Deconstructing Lesson Plans

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Chere’ Dove

K5(ages 5-11)

English and Literature

Analysis of Lewis Carroll’s Alice in Wonderland

I. Planning

Lesson summary and focus:

The lesson will be an analysis of Lewis Carroll’s Alice in Wonderland. The story is an ageless work of literature, which was written about 150 years ago. The excerpt from the 1st chapter of the knowledge introduces the reader to the character Alice who was a heroine. Alice is described to have followed a specific rabbit as it went down a rabbit hole. It leads her to an imaginative wonderland. Over the years, Alice in Wonderland has had a long-lasting effect not only on children’s fiction but humanity as a whole. It is among the earliest and the most honored literary works of imagination as well as surrealism. Its influence on the 20th-century literature is profound.

The lesson will primarily focus on the close evaluation of the excerpt while giving the student a chance to explore the classic work and write well informed as well as thoughtful responses that are consistent with the CCS for grade 5 learners.

Classroom and student factors:

Nine students:

· 7 males, 2 females,

· Regarding age, eight are at grade level and one below grade level

· Regarding reading performance;4 are at grade level,3 are a year above grade level, 2 are two years above grade level while

· 1 Asian, 7whites and1 African American

· 2 have learning disabilities.

National / State Learning Standards:

The lesson is developed in accordance with the national standards for students in grade 5 which include;

Reading literature RL.5.1-7, 10

Writing – W.5.1-6, 8-10

Speaking and Listening – SL.5.1-6

The lesson focusses on developing an understanding of reading, writing speaking and listening

Specific learning target(s) / objectives

· Engage the students is analyzing and understanding the story.

· Engage the students in understanding the language as well as the themes outplayed in Lewis Carroll’s Alice in Wonderland.

· Practice and reinforce skills relating to reading literature, writing as well as speaking and listening.

Teaching notes:

Literature Analysis

Agenda:

(1) The opening of the lesson; (10 minutes)

The lesson will begin by reviewing the contents of the previous lesson regarding the definition and types of stories in literature. After which I would introduce the topic for the day.

(2) Learning and teaching activities

Formative assessment:

· I will randomly choose students to read portions of the excerpt aloud.

· I will point out a student to identify the textual connections they have made while reading.

Academic Language:

Key vocabulary:

· Remarkable

· Curiosity

· Curtsey

· Antipathy

· Ignorant

· earnestly

· Alas!

Function:

· Remarkable is an instance that is worthy of notice or unusual.

· Curiosity is an intrinsic or the need to get more information about something

· Curtsey is a cultural greeting whereby a woman often bends her knees as well as bows to show respect.

· antipathy is a strong feeling of aversion or dislike

· Ignorant is the lack of information or knowledge.

· earnestly is the action of sincerity

· Alas! is an old fashioned interjection often used to express feelings of disappointment and sorrow.

Form:

· Remarkable is an adjective

· Curiosity in a noun

· Curtsey is a noun

· Antipathy in a noun

· Ignorant is an adjective

· earnestly is an adjective

· Alas is an interjection

Instructional Materials, Equipment, and Technology:

· SyncTV Premium Lesson on Lewis Carroll’s Alice in Wonderland

· Notebooks and pens

· Computers and Projector

· Lewis Carroll’s Alice in Wonderland text.

Grouping:

Diverse culture; the students will be grouped diversely in both genders whereby each group will have a student with learning disabilities.