Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48910
Jabberwocky - Is it all a bunch of nonsense?
Students will study the poem "Jabberwocky" by Lewis Carroll and focus on how the nonsense words and use of figurative language help the poem
tell a story. They will use context clues to determine the meaning of unknown words and phrases. They will explore how an author's use of
figurative language can affect the mood and tone of the literary piece. They will also focus upon citing text evidence in order to define nonsense
words and explain the main idea of the poem. Students will view a variety of video presentations of the poem in order to increase comprehension.
Finally, they will write coherently and purposefully to compare "Jabberwocky" to another nonsense poem, an excerpt from Dr. Seuss's The Lorax.
Subject(s): English Language Arts
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Microsoft Office, Computer Media Player
Instructional Time: 5 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Jabberwocky, Lewis Carroll, Alice in Wonderland, figurative language, poetry, nonsense words,
collaborative discussion, compare/contrast, context clues, multi-media
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Resource 48910_Collaborative Discussion Checklist.docx
Resource 48910_FIGURATIVE LANGUAGE SCAVENGER HUNT for JABBERWOCKY.docx
Resource 48910_Humpty Dumpty Explains Jabberwocky.docx
Resource 48910_Jabberwockey Context Clues Power Point.ppt
Resource 48910_Jabberwocky and Lorax Comparative Summative Assessment.docx
Resource 48910_JABBERWOCKY FIGURATIVE LANGUAGE SCAVENGER HUNT Example of Possible Answers.docx
Resource 48910_Jabberwocky Lorax Essay Rubric.docx
Resource 48910_Jabberwocky Nonsense Word Graphic Organizer.docx
Resource 48910_Jabberwocky Nonsense Word Graphic Organizer with possible answers.docx
Resource 48910_Jabberwocky Warm Up Grammar Activity.pptx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Using the narrative poem "Jabberwocky" by Lewis Carroll, students will cite text evidence of the central ideas that emerge in Carroll's nonsense poem.
Using the narrative poem "Jabberwocky" by Lewis Carroll, students will identify the story elements in this narrative poem and analyze how they interact to tell this
fantastical story.
Using the narrative poem "Jabberwocky" by Lewis Carroll, students will determine the meaning of nonsense words and phrases as they are used in a text, including
figurative and connotative meanings. They will analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on the poem.
Using the narrative poem "Jabberwocky" by Lewis Carroll, students will produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose and audience as they compare and contrast this poem with another nonsense verse, an excerpt from Dr. Seuss's The Lorax.
Using the narrative poem "Jabberwocky" by Lewis Carroll, students will participate in collaborative discussions, analyzing the main ideas and supporting details
page 1 of 5 presented in the written poem and the three video clips featuring the poem (e.g., visually, orally) and explain how the ideas in each clarify the story.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
understand basic story elements, including character, setting, and plot
understand the sound devices of rhyme, rhythm, and repetition in poetry
understand basic figurative language devices
have experience in working in collaborative groups
have experience identifying central ideas and key details in literature
have experience with other Lewis Carroll literary text - Alice's Adventures in Wonderland and Alice's Adventures Through the Looking Glass
be able to use context clues to determine the meaning of unknown words in text
be able to write an essay
be able to cite textual evidence
Guiding Questions: What are the guiding questions for this lesson?
What story is being told in "Jabberwocky"?
What elements of plot can be found in "Jabberwocky"? Setting? Characters? Conflict?
How do figurative language, repetition, rhyme and rhythm influence the story of "Jabberwocky"?
How do we use context clues to help us understand the poem "Jabberwocky"?
How does the author's use of figurative language and nonsense words affect the mood and tone of the poem?
Teaching Phase: How will the teacher present the concept or skill to students?
Activation of Prior Knowledge
1. Students will be shown an image of a creature Jabberwocky and write an Admit Slip Reflection and make predictions. On the Admit Slip students will be asked to
view the picture and then complete the following steps: (My students do "Bellwork" Daily in a Composition Notebook that stays in the classroom. They immediately
grab it out of theirclasscubby upon arrival in class and the assignment is already on the board. This really helps with classroom management as they always have
clear expectations on how our class begins.)
First students should list as many descriptive words that come to mind upon viewing the picture as they can (good opportunity to review adjectives).
Second - students should write 2 predicting "I think" statements that come to mind upon viewing the picture that may also include some of the selected words.
Finally, students should write one question that comes to mind. This is an excellent starting point to discussing the possibilities of what a "Jabberwocky" really
is.
2. In a warm-up activity that also includes a grammar practice exercise the teacher can activate students previous knowledge about Lewis Carroll, the poet. Place the
Jabberwocky Warm Up Grammar Activity on the LCD, or you can print these slides and put them on an overhead. The first is an informational paragraph that has 10
mistakes that need correcting. While correcting the mistakes the students are receiving initial background information about the poet. This is a good way to start
talking about the poet and the poem. Ask students what they already know about Alice In Wonderland.
3. Students will read the poem "Jabberwocky" on their own once and then listen to an audio version while reading along. Some textbooks contain this text and can be
used to play the audio version. The text can be found on the Poetry Foundation Website. Youtube has several options for audio versions - Jabberwocky, Another
Jabberwocky Audio Version.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Note - there are several activities listed in this section. Teachers can pick and choose which activities best suit their purpose and time frame, or
do them all. Also, for any collaborative discussion assessment the teacher can use the Collaborative Discussion Checklist provided.
PART 1
1. THINK-PAIR-SHARE ACTIVITY (described below)
Using the poem "Jabberwocky" students will be asked to now think and take some notes reflecting on the following questions:
Who are the characters in this story?
What is the setting of this story in the poem?
What is happening in this poem and what is the outcome?
a. Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (30-60 seconds max) just to
THINK about the question.
b. Pair. Using designated partners (such as Clock Buddies), nearby neighbors, or a deskmate, students PAIR up to talk about the answer each came up with. They
compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.
c. Share. After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class.
S/he can do this by going around in round-robin fashion, calling on each pair; or s/he can take answers as they are called out (or as hands are raised).
2. CONTEXT CLUE REVIEW - Before continuing with the study of the poem, review the use of context clues with the students. The attached powerpoint presentation
clearly explains the different types of context clues that help students come up with definitions and some examples to use for practice. Walk the students through
the examples and give them the opportunity to do the practice exercises together. Context Clue Powerpoint
3. STICKY NOTE ANNOTATING - In partners the students will annotate any examples of nonsense words and figurative language found in "Jabberwocky", writing them
down on sticky notes (have students keep throughout the study of the poem). Make sure students cite line numbers. They should search, locate and discuss the
examples they find together. Students will take turns sharing in whole class discussion.
(Go to Independent Practice for PART 1)
PART 2
HUMPTY DUMPTY's EXPLANATION - Once students have had the opportunity to practice their use of context clues and completed the graphic organizer, share with the
students how Humpty explains the poem to Alice and have students compare their findings to Humpty's. This gives students an excellent opportunity to try to figure out
page 2 of 5 more of the nonsensical language of Lewis Carroll, and expand their vocabulary and practice using context clues. Discuss how student interpretations are similar to or
different from Humpty's.
(Go to Independent Practice for PART 2)
PART 3
VIDEO REFLECTIONS - Before showing the videos have students write reflections on their current understanding of the poem. Do they get it? Are they confused?
What's the basic story? Then show these three videos, pausing between each so students can reflect and compare the versions or interpretations of the poems.
Alice Recites the Poem
Johnny Depp's Version
Muppet Version
After all reflections have been completed have students share their thoughts. Some leading questions may include (either during their reflecting or during their
discussions):
Which video helped your understanding of the poem and why?
Was there a video that confused you or did not help your understanding? If so which one and why?
How did the mood or tone vary in the 3 videos?
(Continue to Independent Practice for PART 3)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
PART 1
IT'S ALL A BUNCH OF NONSENSE - Now students will work individually to complete the graphic organizer and define the nonsense words. They may use their sticky
notes from the previous annotation activity for help. Remind the students to utilize all the clues just covered in the Context Clue PowerPoint review. As students work
teacher should monitor and check for student understanding, offering suggestions to students who seem to be struggling. (Whole group discussion to follow.) Here are
some possible answers but students may vary tremendously and this is what makes the discussion fun! POSSIBLE NONSENSE ANSWERS
PART 2
FIGURATIVE LANGUAGE SCAVENGER HUNT - Students will complete one final review continuing the study of the language of the poem and how it affects the story.
Have the students complete the worksheet independently. For their benefit the definitions of the devices have been provided, but they should be aware of these terms
from previous studies. "Portmanteau" may be one device they have not come across before and perhaps deserves extra time for discussion. This could serve as an
exit slip for the day or a jump start for another class discussion for review. POSSIBLE ANSWERS FOR SCAVENGER HUNT
PART 3
For their summative assessment, students will analyze a piece of literature similar to "Jabberwocky", an excerpt from Dr. Seuss's The Lorax. They will note how word
choice and figurative language help to tell the story and affect the tone and mood of the two pieces. They should also be able to critically analyze and compare the two
pieces of literature and respond in an organized, well-supported essay to a writing prompt.
Jabberwocky-Lorax Comparative Summative Assessment
Jabberwocky-Lorax Essay Rubric
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Following the summative assessment students may have the option of sharing either their nonsense definitions or their essays or both.
OR
Teachers may choose to share strong samples of either with the class as a whole.
Possible exit slip - Students give brief explanation of something new they learned through this study, or students could write a short critique of the shared essays.
Summative Assessment
Students have been studying the poem "Jabberwocky," by Lewis Carroll, and focusing on how the nonsense words and use of figurative language help the poem tell a
story. How do context clues help us figure out the nonsense words? How do they effect the poem's mood and tone?
For a final assessment students will be able to analyze a piece of literature similar to "Jabberwocky," an excerpt from Dr. Seuss's The Lorax, noting how word choice
and figurative language help to tell the story and affect the tone and mood of the piece. They should also be able to critically analyze and compare the two pieces of
literature and respond in an organized, well supported essay to a writing prompt.
Jabberwocky and Lorax Comparative Summative Assessment
Jabberwocky-Lorax Essay Rubric
Formative Assessment
Is it all a bunch of nonsense? Activity - Students will work together in small groups or pairs, depending upon the class climate, to complete the nonsense word
graphic organizer. They can use their sticky note annotations to aid in predicting the meanings of these words and phrases. Upon completion of the graphic organizer
students will join in whole class discussion to share their findings. Students should be encouraged to take notes on their papers to add to the explanations they are
developing.
Figurative Language Scavenger Hunt - Students will complete the worksheet either individually or with partners or groups. They will use the sticky note
annotations completed during guided practice and collaborate with fellow classmates (if in partners or groups) to identify examples of figurative language in the poem
page 3 of 5 and justify selections with brief explanations. Upon completion of the scavenger hunt students will join together in whole group discussion to share their findings. Again
teacher should encourage students to take notes on their worksheets and add to the explanations and examples they are developing.
Video Reflections - Students will watch three videos featuring the performances of the poem "Jabberwocky." Before the first video students will complete a written
reflection upon the story the poem tells. Then after watching each they will reflect on how their understanding of the poem changes. After all three videos have been
viewed and reflected upon, students will share their reflections in whole class discussion.
Feedback to Students
1. As students are working together to complete the "Nonsense" graphic organizer the teacher should monitor and offer leading questions to help the students define
the nonsense words. These leading questions may include the following clarifying options:
What context clues do you find around the word that can help you create a definition?
Remember the different kinds of context clues we reviewed? How can examples or definitions or comparisons help with your definitions?
What words do you already know that might sound like or resemble the nonsense word you are trying to define?
Do you see any two words blended together that might help you define the words?
When discussing the findings in whole group setting teacher should work to solicit answers from a variety of students so all students have an opportunity to show
their knowledge.
How did you determine that meaning?
What context clues helped you to determine that meaning?
What kind of context clues did you find in the poem? Examples?
What phrase just totally "stymied" you? (What were you stuck on?)
2. After the discussion, show the students Humpty Dumpty's explanation for more opportunities to provide feedback on comparison of their answers with his.
3. As students are working together to complete the Figurative Language Scavenger Hunt, the teacher should navigate throughout the room offering help to any
struggling students. Some leading questions may include:
What comparisons do you see?
What word blends do you see?
What repetition of sounds do you see?
Are there any words that represent sounds?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Provide websites of videos and audio versions of the poem for students to review independently.
Heterogeneous grouping of varying ability levels so as to allow opportunity for mentoring.
Have students take apart the poem stanza by stanza, working to understand each part before moving on to the next. Chunk instruction into shorter segments to
allow for additional feedback and monitoring of understanding.
Have students illustrate the events in the order that they occur or use visual aids to help with understanding of new vocabulary.
Provide students with a glossary of unfamiliar words and definitions.
Provide dictionaries for looking up unfamiliar "real" words.
Extensions:
Students could research either Lewis Carroll or Dr. Seuss.
Students could illustrate or create a comic strip that tells the story of "Jabberwocky".
Students could create a poem modeling the technique of either Carroll or Seuss. (i.e. similar rhyming patterns or use of nonsensical words).
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Microsoft Office, Computer Media Player
Special Materials Needed:
sticky notes
student copies of attachments
Further Recommendations:
As previously mentioned this lesson includes various guided and independent activities. The lesson could be modified to fit within time constraints.
When working with groups be sure to plan groups carefully, avoiding putting together partnerships that are destined to fail due to personality conflicts. Also switch
grouping frequently so as to allow for a more diverse exchange of ideas between students. This should also help to extend student engagement if they are not always
working with the same partners or groups.
SOURCE AND ACCESS INFORMATION
Contributed by: Donna Hale
Name of Author/Source: Donna Hale
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 4 of 5 Related Standards
Name
LAFS.7.RL.1.1:
LAFS.7.RL.1.3:
LAFS.7.RL.2.4:
LAFS.7.SL.1.1:
LAFS.7.SL.1.2:
LAFS.7.W.2.4:
Description
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or drama.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as
needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations
and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views.
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue under study.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
page 5 of 5