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Alice in Wonderland

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Charlotte Deacon

on 8 September 2016

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Transcript of Alice in Wonderland

Alice's Adventures in Wonderland
Explore the Genre of Fantasy
Dream Diary
Vocabulary
Comprehension Worksheet
Drawing
Biology
Final C.P.T.
Explore the Genre of Fantasy
Synopsis
The novel is about a young girl named Alice who must find her way through a strange and unusual place called “Wonderland.” After falling asleep sitting beside her sister, she wakes up to find herself falling down a rabbit hole into Wonderland. Alice’s adventure begins as she follows the White Rabbit on a journey through Wonderland. Alice finds herself meeting a wide range of interesting characters that seem very strange to her. She encounters talking animals, which Alice finds rather different. In Wonderland, nothing makes sense to Alice as the many rules and morals she was taught from her parents did not exist in this world. When Alice reads the glass bottle sees that there are no markings saying “DO NOT DRINK”, and thus deducts that it cannot be lethal. However, when she drinks the liquid she grows up to 9 feet tall. Alice learns that although we follow rules, the rules can change dramatically and we have to become comfortable with them and their adaptations. Alice encounters characters such as the Cheshire Cat, the Caterpillar, the Hatter and the Queen of Hearts, and when meeting each of these characters, she learns new rules and morals about this place called Wonderland. The overall idea Lewis Carroll was trying to convey was to teach children lessons about growing up, but in an entertaining way.
Lewis Carroll
Lewis Carroll, fictitious name for Charles Lutwidge Dodgson was born in Daresbury, Cheshire on January 27, 1832. Lewis Carroll has a similarity to children, as he was the eldest son with eight younger siblings. Lewis wrote Alice’s Adventures in Wonderland based on an adventure he had with children from his hometown. The novel was published in 1865, but was reprinted in 1866 because only about 15 copies survived the original bad printing job. Lewis Carroll was also seen as a great photography of both adults and children.
Rationale
We are reading Alice’s Adventures in Wonderland as a novel for a unit study in our grade five class. This classic story features many small storylines, all of which that eventually relate back to one another – not unlike our overall unit plan. This story is all about using one’s imagination to enter into a different world, an idea that is the focus point when reading any type of story. It encourages students to think outside the box, and have fun while doing it.
What is a fantasy novel?
Create a list of all the fantasy novels we know of, as a class.
Divide students into groups of 4-6 and ask the following:
What is strange or unusual about this story? About the characters? About the setting?
What happened in this novel that could not have happened in real life?
Analyzing Texts: 1.7: analyze texts and explain how various elements in them contribute to meaning
Extended Understanding: 1.6: extend understanding of texts by connecting the ideas in them to their own knowledge, experience and insights, to other familiar texts and to the world around them communicate meaning, with a focus on literary texts
Expectations
Resources
Method of Assessment
Learning Strategy
Language
Chart paper
Markers
Observational Checklist
Directed Reading/Listening
Expected Time
Vocabulary
Expectations
Resources
Method of Assessment
Learning Strategy
Language
Observational Checklist
Expected Time
Worksheet with words that students likely do not recognize
Class time to use dictionaries and online resources to find the definitions of the words
Use each word in a sentence
Vocabulary: 3.3: confirm spelling and word meaning or word choice using a variety of resources appropriate for the purpose
Reading
Writing
Take up each definition as a class
Visual Imagery Strategy
Pens
Dictionaries
Computers
Paper
Create a paragraph using a minimum of 5 new words to write a new ending to the Alice novel
Present their paragraphs to the class
Twelve periods for the vocabulary worksheets - one per chapter
Four periods for writing and presenting their paragraphs
Drawing
Expectations
Resources
Method of Assessment
Learning Strategy
Art
Expected Time
Two periods
Art
Group students in pairs
Designate each group a character from the novel
Have the students paint an abstract picture of their character
Have the students pick their favourite quote from their character and incorporate it into their picture
Display the final projects around the classroom
Alice, White Rabbit, Cheshire Cat, Queen of Hearts, King of Hearts, Mad Hatter, the Dodo, the Caterpillar, the Dormouse, the March Hare
Visual Arts D1.2: demonstrate an understanding of composition, using selected principles of design to create narrative art works on a theme or topic
White Paper
Markers
Paint & Brushes
Crayons
Alice Novel
Glitter, Feathers, Sequins, etc
Peer assessment, using a Criteria Checklist
Four periods
Minimum of three different mediums
Sketch to Stretch
Dream Diary
Expectations
Resources
Method of Assessment
Learning Strategy
Art & Writing
Expected Time
Students will be given a notebook
They will keep this journal beside their beds throughout the unit
Students will be encouraged to write their thoughts down if they wake up in the middle of the night, and first thing when they wake up
A minimum of ten entries
At the end of the unit, students will use details of their dreams to decorate the covers of their journals
A minimum of two mediums for decoration
Every entry must be represented in a small way on their cover
Notebooks - top half of the page blank, the lower half lined
Paint & brushes
Crayons, pencil crayons, markers
Glue
Feathers, sequins, glitter, etc
Pencils & erasers
Complete/Incomplete
Two periods plus home time
Quickwrite
Comprehension Worksheet
Expectations
Resources
Method of Assessment
Learning Strategy
Language
Expected Time
Throughout the novel, there will be a comprehension worksheet for each chapter
Students will first work individually, starring questions they would like to come back to
Students will then be grouped in threes to go over unknown questions together
Once there has been some small group discussion, we will take it up as a class, with students being encouraged to answer the unknown questions
If there are any areas that many students are unsure of, we will go over that novel again
Alice novel
Printer paper
Pens
Grand Conversations
The goal will be to get students talking about the novel, and discussing their own opinions
Observational Checklist
Twelve periods - one for each chapter
Field Trip to the Zoo
Biology
Expectations
Resources
Method of Assessment
Learning Strategy
Science
Expected Time
Science
Science textbook
Computers & the internet
Criteria Checklist
Notebooks
As a class, we will look at the different animals present in the novel and base our biology unit on them
Dividing the students into groups of four, we will research the animals in the novel and sort them into mythical and real
Groups will be responsible for finding a minimum of five facts about each animal
Twelve periods
As a class, we will consolidate all the findings, and add any additional information if necessary
Trip to the Zoo
Expectations
Resources
Method of Assessment
Learning Strategy
Science
Expected Time
White Paper
Pens
Information kiosks
One full day
Quantity of answers solved
Zoo workers
Students will be placed in groups of four-five with either a teacher a parent volunteer
Each team will receive a scavenger hunt, consisting of thirty questions
These questions will relate to the animals we have been learning about in class from the novel, as well as others
Teams will be encouraged to find the answers to as many questions as possible, using the information signs placed outside animal exhibits, and by asking Zoo keepers
Final CPT -
Shoebox Wonderland
Expectations
Resources
Method of Assessment
Learning Strategy
Expected Time
Shoebox
Paint & paintbrushes
Personal articles from home
Rubric
Markers, crayons, etc
Story Box
Using their dream diaries, students will create their own Wonderland, using a shoebox
They will be encouraged to use as many mediums as possible and incorporate objects from their house
World Wall
These words will be written on construction paper and put up on the class' world wall
Construction paper
Markers
The students will then write a paragraph describing their shoebox, to be presented to the class
This paragraph must include at least five of the words from our previously created word wall
Dream diary
Two periods to write their paragraph using their dream diary notes
Responding to and Evaluating Texts 1.8 make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views
Understanding
D1.1 create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view
2.4 use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication
Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
Sorting, Searching, & Discovering
Sorting, Searching, & Discovering
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies and organizational patterns
Voice 2.2 establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences
Word Choice 2.3 use some vivid and/or figurative language and innovative expressions to add interest
D1.1 create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view
D2.2 explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understand- ing
Three periods for presenting
Four periods to create their Wonderland
Language
Visual Arts
Charlotte Deacon & Samantha Fabbricino
Full transcript