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Alicein Wonderland by Lewis Carrol

Images: http://disneyscreencaps.com/alice-in-wonderland-1951/3

Alice In Wonderland Official Movie Trailer (2010):


https://www.youtube.com/watch?v=_Ah2T3wvAOw
https://www.youtube.com/watch?v=KOZ9wy-j9P8

Plot: Disney version of Lewis Carrolls childrens story. Alice becomes bored and
her mind starts to wander. She sees a white rabbit who appears to be in a
hurry. She chases it into its burrow and then a most bizarre series of
adventures begins.
SCENE 2

The hole dropped suddenly and Alice


fell. "When will I ever reach the
bottom of this dreadful hole?" she
shouted, while falling helplessly
downwards.
Finally she landed in a long, narrow
hallway with doors of many sizes. On a
three-legged table, Alice found a tiny
gold key and a green bottle that said
"DRINK ME". "This key must fit one of
the doors," she said.

"It's the one behind the table," she


cried, "but I'm too big to fit through
such a little door. May be the potion in
that bottle will help me," she decided.
And she drank it.
Alice began to shrink until she was no
bigger than a doll. She opened the

door and quickly ran through it. "What


a splendid garden!" she exclaimed.
"Why, I'm no bigger than the insects
that crawl on these flowers." But the
excitement soon wore off. Alice grew
bored with her tiny size. "I want to be
big again," she shouted.
Her shouts startled the White Rabbit,
who ran past her again. Mistaking her
for his maid, he ordered, "Go to my
cottage and fetch my gloves and fan."
Alice was confused by the Rabbit's
behaviour. "May be I'll find something
at the cottage to help me," she said
hopefully.
A piece of chocolate cake was kept on
a table by the doorway. Next to the
cake was a note that read "EAT ME".
"I'm so hungry," Alice said as she ate
the cake. "I feel strange. Oh no! I've
grown larger than this house!" she
cried.
"Get out of my way! You're blocking
the door!" shouted the White Rabbit.
Alice managed to pick up his fan.
Immediately, she began to shrink.
"Oh, I'll never get back to the right
size," Alice cried. She went looking for
help. Soon, she saw a green caterpillar
dressed in a pink jacket. He was sitting
on the top of a large mushroom,
smoking a bubble pipe. "One side
makes you big, the other side makes
you small," he said to Alice before

slithering away.
"One side of what?" Alice called after
him.
"The mushroom, silly," he answered.
Alice ate a piece of the
mushroom."Thank
goodness, I'm growing!" she cried,
"But
which way do I go?"
"That path leads to the Mad Hatter.
The other way leads to -Lae March
Hare," said a voice. Alice turned to find
a smiling Cheshire Cat in a tree. "I'll
see you later at the Queen's croquet
game," he said before disappearing.
Alice walked down a path, "How
lovely! A tea party," she thought.
"There's no room for you!" shouted the
Mad Hatter, "You may stay if you
answer my riddle." Alice smiled. She
loved riddles.
After several riddles, Alice became
confused. "Every time I answer, you
ask a question," she told the Mad
Hatter.
"We don't know any answers," he
giggled. "This is a waste of time,"
scolded Alice. The others ignored her.
They were trying to wake the
Dormouse.
Alice continued her walk. She found

herself in the middle of a field where


the Queen of Hearts was playing
croquet. Her guards and gardeners
were shaped like cards. One gardener
had planted white roses by mistake
and then painted them red, "Off with
their heads!" shrieked the Queen. "I
hate white roses!" "Have you ever
played croquet?" the Queen asked
Alice.
"Yes," Alice timidly answered. "But
I've never used a flamingo or a
hedgehog." "Play with me!" ordered
the Queen."And let me win or I'll have
your head!" Alice tried her best to play
we, l, but she had trouble with her
flamingo. "Off with her head!" cried
the Queen. Just then a trumpet
sounded at the distance calling court
to session.
Everyone rushed into the courtroom.
"Court is now in session," announced
the White Rabbit, "Will Alice please
come to the stand?" Alice took the
stand and looked at the jury box,
where the March Hare and the Mad
Hatter were making noise. The
Dormouse slept and the Cheshire Cat
smiled at her. "What's going on?"
asked Alice.

"You are guilty of stealing the


delicious heart-shaped tarts!" accused
the Queen, "And now you must be
punished. Off with her head Off with

her head!" yelled the Queen.


"How silly," replied Alice. "I did not
have the slightest idea what you were
talking about! I was only playing
croquet."
Alice felt someone touch her shoulder,
"Wake up. You've been sleeping for
too long," said her sister softly.
"I had a strange dream," said Alice.
She told her sister about the White
Rabbit, the mad tea party, the Queen
of Hearts and the trial. But her sister
wasn't paying attention. "You're
reading again," mumbled Alice. As she
stretched, Alice saw a little White
Rabbit with pink eyes scurry behind a
tree.

Source:
http://www.loving2learn.com/SuperSubjects/ReadingandLanguage/FavoriteStori
es2/3rdGradeFavoriteStories/AliceinWonderland.aspx
The following task has been designed for an ideal context of teaching and
learning. It has been prepared for 6th graders of Primary School with a solid
advanced knowledge on the L2. This task is designed to work in the course of
four to six classes.
Mate
rial
chos
en
Trailer
s from
the
Disne
y
movie
Alice

in
Wond
erland
and
Tim
Burto
ns
conte
mpor
ary
versio
n
of
the
tale
writte
n by
Lewis
Carrol
Head
phone
s
Power
Point
Prese
ntatio
n (*)
Photo
story
3
Drawi
ngs
Task
Pretask

Aim
Respo
nding
to
differe
nt
movie
types.

Procedure
Assuming there is a computer room; students are going to
Google the following web pages on Youtube in the following
order (students will use their headphones so that they wont
be
bothered
by
the
sound
other
computers
:
https://www.youtube.com/watch?v=KLIqErnQCuw

https://www.youtube.com/watch?v=_Ah2T3wvAOw
https://www.youtube.com/watch?v=KOZ9wy-j9P8
Even though these videos are in English and do not have

Under
standi
ng the
genre
they
are
about
to
read
Prepar
e
to
make
conne
ctions
betwe
en the
visual
stimul
i and
the
text
they
are
going
to
read.
listeni
ng
and
respo
nding
to
class
mates
when
descri
bing
chara
cters
and
their

subtitles, they are very rich in images and sound which can
trigger reactions from the students. For example, the fact that
they are going to work with the fantasy genre and anticipate
they are going to read a narrative text. They also show some
of the characters that will be part of this dazzling tale. Sound
and visual modes in this case convey more meaning than
words.
Once they have watched the trailers, the teacher will elicit
questions such as Are you familiar with the story? Do you
know any of the characters that appear in both movie
versions of the tale? How are their personalities? The
teacher will write down as many characters as students
remember and they will listen to each others opinions and
even discuss whether they agree or not with the opinions of
other partners. Once students have some background
knowledge on characters, personalities and story plot they
can move to the core task with more weapons to use.

Core
task

Follow
up

behav
ior.
Under
standi
ng
and
interp
reting
texts.
Engag
ing
and
respo
nding
to the
text.
Speaki
ng

Creati

The teacher will hand in a story for every student. The story is
going to be a personal design of the teacher who combined
images she found online and a text hat she also found online.
The images can be found at this website
http://disneyscreencaps.com/alice-in-wonderland-1951/3 and
the text can be found in the following site
http://www.loving2learn.com/SuperSubjects/ReadingandLangu
age/FavoriteStories2/3rdGradeFavoriteStories/AliceinWonderla
nd.aspx
Students are now ready to start Reading. First, they will give a
quick look to the layout of the story, analyzing illustrations,
typography, colors, characters who are present or absent
among other aspects of design. The teacher can ask for
volunteers who will pretend to be a character from the text.
Every now and then during the reading the teacher will pause
to ask questions about content. This is a good opportunity to
ask the students questions that appeal to their judgement
such as Did Alice make a good choice Why did this happen
to herWas she too curious and found herself in a difficult
situation? What event leads her to this fantasy world How
many obstacles has she overcome? What do you think
about the message of the story so far? Then you can talk
about the layout of the story asking questions such as What
does a particular image tell us about Alices jouney Which
elements in the illustration catch your attention? Do they
properly fit the narration How do they make you feel? Try
to discuss with the children how the words and images work
together to tell the story. Also, try to draw together ideas and
information from across the text when you are quite
advanced in your reading students have an amount of
material to give you reasons to answer your questions
resorting to vocabulary from the text, or by quoting. It is
interesting to notice the case of imperatives here. Alice does
not make many decisions but she rather obeys to orders left
on notes. The teacher should not forget to write down on the
blackboard main ideas, vocabulary, and opinions elicited from
students when brainstorming, discussing, or explaining new
vocabulary. Before finishing reading, it is good for students to
go back and think about the story
You can start by making a list of all the activities that Alice is
involved in during her journey. Annotate new vocabulary,

ng
and
shapin
ga
text
aware
ness
of text
struct
ure
and
organi
zation
-follow
instru
ctions

remind students of the main characters in the story and


match the actions with the characters. The main idea is that
students imagine they are telling the story to a younger child.
So they have to simplify a lot of content because they will do
in one or two paragraphs. Draw on their previous knowledge
and experience with shorter texts. Evidently, the teacher has
to provide a skeleton for the paragraphs so that students can
write a coherent text. One can even prepare some examples
for students to see how their productions should look and
analyze them with the students.
They will become writers now. They will do exactly what
another person did to create the text they read and hopefully
enjoyed. It is going to be imperative to end their summaries
that students write about the lesson learnt behind the story.
For example Sometimes curiosity leads to trouble or
Dreams are also means to free your imagination. These
messages are going to be included on the instruction given by
the teacher. Other lessons learnt will also be accepted. As
regards presentation, students can either use Photo story 3,
and combine sound and image or they can resort to drawing
and handwritten text accompanying their production. In my
experience, students who use Photo story tend to use pictures
they find online but in some cases they like to draw their own
visual aid.

(*) Many students do not have the money to afford a copy in color so the
powerpoint presentation should be prepared in case students ask for a simple
black and white photocopy. However, if you are a good planner you can start
asking for money in advanced so when the time comes each student can afford
a colored copy of the story.