Digital Unit Plan Template

Unit Title: Visiting the World of Lewis Carroll

Name: Harley Grammer
Content Area: English
Grade Level: 9th or 10th
CA Content Standard(s)/Common Core Standard(s):
Reading Strategies for literature #1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Reading Strategies for literature #3: Analyze how complex characters develop over the course of a text, interact
with other characters and advance the plot or develop the theme.
Reading Strategies for literature #4: Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone).
Big Ideas:
What do the characters (minor and major) in Alice in Wonderland contribute to the plot and/or themes of the
text?
Does Alice in Wonderland represent pure nonsense or is there more to Lewis Carrolls novel?
What evidence can you use to support your stand on the previous question(s)?
Unit Goals and Objectives:
By the end of the unit, students will be able to properly provide evidence for their developed point of views by
providing evidence in text-based discussions (including, but not limited to Socratic seminars) and in writtenresponses (such as short answer or essay question format).
By the end of the unit, students will be able to analyze a text, and an attached developing theme or idea, by
elaborating on this theme/idea through group work and producing a well-thought essay.
Unit Summary:

Essentially, this unit will use Lewis Carrolls writing style to demonstrate the basic elements that are used by
authors to create a story. Carrolls Alice in Wonderland will be used to explore the intricate usage of characters
to present different themes and/or symbols. Students will learn how to analyze a text to find an overall theme
(or various themes) and provide textual evidence to support their conclusions. More specifically, they will
learn how to present this evidence in a vocal manner. One portion of this unit will be done in groups, but the
final assessment for me will involve individual work presented to the class in a Socratic method and producing
an sophisticated essay with a strong voice and textual evidence.
Assessment Plan:
Entry-Level:
Formative:
Summative:
Before lesson one, students will
Students will be required to create One of the last components of the
complete a survey on
flashcards on Quizlet using the
unit will consist of a Socratic
surverymonkey.com that
keywords from their guided notes
seminar in class. Students will need
establishes the students prior
completed during the lessonthis to prepare with a given rubric and
knowledgeregarding Lewis
judges whether or not students not prompt before classthis is
Carroll and his worksbefore
only paid attention to the lesson,
another discussion-based
diving into the unit.
but produced an understanding of
assessment.
the keywords.
Conclusively, students will be
As a homework assignment,
required to complete an essay of 3students will answer a question I
5 pages (a rubric will be provided,
post on Glogster. This question will along with multiple prompts). By
help me determine if the students
providing rubrics that require
are able to bring a connection
students to focus on using textual
between two texts, along with using evidence and close analysis, I will
information from the lesson.
be able to analyze students
During the webquest, there will be collaboration of skills. The two
numerous moments (aka
main focuses of this task are to
particularly placed pauses and
track a students ability to use
guided instruction through out the textual evidence effectively to

webquest) for students to

participate in discussions and/or
share answers or ideas with the
classthis way, student analysis
will be assessed in a discussionbased format.
Lesson 1
Student Learning
Objective:
Reading Strategies
for literature #4:

Determine the
meaning of words
and phrases as
they are used in
the text, including
figurative and
connotative
meanings; analyze
the cumulative
impact of specific
word choices on
meaning and tone
(e.g., how the
language evokes a
sense of time and
place; how it sets a

Acceptable
Evidence:
Students will
demonstrate their
comprehension
based on their
posts on
glogster.com.

Instructional
Strategies:

Communication
Collection
Collaboration
Presentation
Organization
Interaction

support their argument and

connect multiple texts, while
maintaining a strong voice.

Lesson Activities:
This lesson will use presentation to dive into the
writing style of Lewis Carroll. It will also provide
a background of the author, along with other
works he has written. The main component of the
lesson will involve analyzing his poem
Jabberwocky to explore how an author uses
certain words to produce imagery, scene,
meaning, a speaker, and tone, on top of using
word play.
At home, students will post on the page I created-on glogster.com--to draw connections between
our analysis of Jabberwocky and their reading
of Alice in Wonderland.

formal or informal
tone).
Lesson 2
Student Learning
Objective:
Reading Strategies
for literature #3:
Analyze how
complex
characters develop
over the course of
a text, interact
with other
characters and
advance the plot or
develop the theme.

Lesson 3
Student Learning
Objective:
Reading Strategies
for literature #1:
Cite strong and

Acceptable
Evidence:
Students will
demonstrate their
comprehension
and understanding
through their
responses in class
to the questions I
produce and the
short quiz posted
online. They will
also demonstrate a
more complex
understanding
through their
completion of their
concept map.

Instructional
Strategies:

Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
This lesson will work with communication and
collaboration so that students can analyze
different characters among their peers. Groups of
2-3 (depending on class size) will be given a
different character, or group of characters, to
analyze and map their development through out
the novelspecifically noting what these
characters, or their stories, add to the novel.
Students will also complete a worksheet filled
with interactive websites and questions to
answer.

Acceptable
Evidence:
Students will
demonstrate their
ability to cite

Instructional
Strategies:

Communication
Collection

Lesson Activities:
This lesson will include communication and
collection to obtain the necessary objective.
Students will be given a rubric the day before,
along with some questions to help guide them for

thorough textual
evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn
from the text.

textual evidence
through
preparation and
discussion in a
Socratic seminar.
A more
sophisticated
approach will be
taken from their
well-constructed
essay at the end of
the unit.

Collaboration
Presentation
Organization
Interaction

their preparation. Students will bring bulleted

notes to class and actively participate in a
Socratic seminar, in which they will base their
discussion around the characters connections to
various themes, such as: childhood and
adulthood, dreams and reality, words and their
meanings (or meaninglessness) and the overall
element of identity.
Students will complete the unit with an essay
covering themes similar to the ones explored in
the Socratic seminar.

Unit Resources:
Lewis Carrolls Alice in Wonderland
Lewis Carrolls Jabberwocky
Useful Websites:
http://msgrammer.edu.glogster.com/questioning-lewis-carrolls-alice-in-wonderland/
https://www.surveymonkey.com/s/WDFGHNS
http://quizstar.4teachers.org
https://prezi.com/bzlmp4v3alja/who-is-lewis-carroll/?utm_campaign=share&utm_medium=copy