A Study Guide For Alice In Wonderland

Alice In Wonderland is my Very Favorite Book! So of course I am going to share it with my children. They have been exposed to it before - by my reading it and watching the Disney movie.
It is my feeling that this novel is very challenging for each of their comprehension levels. I did not teach any of the psychology, symbolism, or politics that would be discussed with older children. The only theme I touched on was "Alice Growing up"
I tapered our curriculum to focus on comprehension, vocabulary, grammar and logical/illogical responses. I also encouraged them to make connections between themselves, "our world" and "Wonderland". We read the novel together and they worked on their study questions individually.
There are 13 Lessons -- The ones in normal text I used for Trinity 6th grade. The ones in BOLD I used for both her and for Griffin, 4th grade. Drake did not do these lessons-- he is 2nd grade and we focused on comprehension, setting, characters and plot. He made a coloring book book from pics I found online and either acted out scenes or paraphrased what we read everyday.


A Study Guide for Alice In Wonderland

Introductory Activities: Before you begin Alice, you must complete these activities in your Alice journal:
´ make a list of 10 things which you know for a fact
´ make a list of 10 rules which you follow without hesitation
´ complete this sentence in 10 ways: Adults are....
´ complete this sentence in 10 ways: Growing up is...



**Down the Rabbit-Hole -

1. Define and write a sentence illustrating the meaning of: antipathy.

2.Complete these assignments:
>Select a word from the dictionary which begins with "anti" and imagine it is the name of a country; describe the people who live there in a good paragraph.
> Select any one "simple rule" you learned as a child; write a paragraph which describes what happens to the child who breaks it; this should be fanciful and not too bloody!
> Because you are older than Alice, you might have been able to get that key; describe what you would have done.
>Do you think you would have jumped down the rabbit hole as Alice did? Why or why not? Respond in a well thought out long paragraph.


**The Pool of Tears -

1.Define and write a sentence illustrating the meaning of: inquisitive, soothing, commotion

2.Can you figure out under what algorithm (set of logical steps) Alice's mathematics is correct?

3. Illustrate the following expressions literal meaning with a drawing or an imaginative paragraph, and attach an explanation of the figurative meaning:

> It brought down the house.
> He is up to his ears in debt.
> She flew into a rage.
> Get to the heart of the problem.
> A bad idea

4.If you could change yourself into another human being, who would it be and why? Respond in a well thought out long paragraph.


**A Caucus-Race and a Long Tail -

1.Define and use in a good illustrative sentence - caucus, insolence, adjourn, audibly, melancholy

2.Write a very long and dry sentence about any topic of your choice.

3.Carroll uses a version of a Tom Swifty when he writes: "'Hold your tongue, Ma!' said the young Crab, a little snappishly." It is the adverb which creates the humor. Here is another: "I'm done, I'm done!" said the coffee pot perkily.
Write 5 of your own. Illustrate each.




**The Rabbit Sends in a Little Bill -

1.Explain the pun Carroll makes on "grown up."

2.What is ironic about Alice's meeting with the puppy? What do we learn about Alice in this incident?

3.Write a paragraph expressing your answer to this question: Is it better to know what needs to be done before you know how to do it, or to know how to do it before you decide what is to be done? Develop your paragraph with at least one good example.

4. Alice impulsively drinks from another bottle in this chapter. Describe a time when you chose to do something without thinking of the consequences. Respond in a well thought out long paragraph.

5.Which would you choose to be - large or small and why?

**Advice from a Caterpillar -

1.Define and write a good sentence illustrating the meaning of: languid, contemptuous, gravely, timid, contradict, wretched, piteous, subdued, contempt

2.Alice continues to "stick her foot in her mouth." Cite examples from this chapter and explain the result of each.

3.How does the caterpillar help Alice?

4.What "growth" do we find in Alice at the end of the chapter?

5.In a good long paragraph, answer these questions: Why? Who are you?
6.Create an if - then logical statement which proves that: The Queen is only happy when she is eating broccoli pizza.

**Pig and Pepper -

1.Define and use in a good illustrative sentence: livery, uncivil, variations, cauldron
2.This chapter could easily be a "What's Wrong with this Picture." Make a list in your journal of the things in the chapter "which do not belong." Pay attention to words and actions as well as to objects.

3.Explain why, after its last appearance, the Cat "vanished slowly."

4.Add 2 verses to the lullaby: one beginning "speak roughly to your little girl" and the other beginning "speak kindly to your little child"
5. The Cheshire Cat speaks in logical deductions. Pratice this by stating your point on 3 subjects- with me, using this method.

6. What part of this book has been your favorite so far?


**A Mad Tea-Party -

This is a chapter about language. We are going to read it aloud. Select the character whose part you would most like to read: Alice, Hatter, Dormouse, Hare, author. Read with inflection and emotion - become the character you chose.



**The Queen's Croquet Ground -

1.Define and use in a good illustrative sentence: courtier, harried (why is this a pun?), knave, procession, giddy, a furrow, a dispute, impertinent
2.Write in your journal at least 3 conclusions you can draw about "law and justice" at the Queen's court. For each, cite a specific passage from this chapter.

3.Select from the chapter 1 question asked and 3 assertions made by Alice, either to herself or aloud, and explain in your journal how they illustrate a growth in her as a character.
4.Here is a riddle: What has a head upon which many can stand, but which can not stand on its head?
5.Imagine that baseball were to be played at the Queen's court. Describe the game.


**The Mock Turtle's Story -

1.Define and use in a good illustrative sentence: stingy, unruly, moral, mock
2.What has been the state of "rules" in Wonderland? List at least 4 specific examples in your journal of rules learned.

3.What is mustard, botanically? Look it up in Encarta.

4.Open any other novel or short story book, at random, and select a line of dialogue. Copy it into your journal and then add this sentence: "And the moral of that is...."
5.What have we seen so far about the value of Alice's education to her experience in Wonderland?




**The Lobster Quadrille -

1.List all of the puns that you find in this chapter.
2.What exactly is a quadrille? Answer this in your journal, using any good reference source. Then create and describe -your own quadrille- for a different set of animals, in a different habitat, using two verses to the dance poem, introducing another sea creature which is not mentioned as being part of the dance. Be prepared to present your work to the family.



**Who Stole the Tarts?

1.Define and write a good sentence illustrating the meaning of : suppressed. Then tell me why this word was used to describe the treatment of the cheering guinea-pigs.



**Alice's Evidence -

1."It doesn't matter a bit," Alice says, and again, "I don't believe there's an atom of meaning in it." Soon afterward, she takes charge of the situation and "stands up for herself." In the eyes of many critics and readers of Alice, this assertion/growing is the meaning of the story. What do you think? Respond in a well thought out long paragraph which gives examples of actions and words throughout the book.

2. Where did the note come from and who do you think wrote it? Respond in a well thought out long paragrah.

3.Does Alice's sister think Wonderland is important to Alice? Why or Why not?

4. What was your favorite part of the story? Why? Respond in at least two well thought out long paragraphs.

Travel The World With Jack and Annie

During Drake's independent reading with The Magic Tree House series (Mary Pope Osborne) he hes been whisked away on grand adventures with Jack and Annie. These adventures have led him to different times in history across the world and introduced him to some very memorable characters. He has two chalenging projects to do with this unit,(both ideas taken from a handout from Random House Children's Books),along with a book report and an original illustration on each independent book.

Travel The World With Jack and Annie
((For the first project you will need a world map -- separating into two parts is a good idea -- as they will be writing on it. - 1st part North America & South America 2nd part Europe, Asia, Africa & Australia.))

1. He is praticing Latitude & Longitude while mapping the Title and setting of each story on his map.
2. He is writing one important Fact - taken from the book.

((( Second Project is making a timeline of All Jack and Annie's adventures - to save space I am adding that information to the far right of each book #, put in < >. This is where the illustrations come into play -- He puts them on his timeline.)))


#1 Dinosaurs Before Dark ***North America - Montana <65 Million years ago>

#2 The Knight At Dawn ***Europe - England <5th - 16th Century A.D.>

#3 Mummies In The Morning ***Africa - Egypt <5,000 years ago>

#4 Pirates Past Noon ***North America - Caribbean Sea

#5 Night Of The Ninjas ***Asia - Japan <14th - 17th Century A.D.>

#6 Afternoon On The Amazon ***South America -Amazon

#7 Sunset Of The Sabertooth ***Europe - France <25,000 Years ago>

#8 Midnight On The Moon ***Solar System - Moon

#9 Dolphins At Daybreak ***Oceans - Pacific

#10 Ghost Town At Sundown ***North America - Rattlesnake Flats

#11 Lions At Lunchtime ***Africa - Kenya

#12 Polar Bears Past Bedtime ***North America -Arctic

#13 Vacation Under the Volcano ***Europe - Pompeii

#14 Day of The Dragon King ***Asia - China <221 B.C.>

#15 Viking Ships at Sunrise ***Europe - Ireland <9th Century A.D.>

#16 Hour of the Olympics ***Europe - Greece <776 B.C. -A.D. 394>

#17 Tonight on the Titanic ***Oceans - Atlantic

#18 Buffalo Before Breakfast ***North America -Praries

#19 Tigers at Twilight ***Asia - India

#20 Dingoes at Dinnertime ***Australia - Australia

#21 Civil War on Sunday ***North America - Virginia

#22 Revolutionary War on Wednesday ***North America - Delaware River

#23 Twister on Tuesday ***North America - Kansas

#24 Earthquake in The Early Morning *** North America - San Francisco

#25 Stage Fright on a Summer Night ***Europe - England

#26 Good Morning, Gorillas ***Africa - Cloud Forest

#27 Thanksgiving on Thursday ***North America - Plymouth Bay

#28 High Tide in Hawaii ***North America - Hawaii

#29 Christmas in Camelot ***Europe - British Isles

#30 Haunted Castle on Hallows Eve ***

#31 Summer of the Sea Serpent ***

#32 Winter of the Ice Wizzard ***

#33 Carnival at Candelight ***Europe - Venice <18th Century A.D.>

#34 Season of the Sandstorms ***Asia - Baghdad

#35 Night of the New Magicians ***Europe - Paris

#36 Blizzard of the Blue Moon ***North America - New York City

#37 Dragon of the Red Dawn ***Asia - Japan


These are Wonderful activities for Drake -- he is 8 and we are really working on organization skills. He is able to do a small part each week (which he has to keep track of) and organize it into a larger assignment.

Here is a link to The Magic Tree House website. There is a "Readers and Writers Club" tab. It is a very well organized and teaches the concepts of characters, setting, details and plot. This is a wonderful addition to strengthen early writing skills.

http://www.randomhouse.com/kids/magictreehouse/?ds=1

Our Flexible Schedule

For us - mornings are relaxed, before nine we have breakfast - excelent time to teach cooking (and math), and do chores -starting the day with responsibility and independence (some days go smoother than others - we take it day by day).
Each of my children differ in learning readiness, preferences & interests. (Not to mention temperments). So to optimize teaching and learning I use differentation - I match resources to their individual levels (ie - spelling books) but teach a common lesson (ie-plural words).
I adjust curriculum topics and learning tasks to meet each individual need while ensuring challenging learning experiences during group morning work. This is when we work together and they learn from each other. I teach all lessons in tier format - thus reinforcing a "we" frame of mind -- family -- while ;) helping them respect their differences. This also helps them accept responsibility for individual growth while not making comparisons.
Afternoons are spent more one on one. Helping with anything they need extra attention on and just spending time with each one. They all need to feel important and cherished (homeschooling is an amazing opportunity to spend more quality time together). We also use this time for crafts and science projects -- All three Really Love ~ hands on projects!
I have implemented many online games - math, grammar, ect. into our curriculum. And always have fun handouts (crosswords & word searches) for them to work on to reinforce what they are learning.
The most helpful advice I can give is be flexible. Consider honestly the dynamics of your family & make it interesting and fun for them. If something isn't working - try something else. All families are different - use ideas, strategies and schedules that work for yours!


~ I look forward to hearing from you and how you implement different strategies and learning styles into your busy days.

((^.^)) Sherry