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Alice in Wonderland Story Video

Teach Starter Publishing
3 mins | Years: 1 - 2

Introduce the story of Alice in Wonderland to your students with this animated fairy tale video perfect for younger students.

Explore the Alice in Wonderland Story 

Alice in Wonderland is a great story to use when teaching your students about narrative structure and features. It has lots of fun, creative characters and wondrous, magical settings. The story has a clear beginning, middle and end, which helps children understand how stories are organised. The story’s playful language and nonsensical elements engage students’ imaginations, making it an enjoyable and memorable experience that enhances their understanding of storytelling concepts.

This video of Alice in Wonderland has been created by our talented team of teachers and animators to help you explore narrative structure and features with your early years learners. The video depicts the story of Alice in Wonderland through animation accompanied by a modern-day, age-appropriate narration. There is a small twist to be aware of, though… the video does not contain the ending to the story! We intentionally did this so that your students can practise and improve their inferential comprehension skills. They can try to guess what might happen next in the story.

(Spoiler: The video stops just as Alice is trying to escape from the clutches of the evil Queen of Hearts!)

Activity Ideas for This Alice in Wonderland Video

There are so many activities your students can do as an accompaniment to this Alice in Wonderland video. Here are some suggestions from our experienced teacher team:

  1. Storyboard Summary – Have your students identify the key events in the story so far and present them as an illustrated storyboard. This visual representation helps reinforce their understanding of the narrative structure.
  2. Letter from Wonderland – Have your students imagine that they are Alice, writing a letter home to her sister from Wonderland. Encourage them to focus on the sights and sounds of Wonderland by using descriptive language and imagery.
  3. Drama Activity – Place the students in groups and have them act out what they think is going to happen at the end of the story. Encourage creative use of props and simple costumes to enhance the performance. 

More Narrative Features Resources from Teach Starter

Teach Starter has more great resources to support your teaching of narrative features in your early years classroom! Click below to explore some suggestions from our teacher team:

[resource:47835] [resource:5013742] [resource:2748510]

Curriculum

  • VC2E1LA03

    Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain <ul> <li>discussing and comparing the purposes and organisation of familiar texts</li> <li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li> <li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li> </ul>

  • VC2E1LE03

    Discuss plots, characters and settings through a range of literary texts <ul> <li>recognising similar characters and settings in a range of literary texts, for example traditional tales, narrative poems and fables</li> <li>discussing whether features of settings, including time (year, season) and place (country or city), are realistic or imagined</li> <li>discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and how it is solved (resolution)</li> </ul>

  • VC2E1LE05

    Retell or adapt a range of previously encountered literary texts using plot and characters, structure, language features and vocabulary, through role-play, writing and drawing <ul> <li>writing or sharing character descriptions</li> <li>imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts</li> <li>retelling key events in stories using oral language, visual arts, digital tools or performance</li> </ul>

  • VC2E1LY12

    Use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning, and draw on learnt vocabulary and growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>identifying information and details from spoken informative texts</li> <li>building topic knowledge and learning new vocabulary before and during reading</li> <li>making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading</li> <li>drawing inferences and explaining inferences using clues from the text</li> <li>making connections with existing knowledge and personal experiences</li> </ul>

  • VC2E2LA03

    Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes <ul> <li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li> <li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li> <li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li> </ul>

  • VC2E2LE03

    Discuss the plots, characters and settings of a range of literary texts and identify how language is used to present these features in different ways <ul> <li>comparing how similar characters or settings are described in texts from different contexts, for example how the seasons are described</li> <li>identifying and comparing verb groups used to convey actions, emotions and dialogue in a range of literary texts</li> <li>identifying the language used to describe the landscape in Aboriginal and Torres Strait Islander stories</li> </ul>

  • VC2E2LE05

    Create texts by adapting structures and language features of previously encountered literary texts through writing, drawing and performance <ul> <li>inventing some speech, dialogue or behaviour for a favourite character, which may include the use of video and audio tools, for an alternative event or outcome to the one in the original text</li> </ul>

  • VC2E2LY10

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>listening for specific information and providing key facts or points from an informative or persuasive text</li> <li>listening and responding to detailed instructions</li> <li>integrating information from print, images and prior knowledge to make supportable inferences</li> <li>identifying the main idea of a text • predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that ‘station’ and ‘arrive’ would be in a text recounting a train journey</li> <li>using prior knowledge to make and confirm predictions when reading a text</li> <li>using graphic organisers to represent the connections between characters, order of events or sequence of information</li> </ul>

Author

Photo of Stephanie (Teach Starter)
Stephanie (Teach Starter)
Teach Starter Publishing

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

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