Chocolate Fever

Contributor Information:
Lori Frenden
Lori_Frenden@places.pcsb.org
Pinellas Central Elementary

Standards:
Sunshine State Standards:
Reading:
LA.A.1.2.2 The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self questioning, confirming simple predictions, retelling, and using cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.
LA.A1.2.1 The student uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection.
LA.A1.2.3 The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
LA.A.2.2.1 The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.
LA.A.1.2.4 The student clarifies understanding by rereading, self-corrections, summarizing, checking other sources, and class or group discussion.
LA.A.2.2.5 The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.
LA.E.1.2.2 The student understands the development of plot and how conflicts are resolved in a story.
LA.E.2.2.3 The student responds to a work of literature by explaining how the motives of the characters or the causes of events compare with those in his or her own life.
LA.E.2.2.4 The student identifies the major theme in a story or nonfiction text.
LA.E.2.2.5 The student forms his or her own ideas about what has been read in a literary text and uses specific information from the text to support these ideas.
LA.B.1.2.1 The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.LA.B.1.2.3 The student produces final documents that have been edited for correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; correct c capitalization of proper nouns; correct paragraph indentation; correct usage of subject/verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instruction.
LA.B.2.2.5 The student creates narratives in which ideas, details, and events are in logical order and are relevant to the story line.

NET STANDARDS
1. Use keyboards and other common imput and output devices (including adaptive devices when necessary) efficiently and effectively.
2. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
3. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
4. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Lesson Plan
Title: Chocolate Fever by Robert Kimmel Smith
Subject Area(s): Reading, Writing, technology
Grade Level: 4th
Approximate Time Required: 5-6 weeks
Gain Attention:
This is a great chapter book that is at a high interest level with students, while teaching life skills. The students will focus on problem solving issues.
The unit will start off by discussing illnesses you can get. Then, we will talk about coming up with an illness that is make-believe. I will share with the students the title of the book and they will decide if they think this will be a fiction or nonfiction book. We will then look at the cover of the book as well as the introduction on the back of the book. We will comment on what we see, and why we think the author put specific things in the picture. The students will then write down their prediction about the book in their Reading folders.
Tasks:
The students will read about 2 chapters a week in either small group guided reading, total class setting, or in pairs depending on the type of students that you have. Each student will have a Reading folder where they will do all of their assignments that are related to the book.

Chapter 1:

Activity: In groups, the students will fill in their database on a sheet of paper. Then they must get it approved by the teacher. Lastly, they may type in the information onto the computer.
*Characterization: Find examples of the 3 types of characterization from chapters 1-3 and write them in the correct columns.

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Activity: Continue doing their database in groups. Fill it out on paper first. Then, they will type the information onto the computer.

*Activity: Fill in the character analysis map for Mac and Alfred Cane using the Inspirations program from chapter 5.

*In groups, create a story map of the novel. Do the rough draft on paper. Then create their map by using Inspirations, and share with the class.

On each half sheet of paper, the students will write a summary of 2 chapters. (For example, the first page will be a summary of chapters 1 &2, then 3 & 4...).

On the strip of paper, they will draw a picture of a scene coming from those chapters. The half sheets will be stapled to the bottom half of the whole sheet of paper. On the upper half, 2 slits will be cut out in the center, and the strip of paper can go through it. This way, when reading the summary, the pictures can be moved along with it through the slits, like a video.

*There must be a decorative cover page, with the title, author, and an illustration.

Direct description	What the character says and does	What others say about the character