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Pretend Tea Party

Alice in Wonderland spent an afternoon with the Maddest of Hatters. Bring learning and imagination together through the silliness of literary nonsense in Lewis Carroll’s infamous tea party!

  • Grade 2
    Grade 3
    Grade 4
  • Multiple Lesson Periods
  • Directions

    1. Share Lewis Carroll's Alice's Adventures in Wonderland with students, either as a read aloud or with small groups. Re-read and discuss the chapter about the Mad Hatter’s tea party. Encourage students to pay special attention to the riddles that the friends in the story ask each other.
    2. Organize students into small groups. Ask each group to compose 1-2 riddles for a tea party, similar to those in Lewis Carrol's book. Inform groups that they will be creating their own tea party sets, in preparation for a sill tea party!
    3. Students begin by making cups and saucers out of Crayola Air-Dry Clay for every guest at the tea party. For easy clean up, sculpt on wax paper or paper plates. Encourage students to use their imaginations and think about what the Mad Hatter’s tea set might have looked like.
    4. Air-Dry Clay is easy to cut into shapes when rolled flat. Students use scissors to cut out circles for saucers and details. They may even want to make a sweet make-believe treats such as miniature cup cakes!
    5. Students roll balls for the cups. Press thumbs into the middle to shape the bowls. Roll snakes for dainty handles and press them on the cups. Dampen the clay so it will stick to itself.
    6. Next, groups create unique cream and sugar containers. Make lids, spouts, and handles. And remember to sculpt the centerpiece of the tea party—the teapot! Teapots look different everywhere in the world, so think of original ways to create one that is imaginative. Air-dry the tea party set for at least 3 days.
    7. To add beautiful color and detail to artwork, use Crayola Tempera Paint, Markers, and/or Glitter Glue. Be creative! Air-dry the decorations.
    8. If a shiny glazed finish is desired, students mix equal amounts of water and Crayola School Glue. Brush it over finished pieces. Air-dry glaze overnight.
    9. For a realistic look, tear brown construction paper into bits for make-believe tea! Groups should be ready to host a pretend tea party!
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

    LA: Conduct short research projects that build knowledge about a topic.

    LA: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

    SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

    SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

    SS: Describe how we depend workers with specialized jobs and the ways in which they contribute to the productions and exchange of goods and services.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

  • Adaptations

    Students work in small groups to identify and discuss riddles in the story Alice in Wonderland. Students groups compose original riddles. Trade riddles with another group and attempt to solve. How well did your group do?

    Students work in teams to research the life and career of author Lewis Carroll. Where was he born? Where did he grow up? What was the make-up of his family? What from his upbringing influenced his professional career? If you were Lewis Carroll, what would you like to tell children about your life and career?

    If time permits, students watch the movie Alice in Wonderland. Compare and contrast the movie and the book. Discuss the genre of literary nonsense. How does this compare to other genres?

    Students create original Alice in Wonderland puppets to use for an script students have composed. Present the puppet show at an event which includes parents and grandparents.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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