Jordane Duffy

Alex Thornton
Alices Adventures in Wonderland: Integrated Lesson Plan

Time required:
1 class period (45-50 minutes)

Materials and or technology needed:
PowerPoint (with sound)
Carroll, L. (1865). Alices adventures in wonderland. London: MacMillan Publishing Co.

Set-up or preparation needed:
Computer connected to overhead screen, sound available
Become familiar with Lewis Carrolls Alices Adventures in Wonderland.

Format presented in:
Lecture with PowerPoint, small group work and discussions throughout.

Academic topic / lesson:
Students in 12th grade, through analyzing Lewis Carrolls Alices Adventures in
Wonderland, will analyze the way they perceive characters within the novel and how
Alice perceives the characters within Wonderland. Students will then relate to the
characters within the novel by processing ways they have both been perceived wrongly
and have perceived others.

State academic standard(s) addressed:
CCSS.ELA-LITERACY.SL.11-12.5: Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest (Either this
standard or the one below, depending upon assignment chosen at end of lesson).
CCSS.ELA-LITERACY.W.11-12.3: Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and well-structured
event sequences.
CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
o CCSS.ELA-LITERACY.SL.11-12.1.D: Respond thoughtfully to diverse
perspectives; synthesize comments, claims, and evidence made on all sides of
an issue; resolve contradictions when possible; and determine what additional
information or research is required to deepen the investigation or complete the
task.

Academic knowledge needed by counselor:
Counselor will need to be familiar with Alices Adventures in Wonderland by Lewis
Carroll.

Campus critical data elements:
This integrated lesson will contribute to meeting some dimensions of AYP. Ideally, by
processing how perceptions of people may be altered based on ones own worldview
and how these misperceptions can affect others, students will be more self-aware and
sensitive to others, therefore peer conflicts will decrease.

Jordane Duffy
Alex Thornton


Counseling core curriculum standard(s), competency/(ies) & indicators being addressed:
Academic Development Domain:
o PS:A1.6 Distinguish between appropriate and inappropriate behavior
o A:A3.1 Take responsibility for their actions
o A:B1.2 Learn and apply critical-thinking skills
Personal/Social Domain:
o PS:A1.9 Demonstrate cooperative behavior in groups
o PS:A1.5 Identify and express feelings
o PSA2.3 Recognize, accept and appreciate individual differences
o PS:A2.7 Know that communication involves speaking, listening and
o nonverbal behavior
o PS:B1.7 Demonstrate a respect and appreciation for individual and cultural
differences.

Counseling lesson / topic:
The counseling topic for this lesson is to accept diversity and create self-awareness
related to peer interactions.

Synopsis of how guidance and academic lesson are related and integrated:
Students are currently reading Alices Adventures in Wonderland in 12th grade English.
By integrating this guidance lesson into the curriculum, it does not disrupt learning but
rather adds to the critical thinking elements students are using to analyze the novel by
bringing Alice in Wonderland into the here-and-now of students lives.

Similar student experiences to connect to the content / topic (relevance):
Students have self-reported that they often feel judged by peers. The number of
discipline referrals based on how students treat others has been a topic of concern for
this school year, and by working within the classrooms counselors can have a wider
scope to address these interactions.

Procedure:

1. Have youtube video playing as students are entering the room and settling in to
class: https://www.youtube.com/watch?v=DadIBPZVaNE
a. What do you see, whats happening in these clips? (SC)
b. Segue into pictures of pop stars: What do you see when you look at these pictures?
You know these people are (music, stories) -- what do you think of them as a
person? (SC-led)
2. What are times when Alice judged/misjudged the world that she was in, or where Alice was
misjudged? How do thesemisperceptions happen? (Teacher-led)
a. List of characters/occurrences on the board
b. Break up into groups of ~ 3-4: each group processes one occurrence. What are the
consequences of judging?
c. Come together as a group to share.
d. How do these misperceptions happen?
3. How can we bring this idea of judgment into Tyler Consolidated High? (SC)
a. When was a time that you misjudged someone or something?
i. What made you come to that conclusion?
ii. In what way did you vocalize (or not) your judgment?
Jordane Duffy
Alex Thornton
iii. What information would have led you to a different perception?
iv. How does your worldview affect this?
b. When have you felt misjudged? Process in small groups, bring back to class and
share.
c. Where do we go from here?
d. How does/will this impact your life after high school?
4. Assignment: Alone or with a partner, either: 1) write a 2 page paper, 2) make a video, 3)
present in play-form, 4) make a piece of art, or 5) discuss another form of presentation with
teacher, and choose one of the characters from the list we made on the board;
a. Share this characters reaction to Alices misjudgment. Include details from this
particular scene such as direct dialogue, what misjudgment occurred (i.e. what Alice
said to hurt the characters feelings), how the character responded, and what was
going on in that characters mind.)