Unit Objectives and Goals:NC Common Core Curriculum Standards – English Language Arts –

Grade SixᔀWriting

W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.3 – Students will write a narrative to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Reading Informational Texts

RI 6.2 - Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgment

RI.6.7 - Students will integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI. 6.10 - By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Literature

RL. 6.2. - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6. 4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.5 - Students will analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Speaking and Listening

SL.6.1.C - Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

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Global Citizenship GoalsGoal One: Introduction to Cosmopolitanism and Global citizenship  The student will evaluate his involvement in a global society through examination of perspectives that differ from his own. 

Goal Two: The World Outside My Local The student will have a base of knowledge about the world outside of his local or known through identification of basic geography, world issues, and trends.

Goal Three: We are Different  The student will compare differing cultures to build an understanding of difference.

Goal Four: We are the Same  The student will analyze concept of the interconnectedness of societies and cultures.

Goal Five: Interconnectedness and Impact The student will evaluate the effect of decisions made by one and the effect of those decisions on others, regardless of cultural values and beliefs.

Goal Six: Commit to Cosmopolitanism  The student will compose a thoughtful, responsible commitment to evaluate decisions in terms of their resulting impact on individuals outside of one’s self.

Project-based Inquiry PhasesThrough the project-based inquiry model of learning, students will be presented with a question. Through research, students will build an understanding of an answer to the question. Students will demonstrate their understanding by presenting an answer through several creative pieces. Students will revise their understanding and their answer through peer collaborative feedback and discussion, as well as through the teacher's feedback.  Students will demonstrate their complete understanding through a final product, which they will publish in response to the initial question. 

The question students will explore through Alice's Adventure's Around the Globe is:

What does it mean to be a cosmopolitan?

PBI Phase: How students will move through the phase:

Students will be faced with a compelling question.

What does it mean to be a cosmopolitan?

Prior to reading Alice in Wonderland, students will learn about the term and concept of cosmopolitanism. Students will explore Global Citizenship Goals. The question will be posed: What does it mean to be a cosmopolitan? Students will be presented with the text of Alice in Wonderland. It will be explained that students will gain an understanding of cosmopolitanism through their reading of the text and related activities.

Students will gather and analyze information related to the question.

Throughout lessons corresponding with chapters one-eight of Alice in Wonderland, students will gather information through character analysis, media, webpages, informational texts, videos, apps, paintings and teacher input. Students will complete three Travel Journals and will create Cultural Idioms as they analyze the information presented. Students will evaluate and revise their concept of cosmopolitanism through peer responses, collaboration, and Think-Pair-Share discussions.

**Note: Ideally, students will gather information regarding cosmopolitanism and global citizenship through integrated lessons in their Social Studies classes as well. The sources provided through the Alice in Wonderland unit are meant to provide base knowledge and are only provided with the expectation of collaborative support.

Students will creatively synthesize information that they read related to the question.

Students will synthesize the information that they have gathered throughout the unit through a Fish Bowl Discussion (Socratic Seminar). Students will create questions based on the information they have gathered and will lead the discussion. Students will then synthesize further through a written reflection of the discussion.

Students will synthesize the information gathered on cosmopolitanism by evaluating Alice as a cosmopolitan character. Students will complete the evaluation with a partner. Students will create a slide that exemplifies Alice’s cosmopolitan character. The class slides will be organized to create one

//presentation.

Students will compile information gathered that has helped them developed an understanding of cosmopolitanism. Students will then create an expository written piece that explains cosmopolitanism, as they understand it.

Students will critically evaluate and revise the information that they create.

Students will move through the writing process with the expository piece including teacher-writer conferences, peer revision and editing. Students will finalize the expository piece and submit their final, published copy.

Students will use the process of evaluating and revising their written explanation of cosmopolitanism to inform their creation of a Cosmopolitan Manifesto.

Students will publish and share their creations.

Students will publish and share their Cosmopolitan Manifesto in a collaborative online space.

Lesson: What is Cosmopolitanism?Focus Topic: Cosmopolitanism Chapter: Pre-Reading

Materials needed:

HYPERLINK "http://www.polleverywhere.com" Poll Everywhere HYPERLINK "http://academickids.com/encyclopedia/index.php/Cosmopolitanism" Academic kids: Cosmopolitanism HYPERLINK "http://www.youtube.com/watch?v=m5yCOSHeYn4" Kid President's 20 Things People Should Say More Often HYPERLINK "http://www.youtube.com/watch?v=DYwyBs15ekI" Ace Ventura: Displaying Affection HYPERLINK "http://articles.latimes.com/1997/nov/08/local/me-51420" On Sticking Out Your Tongue HYPERLINK "http://cache.boston.com/universal/site_graphics/blogs/bigpicture/tibet_02_13/t27_17880411.jpg" Tibetan greeting HYPERLINK "https://itunes.apple.com/us/app/doodle-buddy-paint-draw-scribble/id313232441?mt=8" Doodle Buddy HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal

Learning Goals and Objective:

Global Goal: The student will perceive his involvement in a global society. The student will recognize that there are perspectives that differ from his own.

NCCCS: Reading Informational Texts - RI.6.7 - Students will integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

PBI Phase: Students will be faced with a compelling question: What does is mean to be a cosmopolitan?

Anticipatory Set:

Students will begin with an anticipatory set that asks them to answer the following question using their mobile device via HYPERLINK "http://www.polleverywhere.com/free_text_polls/3Njs3UsA0ePJjl1/web" Poll Everywhere #1: HYPERLINK "http://www.youtube.com/watch?v=DYwyBs15ekI" Ace Ventura: Displaying AffectionStudents will answer the following question using their mobile device via HYPERLINK "http://www.polleverywhere.com/free_text_polls/3Njs3UsA0ePJjl1/web" Poll Everywhere #2: HYPERLINK "http://articles.latimes.com/1997/nov/08/local/me-51420" On Sticking Out Your Tongue regarding Tibetan tradition of the gesture. The teacher will share an image of a HYPERLINK "http://blog.flexioffices.co.uk/handshakes-and-greetings-of-the-world/" Tibetan greeting HYPERLINK "http://www.polleverywhere.com/free_text_polls/IpvzrRKm1dv2XP6/web" Poll Everywhere #3 When some people hiss, they are applauding or showing their approval. If I hiss, I mean ----. The teacher will share: In some parts of African, hissing is meant to one’s attention in place of our: “Excuse me,” or “Hey, you.” The teacher will ask students: Why do these differences matter? What are you currently doing in your life to understand differences?

//Input and Modeling:

The teacher will pose a question: What does it mean to be a cosmopolitan? The teacher will explain that students will be using the text Alice in Wonderland to help answer this question. By the end of the “Alice Around the Globe” Unit, students should have a clear answer to this question. Throughout the unit, students will be provided with various lessons, each of which should build upon their understanding of cosmopolitanism. Students will be provided with a set of Global citizenship Goals that the unit seeks to teach.

Global Citizenship GoalsGoal One: Introduction to Cosmopolitanism and Global Citizenship  The student will evaluate his involvement in a global society through examination of perspectives that differ from his own. 

Goal Two: The World Outside My Local The student will have a base of knowledge about the world outside of his local or known through identification of basic geography, world issues, and trends.

Goal Three: We are Different  The student will compare differing cultures to build an understanding of difference.

Goal Four: We are the Same  The student will analyze concept of the interconnectedness of societies and cultures.

Goal Five: Interconnectedness and Impact The student will evaluate the effect of decisions made by one and the effect of those decisions on others, regardless of cultural values and beliefs.

Goal Six: Commit to Cosmopolitanism  The student will compose a thoughtful, responsible commitment to evaluate decisions in terms of their resulting impact on individuals outside of one’s self.

Students will be asked: How do these goals relate to the Polls conducted at the beginning of the lesson? Students will be asked to read the following document using their mobile device: HYPERLINK "http://academickids.com/encyclopedia/index.php/Cosmopolitanism" Academic kids: Cosmopolitanism HYPERLINK "https://itunes.apple.com/us/app/doodle-buddy-paint-draw-scribble/id313232441?mt=8" Doodle Buddy where they will use the writing tools to include annotations.

Guided Practice:

Student will be asked to come up with their own definition of cosmopolitanism, based on their understanding of the term. Students will upload their annotation into their HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal HYPERLINK "http://www.Emodo.com" Edmodo.

Students will post their definitions of cosmopolitanism on their HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal HYPERLINK "http://www.youtube.com/watch?v=m5yCOSHeYn4" Kid President's 20 Things People Should Say More Often #4 at 2:00 minutes

Review and Closure:

Students will be asked why differences matter. Students will be asked to keep in mind their beginning definition of cosmopolitanism and to expect it to grow and change as they read the text Alice in Wonderland.

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Lesson: Travel Journal – Five Minutes in the Life of a Native Focus Topic: The World Outside My Local Chapter: Pre-Reading

Materials needed:

HYPERLINK "https://itunes.apple.com/us/app/world-in-figures-ipad-edition/id497729555?mt=8" The World in Figures HYPERLINK "http://www.factmonster.com/countries.html" Fact Monster HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal HYPERLINK "https://itunes.apple.com/us/app/world-in-figures-ipad-edition/id497729555?mt=8" The World in Figures via their mobile device. Students will be asked to choose “Country Profiles” and then choose “Globe” within the app. Students will spin the globe. They will be asked to place their finger on the globe as it spins. When the globe comes to a stop, students will be asked to zoom in. Each student will choose one of the countries that he zoomed in on, or, if he did not zoom in on a country, he will choose one closest to the land or water mass he pointed to.

Input and Modeling:

Each student will conduct research on the country, landmass, or ocean he landed on using the globe. Students might use the following to conduct research:

HYPERLINK "https://itunes.apple.com/us/app/world-in-figures-ipad-edition/id497729555?mt=8" The World in Figures HYPERLINK "http://www.factmonster.com/countries.html" Fact Monster

Students may be prompted to seek the following information as a starting point: How crowded would it be? (Population) What age might you expect to live to? (Life expectancy) Is it likely that you would be able to read? (Literacy rate) Is it likely that you would have access to the Internet? (Internet hosts)What would your religious beliefs likely be? (Religions)Compare the country you are researching to the United States. What noticeable differences did you find? Search Google Images of your country.

Guided Practice:

Students will respond to the following questions with complete sentences in their online HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal HYPERLINK "https://docs.google.com/viewer?

a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDoyNzM3Y2JiN2IxMmE1NWIz" Alice in Wonderland Introductio n HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDpkNTNjNGU4ZmRhOGM3MmE" Words of Wonder HYPERLINK "http://www.youtube.com/watch?v=dompotjTeIA&list=PLA738467039C9BE4E&feature=share" Twilight, Hunger Games, etc.), copy (one per student) of “How Doth the Little Crocodile,” and “Against Idleness and Mischief.” Alice in Wonderland (1951 film)

Learning Goals and Objective:

Global Goal: The student will have a base of knowledge about the world outside of his local or known. The student will recognize basic geography, world issues, and trends.

NCCCS: Reading Literature – 6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Reading Literature – 6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Reading Literature – 6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

PBI Phase: Students will gather and analyze information related to the topic of cosmopolitanism and global citizenship.

Anticipatory set: Students will read the chapter. During reading, the teacher will highlight the following: “wonder” – repetition“I’ll give them a new pair of boots every Christmas.” – personification“Oh, dear, what nonsense I’m talking!” – theme “Who in the world am I?” – puberty, transition from childhood to adulthoodVarious instances of confusion – “four times five is twelve…;”How Doth the Little Crocodile” (incorrect poem); the key; “and in that case [if she had fallen into the sea] I can go back by railway.” “…if I’m Mabel, I’ll stay down here! ….if I like being that person, I’ll come up: if not, I’ll stay down here till I’m somebody else’” – because she is Mabel, this is foreshadowing her journey

//“Perhaps it doesn't understand English,' thought Alice … `Oh, I beg your pardon!' cried Alice hastily, afraid that she had hurt the poor animal's feelings.” – Alice as a considerate cosmopolitan character.

Students will be asked to sit up straight in a fashion that would be expected of them in a Victorian England schoolhouse. Students will then recite, “How Doth the Little Crocodile” by Lewis Carroll as they encounter it in the chapter. Students will view a parody. For example, students may watch a parody movie trailer for HYPERLINK "http://www.youtube.com/watch?v=dompotjTeIA&list=PLA738467039C9BE4E&feature=share" Twilight HYPERLINK "http://dictionary.reference.com/browse/parody?s=t" parody. Students will read the poem “On Idleness and Mischief.” Students will be asked why they think students may have been taught lessons through rhyming poems. What does each poem teach? Why might Lewis Carroll be making fun of the original? Students will view several examples of allusions to Alice in Wonderland. Students will discuss the differences and similarities between parodies and allusions.

Part II : Rhyme Scheme

Students will revisit the poem, “How Doth the Little Crocodile.” Students will be asked to provide an example of rhyme. Students will record the definition of rhyme scheme in their notes. On the white board, the teacher will write the letters of the rhyme scheme next to each line. She will ask students if they know what they letters mean. Can you recognize a pattern? The rhyme scheme will be explained and students will record it in their notes.

Guided Practice:

Part 1: Parodies and Allusions

After viewing a parody and allusions, students will be asked to define the term “allusion,” without having been given a formal definition. To be continued in chapter four with “Father William” parody poem.

Part II : Rhyme Scheme

Students will be asked to refer to the poem “Against Idleness and Mischief,” by Isaac Watts Students will be asked to record the rhyme scheme of the poem. The will observe and provide feedback.

Review and Closure: Students will view a clip from Alice in Wonderland (1951 film), featuring Alice falling down the rabbit hole and attempting to open the door leading to the garden.

Lesson: Idioms Across CulturesFocus Topic: Idioms Chapter: Prior to reading chapter 3

Materials needed:

HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDozMzRhNjhmMzc1OTU4NWVl" Alice in Translation HYPERLINK "http://en.wikipedia.org/wiki/Translations_of_Alice's_Adventures_in_Wonderland" Record of Alice in Wonderland Translations HYPERLINK "http://curious-places.blogspot.com/2011/10/alice-in-wonderland-restaurant-tokyo.html" Alice in Wonderland Restaurant in Tokyo, Japan HYPERLINK "http://www.aliceinwonderlandshop.co.uk" Alice in Wonderland Shop in the United Kingdom HYPERLINK "http://alicestillalive.pagesperso-orange.fr/2002.htm" Alice Still Alice: French Art HYPERLINK "http://mapasdecostarica.info/alicia/index.html" Spanish Lewis Carroll Site

HYPERLINK "http://en.linoit.com" Lino - Sticky and Photo Sharing HYPERLINK "http://linoit.com/users/certs32/canvases/Foreign%20Idioms" Foreign Idioms lino board. - HYPERLINK "http://linoit.com/users/certs32/canvases/English%20Idioms" English Idioms lino board HYPERLINK "https://itunes.apple.com/us/app/english-idioms-illustrated/id413057971?mt=8" Idioms, HYPERLINK "https://itunes.apple.com/us/app/english-idioms-dictionary/id590361931?mt=8" English Idioms Dictionary HYPERLINK "https://itunes.apple.com/us/app/idiom-power/id525023443?mt=8" Idiom Power, HYPERLINK "https://itunes.apple.com/us/app/idiom-stories/id757214886?mt=8" Idiom Stories HYPERLINK "https://itunes.apple.com/us/app/notability/id360593530?mt=8" Notability, HYPERLINK "https://itunes.apple.com/us/app/doodle-buddy-paint-draw-scribble/id313232441?mt=8" Doodle Buddy HYPERLINK "https://itunes.apple.com/us/app/pic-collage/id448639966?mt=8" Pic Collage

Students will explore idioms from other cultures and languages: HYPERLINK "http://www.fluentu.com/chinese/blog/2013/12/26/chinese-idioms-chengyu/" Chinese HYPERLINK "http://www.fluentu.com/spanish/blog/spanish-idioms/" Spanish HYPERLINK "http://indian-idioms.blogspot.com" Indian HYPERLINK "http://www.omniglot.com/language/idioms/french.php" French HYPERLINK "http://www.dummies.com/how-to/content/10-common-italian-idioms.html" Italian HYPERLINK "http://omniglot.com/language/idioms/index.php" Various Languages

Learning Goals and Objective:

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Global Goal: The student will have an understanding of differing cultures. The student will recognize a broad concept of the interconnectedness of societies and cultures.

NCCCS: Reading Literature - RL.6. 4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

PBI Phase: Students will gather and analyze information related to the topic of cosmopolitanism and global citizenship.

Anticipatory Set:

The teacher will instruct students to “hold their tongues” as she begins the lesson on wordplay in Alice in Wonderland. The teacher will introduce students to the idea of Alice translated across cultures with an excerpt from Alice in Many Tongues (1964) HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDozMzRhNjhmMzc1OTU4NWVl" Alice in Translation HYPERLINK "http://en.wikipedia.org/wiki/Translations_of_Alice's_Adventures_in_Wonderland" Record of Alice in Wonderland Translations HYPERLINK "http://curious-places.blogspot.com/2011/10/alice-in-wonderland-restaurant-tokyo.html" Alice in Wonderland Restaurant in Tokyo, Japan HYPERLINK "http://www.aliceinwonderlandshop.co.uk" Alice in Wonderland Shop in the United Kingdom HYPERLINK "http://alicestillalive.pagesperso-orange.fr/2002.htm" Alice Still Alice: French Art HYPERLINK "http://mapasdecostarica.info/alicia/index.html" Spanish Lewis Carroll SiteStudents will be asked to end their exploration with an excerpt from “The Challenge of Translating Children’s Literature: Alice’s Adventures in Wonderland Translated by Vladamir Nabokov: HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDo2MzkzMGQ4ODA2YTg2Yzg" Excerpt from "The Challenge of Translating..." HYPERLINK "https://itunes.apple.com/us/app/english-idioms-illustrated/id413057971?mt=8" Idioms, HYPERLINK "https://itunes.apple.com/us/app/english-idioms-dictionary/id590361931?mt=8" English Idioms Dictionary HYPERLINK "https://itunes.apple.com/us/app/idiom-power/id525023443?mt=8" Idiom Power, HYPERLINK "https://itunes.apple.com/us/app/idiom-stories/id757214886?mt=8" Idiom Stories HYPERLINK "https://itunes.apple.com/us/app/notability/id360593530?mt=8" Notability, HYPERLINK "https://itunes.apple.com/us/app/doodle-buddy-paint-draw-scribble/id313232441?mt=8" Doodle Buddy HYPERLINK "https://itunes.apple.com/us/app/pic-collage/id448639966?mt=8" Pic Collage to create a visual representation of the literal of the figurative meaning of the idiom.

Students will be asked to consider: What if you were learning English as a second language? How would you interpret the idiom?

Each pair will post their visual representation ( including both participants’ names) onto the class HYPERLINK "http://linoit.com/users/certs32/canvases/English%20Idioms" English Idioms lino board HYPERLINK "http://www.fluentu.com/chinese/blog/2013/12/26/chinese-idioms-chengyu/" Chinese HYPERLINK "http://www.fluentu.com/spanish/blog/spanish-idioms/" Spanish HYPERLINK "http://indian-idioms.blogspot.com" Indian HYPERLINK "http://www.omniglot.com/language/idioms/french.php" French HYPERLINK "http://www.dummies.com/how-to/content/10-common-italian-idioms.html" Italian HYPERLINK "http://omniglot.com/language/idioms/index.php" Various Languages HYPERLINK "https://itunes.apple.com/us/app/notability/id360593530?mt=8" Notability, HYPERLINK "https://itunes.apple.com/us/app/doodle-buddy-paint-draw-scribble/id313232441?mt=8" Doodle Buddy HYPERLINK "https://itunes.apple.com/us/app/pic-collage/id448639966?mt=8" Pic Collage to create a visual representation of the literal of the figurative meaning of the idiom.

Students will be asked to consider: What if you were learning _______ as a second language? How would you interpret the idiom?

Each pair will post their visual representation (including both participants’ names) onto the class HYPERLINK "http://linoit.com/users/certs32/canvases/Foreign%20Idioms" Foreign Idioms lino board. HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal

**Continued from Pool of Tears focus lesson (chapter 2) on parody.

Anticipatory Set:

Students will read “The Old Man’s Comforts” by Robert Southy, located in Our Text.

Input and Modeling:

Students will review the term “parody.” The teacher will ask students if they can predict what may be coming next in the lesson. Students should predict that they will be reading another Lewis Carroll parody.

In an outside space, students will line up in two lines across from one another.

Half of the class will be Father William, while the other half will be The Old Man.

Students will participate in a shout-back of the poem, alternating stanzas, in order to demonstrate the switch in speaker(s) throughout the poem.

Guided Practice:

Students will be asked to explain the differences between the original and the parody poem.

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Students will respond to the following journal prompt: Why did Lewis Carroll choose to include the poem “Father William” in Alice in Wonderland? How does the poem impact the text / support the theme? Why didn’t he include the original version by Robert Southey, and, instead, write a parody?

Students will discuss their responses within their table group. Finally, students will share their responses with the class.

The last stanza supports the theme of children vs. adults.

Student will read the chapter. As the poem, “Father William,” is read again, in the context of the chapter, the forced rhyme (brain, again) will be highlighted and explained.

Review and Closure:

Students will be presented with the following quote regarding cosmopolitanism: “Conversation doesn’t have to lead to a consensus about anything, especially not values; it’s enough that it helps people get used to one another” (Appiah, 2006, p. 85).

Students will respond with a minimum of 250 words to the following prompt through their HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal HYPERLINK "http://www.Emodo.com" Edmodo: How does the Appiah quote connect to Alice’s encounter with the Caterpillar? How does it connect to her previous encounters with adults in Wonderland? How is Alice similar to a traveler making her way through a foreign country?

Lesson: Translating SymbolsFocus Topic: Symbolism Chapter: Six– Pig and Pepper

Learning Goals and Objective:

Global Goal: The student will have an understanding of differing cultures. The student will recognize a broad concept of the interconnectedness of societies and cultures.

NCCCS: RL. 6.2. - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

PBI Phase: Students will gather and analyze information related to the topic of cosmopolitanism and global citizenship.

Materials and Supplies Needed: Alice in Wonderland (2004 film)Alice in Wonderland PowerPoint character match cards HYPERLINK "http://travel.ninemsn.com.au/world/rudegestures/835248/innocent-gestures-that-mean-rude-things-abroad" Innocent (American) Gestures that Mean Rude Things (in Other Cultures) HYPERLINK "http://travel.ninemsn.com.au/world/rudegestures/835248/innocent-gestures-that-mean-rude-things-abroad" Innocent (American) Gestures that Mean Rude Things (in Other Cultures)Students will be asked: How are these gestures related to the literary concept of symbolism?

Guided Practice

Students will be asked to consider the characters that they have met thus far in the book. Given ten cards with characters and adults pictured on them, students will work in pairs to create five matches. Each match should include one character and one adult. The character card should be matched with an adult that it may symbolize in the real world.

Review and Closure

Students will review the theme of adults vs. children. Each character symbolizes an adult in the real world. Alice is moving through adolescence and she struggles with the characters the way she might struggle with adults in the real world.Students will share with the class about the connections they can make between the characters in the book and the adults in their lives.

//Students will view a clip from Alice (2004), featuring the doorman and the Duchess. [46:00]

Lesson: Victorian Tea Party EtiquetteFocus Topic: Theme and WordplayChapter: Seven – A Mad Tea Party

Learning Goals and Objective:

Global Goal(s): The student will have an understanding of differing cultures. The student will recognize that decisions made by one, likely effect others, regardless of cultural values and beliefs.

NCCCS: Reading Informational Texts – RI. 6.10 - By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Literature - RL. 6.2. - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

PBI Phase:Students will gather and analyze information related to the topic of cosmopolitanism and global citizenship.

Materials needed: Alice in Wonderland PowerPointInformational text: “19th Century Tea-party Etiquette”Alice in Wonderland (1951 film)

Anticipatory Set:

Students will read “19th Century Tea-party Etiquette” Students will provide examples of correct etiquetteThe teacher will explain that this text will be referenced again for proper etiquette at the end of unit tea-party.

Input and Modeling:

Students will read the chapter. During reading, the teacher will highlight: “I didn’t know it was your table,” said Alice“Then it wasn’t very civil of you to offer it,” said Alice angrily. – Alice is rebelling. She is very frustrated with the way she has been treated. “Your hair wants cutting,” said the Hatter” – rude first remark“You should learn not to make personal remarks,” Alice said with some severity: “it’s very rude.” “You might just as well say,” added the Dormouse, which seemed to be talking in its sleep, “that ‘I breathe when I sleep’ is the same thing as ‘I sleep when I breath’! – irony – he does both!

//“The Hatter was the first to break the silence.” – idiomButter – metalwork “The Hatter’s remark seemed to her to have no sort of meaning in it, and yet it was certainly English.” – nonsense Time- capitalization “I have to beat time when I learn music” Treacle – molasses syrup / overly sweet speech“not choosing to notice his last remark” – mature “At any rate I'll never go there again!' said Alice as she picked her way through the wood. `It's the stupidest tea-party I ever was at in all my life!” – Alice was cosmopolitan in her attempts and in her realization that she does not agree with the characters she met. “Now I’ll manage better this time,” – theme – learning from experience – (connection to Peter Pan) – growing up – moving through adolescence and into adulthood

Students will attempt to solve the riddle as it occurs in the chapter. An explanation for the riddle will be provided via PowerPoint.

Review and Closure:

Students will view the tea party scene. Comments on the similarities and differences between the film and book will be encourages and analyzed.

Students will be provided with the following quote regarding cosmopolitanism: “You can be genuinely engaged with the ways of other societies without approving, let alone adopting them” (Appiah, 2006, p. 8).

The teacher will explain that although Alice became frustrated with her encounter in this chapter, she was still considerate. She was curious in her approach of the tea-party and engaged in a conversation from which she learned her preferences. She did not decide she did not appreciate the characters until she had learned about them through interaction.

The teacher will ask students: Are the characters in Wonderland being cosmopolitan? How are their actions impacting Alice?

Lesson: CroquetFocus Topic: Informational Texts and ThemeChapter: Eight – The Queen’s Croquet-Ground

Materials needed:

Alice in Wonderland PowerPoint Informational text: HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDo0YTBjM2FiZTAyMzZkMTBk" “Croquet Rules and Regulations.” HYPERLINK "http://www.croquetamerica.com/croquet/new/" Croquet America HYPERLINK "http://www.youtube.com/watch?v=Ss_4XEt33jE" How to Play Croquet HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDo0YTBjM2FiZTAyMzZkMTBk" “Croquette Rules and Regulations.”

Input and modeling:

A few facts from each section will be shared after the class has read the article independently. Facts will be recorded on the board. For example: Order of playScoring The mallets, wickets, stakes, and balls will be shown as the terms are reviewed. The order of game play should be apparent by the colors on the stakes; this will be highlighted for students. Students will view: HYPERLINK "http://www.croquetamerica.com/croquet/new/" Croquet America HYPERLINK "http://www.youtube.com/watch?v=Ss_4XEt33jE" How to Play CroquetThe teacher will set up the croquette field using numbered index cards as wickets. The orange cones will be used to represent stakes. Wicket order will be explained via the index cards and the visual aid on the PowerPoint. Students will be split into six teams. Each team will rotate the mallet amongst him or her, giving each person a chance to hit the ball.

Guided Practice:

Students will engage in a croquet game for the remainder of the class period. During the next class period, the game can be taken more seriously. Students may choose their teams.

Students will read chapter 8. During reading, the teacher will highlight: “The Queen turned crimson with fury.” – symbolism“like a wild beast” – simile“Nonsense!” said Alice – repetition, theme “in a voice of thunder” – metaphor“the players all played at once without waiting for turns, quarrelling all the while, and fighting for the hedgehogs…” – adult behavior, nonsense “…and that you weren’t to talk nonsense.” “And the executioner went off like an arrow.” – simile

//What type of adult does the Queen symbolize? Students will view a clip from Alice in Wonderland (1951 film) focusing on the croquette game.

Review and Closure:

Students will be asked to reflect on the experience by responding to the following journal: What was different about the version of croquet that Alice played and the version that we played? Which one would you rather play and why? How does the game point to the theme of the book?

Lesson: Children’s GamesFocus Topic: ConnectionsChapter: to be completed after chapter 8

Learning Goals and Objectives:

Global Goal: The student will recognize a broad concept of the interconnectedness of societies and cultures.

NCCCS: Reading Informational Texts - RI.6.7 - Students will integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

PBI Phase:Students will gather and analyze information related to the topic of cosmopolitanism and global citizenship.

Materials needed:

HYPERLINK "http://chnm.gmu.edu/cyh/primary-sources/332" Children's Games HYPERLINK "http://chnm.gmu.edu/cyh/primary-sources/332" Children's Games by Pieter Bruegel onto a large screen. No information about the painting will be given. The teacher will explain that students will be “reading” the painting and will use inference skills in order to develop a deeper understanding of the piece of art.

Input and modeling:

Open discussion will be facilitated by the teacher who will lead with questions:

Visualizing Questions: What doe you see? Students will add adjectives to a collective circle map containing “I see” in the center. Take a moment to look at the colors. What are some of the feelings they evoke? If you could walk in the streets of the painting, what would it feel like? What would it smell like?

Determining Importance: When you look at this painting, what do you notice first? What is your initial emotional reaction to this painting? Consider the background. What relationship exists between the setting and the activity in the painting? How would this painting change is the setting were to change? How would the background colors were green, instead of beige / brown?

Making Connections: Why do you think the artist chose to include so many people? What do you think the artist was thinking when he created this painting? Can you connect to any of the individuals depicted in this painting? Why or why not?

//How would you compare the children in this painting to you and your friends?

Inferring: We talked about what the artist may have been thinking when he created this painting. How does this change if I tell you that this painting is titled “Children’s Games,” and it was painted in 1560? (Students will read the annotation about the painting: HYPERLINK "http://chnm.gmu.edu/cyh/primary-sources/332" Children's Games HYPERLINK "http://geology.com/articles/satellite-photo-earth-at-night.shtml" Satellite Photo of Earth at NightDoodle Buddy HYPERLINK "http://kids.nationalgeographic.com/kids/stories/spacescience/lightpollution/" Too Much Light Means Stars Out of Sight HYPERLINK "http://ngm.nationalgeographic.com/print/2008/11/light-pollution/klinkenborg-text" Our Vanishing Night“Our Vanishing Night” HYPERLINK "http://ngm.nationalgeographic.com/2008/11/light-pollution/richardson-photography" Photo Gallery HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel JournalAnticipatory set:

Students will view “ HYPERLINK "http://geology.com/articles/satellite-photo-earth-at-night.shtml" Satellite Photo of Earth at Night HYPERLINK "https://itunes.apple.com/us/app/doodle-buddy-paint-draw-scribble/id313232441?mt=8" Doodle Buddy, students will read and Annotate: “ HYPERLINK "http://kids.nationalgeographic.com/kids/stories/spacescience/lightpollution/" Too Much Light Means Stars Out of Sight HYPERLINK "http://ngm.nationalgeographic.com/print/2008/11/light-pollution/klinkenborg-text" Our Vanishing Night,” by Verlyn KlinkenborgStudents will upload their annotation into their HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel Journal HYPERLINK "http://www.Emodo.com" Edmodo. Students will view “Our Vanishing Night” HYPERLINK "http://ngm.nationalgeographic.com/2008/11/light-pollution/richardson-photography" Photo Gallery HYPERLINK "https://www.edmodo.com/home" \l "/group?id=7609569" Travel JournalsWhat will you do to minimize your contribution to light pollution? What can your community do to minimize its contribution to light pollution? What can the United States do to minimize its contribution to light pollution?Describe one instance in which Alice has impacted the people or environment of Wonderland without recognizing her impact.

Review and closure:

Students will read their peers’ responses. They will respond and expand upon two of their peers’ entries.

Lesson: Quality QuestioningFocus Topic: Connections

Global Goal: The student will recognize a broad concept of the interconnectedness of societies and cultures. The student will recognize that decisions made by one, likely effect others, regardless of cultural values and beliefs.

NCCCS:Speaking and Listening – SL. 6.1.C - Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

PBI Phase:Students will creatively synthesize information that they read related to cosmopolitanism and global citizenship.

Materials needed:

HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDo2ZTdmZTUzOTViMjY1ZTJl" Quality Questioning PowerPoint HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDoxMTk1MjQ4MGE4NjcxM2U2" Quality Questioning student guideIndex cards (one per student)Squares of paper (six per student) Glass fish bowl

Anticipatory set:

Students will be told that they will engage in a discussion about the information that they have been presented with thus far regarding cosmopolitanism, global citizenship, and Alice in Wonderland. The teacher will explain that the discuss will be student led and that students will create the questions that guide their discussion. However, they must first understand what makes a quality discussion question so that they are able to craft questions that will facilitate a meaningful discussion. The teacher will present students with three questions: If you had been ________ what would you have done differently? If you had been sitting on the bank one afternoon and saw a white rabbit wearing clothes run by, what would you have done? If you had been talked to in the house of the Dutchess what would you have done differently? If you had involved in the Caucus Race, what would you have done differently?

//

Based on the context of paragraph 4 on page 6 of Alice in Wonderland, anxiously means _________. In paragraph 5 of page 8, Alice asks herself: “Who ___________?”

Input and modeling:

Using the questions, the teacher will ask students to consider the following of each question: Does this question have more than one answer? Does it allow expression of opinion? Does it make me think? Students will revisit the questions via whole group discussion to determine that only the first question meets the criteria of a quality question. Students will view a series of question stems. Each of the following stems will be evaluated based on the criteria of a quality question.

Question StemsWhat relationship exists between and ? What can you interpret from ?What is the color of ?How does the color of affect ?How does apply to ?What is the name of ?

Criteria for Quality QuestionsDoes this question have more than one answer? Does it allow expression of opinion?Does it make me think? Guided practice:

Students will briefly review common texts that have been read throughout their exploration of cosmopolitanism and global citizenship: Alice in Wonderland, HYPERLINK "http://academickids.com/encyclopedia/index.php/Cosmopolitanism" Academic kids: Cosmopolitanism HYPERLINK "http://chnm.gmu.edu/cyh/primary-sources/332" Children's Games by Pieter Bruegel, HYPERLINK "http://geology.com/articles/satellite-photo-earth-at-night.shtml" Satellite Photo of Earth at Night HYPERLINK "http://kids.nationalgeographic.com/kids/stories/spacescience/lightpollution/" Too Much Light Means Stars Out of Sight, and HYPERLINK "http://ngm.nationalgeographic.com/print/2008/11/light-pollution/klinkenborg-text" Our Vanishing Night HYPERLINK "http://academickids.com/encyclopedia/index.php/Cosmopolitanism" Academic kids: Cosmopolitanism, HYPERLINK "http://chnm.gmu.edu/cyh/primary-sources/332" Children's Games HYPERLINK "http://geology.com/articles/satellite-photo-earth-at-night.shtml" Satellite Photo of Earth at Night, HYPERLINK "http://kids.nationalgeographic.com/kids/stories/spacescience/lightpollution/"

Too Much Light Means Stars Out of Sight HYPERLINK "http://ngm.nationalgeographic.com/print/2008/11/light-pollution/klinkenborg-text" Our Vanishing Night and “Our Vanishing Night” HYPERLINK "http://ngm.nationalgeographic.com/2008/11/light-pollution/richardson-photography" Photo Gallery HYPERLINK "https://docs.google.com/forms/d/14Md1NG-Tygbi9v8taMY9Ne3FrrLzSjcN-wXNPqJ3CeQ/viewform" form. Your chapter will be assigned based on your preferences.

You will re-read the chapter, paying close attention to Alice’s character development through dialogue, description, and action. As you read, you will record Alice’s dialogue, description, and action in the “HYPERLINK "https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkZWVwZXJyZWFkaW5nMjAxNHxneDoxMzg0YmRhYjFhYWM0ODY3"Alice as a Cosmopolitan HYPERLINK "https://voicethread.com" VoiceThread. You will comment on at least two slides, expanding on the ideas presented.

Part Two (independently)

Part two is to be completed independently. It will be due upon the completion of chapters 9-12 of Alice in Wonderland.

You will view the class presentation as a whole. The presentation will provide a clear overview of Alice as a cosmopolitan. After you view the presentation, you will write an expository piece. You will utilize your notes and the information you have learned from Part One of the project as well as all that you have learned from the unit thus far. Your expository piece will be in response to the following prompt:

What does it mean to be a cosmopolitan?

//

What does it mean to be a cosmopolitan? Through Alice in Wonderland you have explored the term cosmopolitanism. You have read a variety or texts, viewed videos, explored apps, created projects, and shared ideas through writing and discussion. All of these activities have helped you explore aspects of cosmopolitanism and global citizenship. Now, you will write about what you have discovered through these activities.

Purpose: to inform or explain Topic: cosmopolitanismYour goal: share your knowledge of cosmopolitanism so that someone who does not know anything about the topic might learn from your writing; examine cosmopolitanism and express ideas, concepts, and information through the selection, organization, and analysis of the readings and information gathered.

What is Cosmopolitanism Rubric Possible Points

Points Earned

Formatting Your information is divided by headings Your paper includes: your name, your teacher’s name, and assignment title, due date, title, and page numbers. Double-space your paper.

10

Introduction Introduce cosmopolitanism and provide a thesis statement

10OrganizationYour ideas are developed through an organized structure. (Use strategies such as definition, classification, comparison/contrast, and cause and effect.)

20

Supporting DetailsYou use relevant facts, definitions, details, quotes or examples

20ConclusionYou provide a concluding statement or section that follows from the information presented

10

GrammarYour paper is free of grammatical errors

15Your paper is typed or hand written in black ink. 5Your paper is a minimum of two double-spaced pages. 10

Alice in Wonderland: Cosmopolitan Manifesto

/

Based upon Global Citizenship Goal Six: Commit to Cosmopolitanism you will compose a thoughtful, responsible commitment to evaluate decisions in terms of their resulting impact on individuals outside of one’s self. You will commit to cosmopolitanism! Your will use your expository essay, “What Does it Mean to Be a Cosmopolitan?” and the feedback you received to finalize your ideas about how cosmopolitanism applies to you.

You will create a Cosmopolitan Manifesto that will be published in your Travel Journal.

Directions:

Read “How and Why to Write Your Own Personal Manifesto.”View examples of HYPERLINK "https://8416bbf7-a-62cb3a1a-s-sites.googlegroups.com/site/deeperreading2014/course-feedback/cosmopolitanmanifesto-1/Manifesto Examples .pdf?attachauth=ANoY7cp6Mg01YbmbsE6lj0SD0OK1nauFZjAnmzCJ6AhJ5JZ1_-luHEZ5ro6fpuMlTDvnz6sY_E6R3YS2QHG0QuvKaQPXuqukKU5LLv4tmBZRfShVXN8pzMmkG3WfkfXQ_z_wRhgLTKTpQ2lgNWLUxbkm5gZt4e68uG-cLsPSTDa7Huvk6dNIAzwrsc9gBpowy5KzY6EPxyW5V13BvE7sjnEmQ86nqNbNsbmPHrincMl9HBaQtZ5D6s1IFviQLQ-Xo9bCYm1Yjd41iUx3wDaXQ_MQpVlfFtjzFNequlGDYTMkALilvOuFDpM%3D&attredirects=0" digital manifestos HYPERLINK "http://www.tagxedo.com" Tagxedo, HYPERLINK "http://www.wordle.net" Wordle HYPERLINK "https://itunes.apple.com/us/app/notability/id360593530?mt=8" Notability, HYPERLINK "https://itunes.apple.com/us/app/pic-collage/id448639966?mt=8" Pic Collage HYPERLINK "http://www.edmodo.com" Travel Journal.

Cosmopolitan Manifesto Rubric Possible Points

Points Earned

Deep UnderstandingAs this is a culminating piece for our inquiry unit, you should make clear your deep understanding of cosmopolitanism.

20

Support and ElaborationYou are clear about how you will work to be a cosmopolitan. 20

Word Choice You use vivacious, positive verbs and adjectives. 20

Professional CopyYour manifesto is a representation of your best work. It is clear that you spent time crafting your work. It is colorful and creative. It is created through a digital mode.

20

Grammar Your manifesto is free of grammatical errors. 20