come to life in the classroom.

Maybe I'll have, like, dots that I'll place on the

floor. That a representative of each of the Candies, you

know, we can write down the name of the machine

that makes that candy on that particular dot But we

will actually create this in the classroom.

And then we're gonna walk around the factory and play

the machine game at each candy station so every groups

creation will be brought to life through the machine game.

Um, which I think would be so much fun for

the kids and for me, obviously, always.

Um, so that's gonna be part two.

That's the candy making.

Then we are going to be moving into the mantle

of the expert parts.

So what's gonna happen is s o I will be

playing necessarily, really want.

I actually think that I will also come up with

my own character.

That's maybe I think I will be leading the kids,

you know, in my factory.

Um, but I will find a note from a rival

chocolate here.

And basically the premise is that, you know, he or

she whoever has sabotaged our machines in our factory, um,

so we're gonna be checking to see how true this

is. Basically, we're going to be playing the machine checking

it. We're gonna play the machine game again, and this

time, each of the machines, we're going to show them

breaking down.

Um, um, So do that for each of the each

of the machines, and it actually gets worse than that.

Not on.

Lee has this rival chocolate here sabotaged our machines, but

here she is planning to distribute poisonous candy out into

the world.

So stakes are pretty high.

We got to raise the tension.

That's definitely something that I've learned from this week of

readings. Is this really just all about the tension and

steaks? And like, we gotta move and Oh, my gosh,

What we're gonna dio So what?

What we're gonna do is we're going to fix the

machines and that we're gonna have to discuss as a

class. So that's kind of where the expert nous comes

in because everybody here is a factory worker.

So they all know what's up.

They know how to fix the machines.

They there.

So we're going to discuss this together.

They're going to come up with what's wrong with the

machines. How do we fix the machines together?

So that's gonna be part one on.

But we're also going to be diving into why the

rival chocolate here has so much sadness and anger in

his or her heart and based, you know, convince him

that that's not the way to be.

Um, so we're gonna be doing role play with that.

I was thinking I would definitely start as the rival

chocolate here, and we would have I would have a

discussion with the students on Beacon, kind of dive into

my psyche and in my background and kind of like,

you know, I'll go into I don't know, I have

You know why I'm like this or I You know,

I lost a dear pet when I was younger.

But basically I kind of want Thio Take away the

one dimensionality of this villain because this will tie into

one of my big themes, which is perspective and empathy.

So even though we're not, we're not supporting this chocolate

here, learning the world and poisoning everybody.

It's still important to understand that in almost every situation,

people are coming from a certain place for a reason.

There's something that you know, brings that out in them

eso it is important to kind of take a step

back and really try to understand where people are coming

from. So that's a theme of mind that I'm trying

to kind of bring into the class and have everyone

reflect on um and then I will play this part

my ear.

But e I mean, I'm sure everyone will want to

role play the villain so we can take turns doing

that. And just building on what we've already established is

not gonna be a new villain every time we're just

building on this character that we're creating together, um and

yeah, basically, what we're gonna do is we're then going

to try to convince the villain to not do it

and try to explain why kindness is important and why

it's important to be good to everybody, um, and save

the world.

So that is the that.

Those were the basics of the mental, the expert activity,

Um, as a reflection.

So first of all, I mean, as per usual, there

was so much inspiration in this week of readings E

I mean, seriously, just like with all the drama based

instruction like you can really do any any subject at

all any topic and just dive into it and make

it exciting.

Um, so I love that option to dramatize everything, um,

even slash, especially when it's not originally grounded in theater.

I think that's almost more exciting, and it really just

opens up the world of education.

I want more people to know about this.

Honestly, I'm gonna I'm gonna go advocate on on this

and really try to get it out there as much

as possible because it's so cool.

It's so fun.

Um, and then another.

Another bullet point is so so many things came up

for me as I went along.

A lot of ideas popped up that I hadn't thought

of before, which I know does sound obvious.

But it does hammer in the idea that, you know,

true creative work does take energy and effort, and it

won't just appear out of the blue sometimes.

Sometimes I expect that to happen.

I could be impatient.

I'm like, Oh, it just needs to happen right now,

but it doesn't.

Sometimes it does, but But what you can count on

is if you do sit down and think about something

and give it that time and space and energy, you'll

come up with some pretty cool stuff.

And that's a lesson that I want to take it

to my classrooms to for sure.

Um, and I really love that.

We can really hone in on the themes of knowledge

that we'd like to drive home.

We can really like, ask ourselves as teachers, as educators.

What am I trying to bring here?

What theme do I want my students to reflect on?

And I mean, I really think that you can pretty

much bring any theme to almost any work, but not

necessarily. But you can definitely, you know, choose a work

and choose your themes and blend them together like Thio

anything that you want.

So, for you know, my things here or the things

that I wanted to kind of work on and learn

about together was, you know, character development, which again helps

with writing in addition to theater, um, empathy and perspective,

which we're getting by, you know, kind of talking to

the villain here in their back story.

Um, not just saying, Oh, let's just destroy you, you

know, kind of trying to guide it in that direction

on dhe, then kindness.

Just making the world a better place.

An important less than a simple one, but an important

one. Um, but yeah, I really enjoyed this project.

I think it really opened.

It opens up the world of trump education, really?

And and any other education, because you could just go

in tow Any work that that you like or that

the students already familiar with and just dive in and

explore it and learn things along the way yourself.

I mean, granted, like, given to given.

But anyway, I hope that this presentation resonated.

Um, and thanks for listening.

Thanks for assigning really cool assignments and readings and see

you next one

Charlie and the Chocolate Factory: a DBI

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