Teacher Education Lesson Plan Template

Teacher: Helen Taylor Date: Thursday, Friday February 1 & 2

Title of Lesson: Chapter 1-3 Alice in Grade: 10th Grade

Wonderland

Core Components
Subject, Content Area, or Topic
English, Alice in Wonderland, Archetype

Virginia Essential Knowledge and Skills (SOL)

Lesson objectives
The student will understand the nature of the Sidekick Archetype as it pertains to the novel.
The student will be able to identify the changes in Alice as the Hero Archetype.
The student will access prior knowledge of the reading to answer discussion questions.

Materials/Resources
Archetype Power Point
Quiz 1 (Chapter 1-3)

Safety (if applicable)

n/a

Time
(min.) Process Components
As *Anticipatory Set
they Remind the students to clear their desks except a computer—prepare to take the quiz
come Unit 5 Folder, Alice in Wonderland,
in
*State the Objectives (grade-level terms). The student should be able to say:
I can describe the characteristics of the Side Kick and how the White Rabbit fits this
archetype
I can summarize chapter 1-3
I can discuss the growth, both physical and mental, of Alice

Quiz: *Instructional Input or Procedure

15-20 Quiz on Chapters 1-3
min
Introduce the new archetype: sage and trickster—modernize it with examples from
movies, TV, etc.

50- Review Chapter 2&3

60min Students come up with 3 facts from the chapters, 1 question, and 1 concern. Have a
couple students share what they have written. (This will be written down in their notes so
that they can reflect back on them during discussion)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 -discussion: Highlighting the important points that the students might have missed.
-discussion on Alice as our hero. How have we seen her change in the novel? Provide
contextual evidence. Going back and forth in physical size really reflects the changes she
is going through in life. The back and forth. Also how she is
-What is Alice’s Quest?

Discussion on the White Rabbit as the Sidekick. Have the students reflect back on their
notes about the Sidekick Archetype and have them give contextual evidence to support.

*Modeling

Give the students my 3 Facts, 1 question, 1 concern (The students may not use teacher
supplied answers as their own)
*Check for Understanding

“Comments, Questions, Concerns” throughout the discussion of chapter 1-3

Have them repeat important points of what the teacher just said
*Guided Practice
n/a

*Independent Practice
class is discussion based, but before discussion the students will take the time to come up
with 3 facts, 1 question, and 1 concern about chapters 1-3
Assessment (formal or informal)
Quiz 1: Chapters 1-3

*Closure
Homework: Chapters 4-6
Will be a quiz next class period.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Strategic seating. Students will have the pdf accessible to them. Students may take notes using paper and pen
or electronically. Copy of notes will be provided to students with specific accommodations. Promoting to stay
on task.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015