disillusionized – lewis carrollyal.weebly.com/.../lesson_20plan_20poetry-2.docx · web...

Tami Karelse & Evelien van Dijk

YAL Poetry Package

4-12-2014Disillusionized – Lewis Carroll

Disillusionized – Lewis Carroll 4 december 2014

Teacher’s guideIntroduction

Goal of this lesson

Everyone looks, talks and acts differently. And if you ask person 1 to describe person x it will be differently than when you ask person 2 to describe person x. Everybody has a different perspective which they use to look at one another. Students have a different perspective as well.This poem is about perspective. How do you look at someone and how those this person look like in the real world. There might be a difference because you look with prejudice. In this lesson we talk about these prejudices. We don’t judge, but we just want to create awareness.

An introduction into poetry; students will be able to recognise the link between the different stanzas of a poem.

Creating a safe environment to talk about your opinion. Creating a safe environment to write and read out load how the students see themselves. Students can participate in a conversation in English. Students can use known grammar and vocabulary to describe people and themselves. Students can use known grammar and vocabulary to share views and opinions.

Intended teaching level

This lesson is intended for a VWO 2 class. This is due to the subject of the lesson as well as the level of vocabulary necessary to read the poem and to make the exercises.If you think your class has the appropriate level, you are always welcome to use this lesson.

Background information Lewis Carroll

Lewis Carroll is the pen name of Charles Lutwidge Dodgson (January 27, 1832 – January 14, 1898). He was an English writer, mathematician, logician, Anglican deacon and photographer. His most famous writings are Alice's Adventures in Wonderland, its sequel Through the Looking-Glass, and the poem The Hunting of the Snark, all examples of the genre of literary nonsense. He is noted for his facility at word play, logic, and fantasy.

The son of a clergyman, Carroll was the third child born to a family of eleven children. From a very early age he entertained himself and his family by performing magic tricks and marionette shows, and by writing poetry for his homemade newspapers. As a boy, Charles excelled in mathematics and won many academic prizes. In 1846 he entered Rugby School, and in 1854 he graduated from Christ Church College, Oxford. He was successful in his study of mathematics and writing, and remained at the college after graduation to teach. While teaching, Carroll was ordained as a deacon; however, he never preached. He also began to pursue photography, often choosing children as the subject of his portraits. One of his favorite models was a young girl named Alice Liddell, the daughter of the Dean at Christ’s Church, who later became the basis for Carroll’s fictional character, Alice.



Many of Carroll’s philosophies were based on games. His interest in logic came purely from the playful nature of its principle rather than its uses as a tool. He primarily wrote comic fantasies and humorous verse that was often very childlike. Carroll published his novel Alice’s Adventures in Wonderland in 1865, followed by Through the Looking Glass in 1872. Alice’s story began as a piece of extemporaneous whimsy meant to entertain three little girls on a boating trip in 1862. Both of these works were considered children’s novels that were satirical in nature and in exemplification of Carroll’s wit. Also famous is Carroll’s poem “Jabberwocky," in which he created nonsensical words from word combinations.

Teaching methods

Class discussion

Throughout the lesson the students are asked questions about the topic. Give your students time to think of their answer and exploit their input.Although there is class work throughout the whole of the lesson, a class discussion takes place in the pre-reading activity. There are some guidelines in the lesson plan to give the discussion shape, but you are more than welcome to do some freewheeling within the boundaries of the topic. Whatever you do, make sure your students have enough time to think about their answers, so they can motivate their answers and everyone is able to join the discussion. Never push students for an answer or solution; this will only cause stress and it causes students to drop out of the discussion. You want everybody to join the discussion. Motivate your students to achieve this.

Group work

In the pre-reading activity and the while-reading activity group work will take place. They are different tasks, but as a teacher you have to emphasise the collaboration between the students.The students have to talk to one another and come up with an answer or product they all agree on. This means that not one student can decide what the whole group will do, they all have to agree on that, and they all have to be able to present their group outcome in class. As a teacher you can pick any of the students to tell in class what they did or decide and why they did that. It is all about collaboration.

Individually

The final teaching method is individual work. The post-reading activity starts with a short group talk, but then the students have to work individually.Emphasise the fact that the answers the students gives on their worksheet is private and will only be shared if they agree on that.Encourage students to stay focussed on their own task. Give them the opportunity to work in silence, but keep an eye out for signs of boredom or when a student gets stuck in the assignment.

Teaching instruments

Materials:

Poem: Disillusionized – Lewis Carroll Printed parts of the poem Printed worksheets for students (digital) board



Lesson PlanPre-reading activity (worksheet 1)

Class discussionBefore even talking about reading, the teacher divides the group into small groups of 4 students. The groups are either male or female.The teacher starts asking students questions such as, “What makes a person attractive or unattractive? Name a few things.” Students can list things such as body odour, yellow teeth, not looking taken care of, being blond and not brunette and so on.

Group workAfter a few minutes of discussion, each group will get the (colour-printed) worksheet 1, “I KNOW what I like….”. Read the instructions out loud, and explain that they have to agree on their answers. Thus, they will have to discuss why and why not (in English!). After the groups have come up with their answers, the teacher will randomly call on students to read and explain what their choices and reasons.

The students receive a small but reasonable amount of time, based on the class’ pace, to finish the activity. The teacher then collects the answers randomly from the students and writes them down on the board noting the similar/double answers.


Attractive


While-reading activity (worksheet 2)

Group workThe teacher reads four parts of the poem “dissillusionized”. Each student gets a part of the poem. Together a group of four has the first two stanzas of the poem complete. The group receives worksheet 2. On this worksheet the students will paint their picture of the women described in the part of the poem they (together) received.

Each student will receive an individual grade and a group grade. Both of these grades will be half of the final grade.

After the activity is finished, the teacher will read the first two stanzas of the poem. Each will than explain their picture and their interpretation of the events. Remind them that cooperation is a substantial part of their grade. Point out positive and insightful aspects of each painting.

Read the poem: “disillusionized” first without students having a copy. Ask what they think it is about. Who is speaking? What is he or she thinking and feeling? What does the word “dissillusionized” mean?

Give the students a copy of the poem, and read the poem again with them following along. Ask again what they think it is about. Who is speaking? What is he or she thinking and feeling? What does the word “dissillusionized” mean?

Post-reading activity (worksheet 3)

IndividuallyThis is a two-part activity to help the students reflect on what they want to be and how they see themselves. Introduce the activity to the students by asking them questions such as: “What are positive things about you? Do you want to look differently? How do you want to look like?”

The students receive worksheet 3. Read the instructions out loud. Part 1 consists of filling in four lists about who the students think they are. Part 2 is writing a short poem about their “findings” in part 1.

The lesson ends with reading out loud a couple of poems from students who are not afraid to do so.Alternatives could be to make a poem as a teacher as well and read this poem out loud. Or to let the students hand in all of their poems and read a couple of poems out loud. Can the other guess whose poem it is?



“I KNOW what I like…..” Worksheet #1INSTRUCTIONS: Study each person. Which you do you think is most attractive and least attractive girl? Write the number and three specific reasons for each choice in the boxes below the pictures

1. 2.

3.

4.


Mos

t Att

racti

ve


“I KNOW what I like…..” Worksheet #1INSTRUCTIONS: Study each person. Which you do you think is most attractive and least attractive boy? Write the number and three specific reasons for each choice in the boxes below the pictures

1. 2.

3. 4.


Mos

t Att

racti

ve


Paint the poem Worksheet #2 templates.Using your part of the poem “Dissilusionized” choose a face template below to paint or colour a picture of the woman in the poem. You will receive a bigger version of your template from your teacher, once you made your choice.

a b

c d

e f

g h



Paint the poem Worksheet #2(a). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!

NOTE: Each student has to do a piece of the painting because each student as well as the group will receive a grade.



Paint the poem Worksheet #2(b). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!




Paint the poem Worksheet #2(c). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!




Paint the poem Worksheet #2(d). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!




Paint the poem Worksheet #2(e). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!




Paint the poem Worksheet #2(f). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!

NOTE: Each student has to do a piece of the painting because each student as well as the group will receive a grade



Paint the poem Worksheet #2(g). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!




Paint the poem Worksheet #2(h). Using your part of the poem “Dissilusionized” and the face template below, paint or colour a picture of the woman in the poem. Make sure you paint or colour EACH part of the poem!




Reflection: Worksheet 31. Use the templates below to reflect on who you are as a person. List three items for each of the

categories: positive things about me, negative things about me, how I really want to be / look like, how I see myself.


Positi

ve th

ings

abo

ut m

e

Mak

e th

ese

positi

ve th

ings

eve

n m

ore

positi

ve (e

xagg

erat

e)

How

I re

ally

look

like

(pos

itive

and

neg

ative

s)

Exag

gera

te th

e ne

gativ

e pa

rts

in a

pos

itive

way


2. Using the poem “Dissillusionized” as a guide or template, and your own notes from above, write your own poem.The poem must consist of two stanzas of six lines a piece. The first stanza is about the positive about yourself, try to exaggerate them. The second stanza is about how you really look like. Try to exaggerate the negative points in a positive or humorous way.


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Written by_____________________________________-_


Parts of the poem

I painted her a gushing thing,

With years perhaps a score;

I little thought to find they were

At least a dozen more;

My fancy gave her eyes of blue,

A curly auburn head;

I came, to find the blue a green,

The auburn turned to red.

I painted her a lip and cheek

In colour like the rose;

I little thought the selfsame hue

Extended to her nose!

I dreamed of rounded features,

A smile of ready glee-

But it was not fat I wanted,

Nor a grin I hoped to see!



Disillusionized – Lewis CarrollI painted her a gushing thing,With years perhaps a score;

I little thought to find they wereAt least a dozen more;

My fancy gave her eyes of blue,A curly auburn head;

I came, to find the blue a green,The auburn turned to red

I painted her a lip and cheekIn colour like the rose;

I little thought the selfsame hueExtended to her nose!

I dreamed of rounded features,A smile of ready glee

But it was not fat I wanted,Nor a grin I hoped to see!

She boxed my ears this morning,That tingles verymuch;

I own that I could wish herA somewhat lighter touch;

And if you were to ask me howHer charms might be improved,I would not have them added to,

But just a few removed!

She has the bear’s ethereal grace,The bland hyena’s laugh,

The footstep of the elephant,The step of the giraffe;

I love her still, believe me,Though my heart its passion hides;

‘She’s all my fancy painted her”,But oh! how much besides!


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