Lesson plan: Class 6: Term I - Unit 1 - Poem - Crocodile

 

Lesson Plan: The Crocodile

Subject: English Literature - Poetry
Class: 6th Grade
Duration: 45 minutes
Topic: "The Crocodile" by Lewis Carroll (Unit 1, Term I)

---

1. Learning Objectives

By the end of this lesson, the teacher aims to help students:

• Understand the humorous and ironic nature of Lewis Carroll's poetry
• Analyze the contrast between appearance and reality in the poem
• Recognize poetic devices: rhyme scheme (AABB), imagery, personification, and irony
• Develop reading comprehension through literary poetry with hidden meanings
• Build vocabulary related to animals, behavior, and archaic English expressions
• Appreciate how poets use gentle language to describe dangerous situations
• Understand the concept of deceptive appearances in nature and life
• Connect the poem to real crocodile behavior and characteristics

2. Learning Outcomes

Students will be able to:

• Think critically about appearances vs. reality in situations they encounter
• Question surface impressions and look deeper before making judgments
• Recognize deception in advertising, peer pressure, or manipulative behavior
• Appreciate irony and humor in literature and everyday situations
• Use descriptive language creatively in their own writing
• Understand animal behavior and respect wildlife from a safe distance
• Make connections between poetry and real-world observations
• Develop awareness that things are not always as they appear

3. Introduction (5 minutes)

Engaging Questions:

1. "Have you ever seen a crocodile? Where? In a zoo, on TV, or in pictures?"
2. "What do you know about crocodiles? Are they friendly or dangerous animals?"
3. "Have you heard of the Madras Crocodile Bank in Chennai? What do you think it does?"
4. "Can you think of a time when something looked nice or friendly but turned out to be dangerous or not what it seemed?"
5. "Do you know who Lewis Carroll is? Have you heard of the story 'Alice in Wonderland'?"

Fun Activity: Show students a picture of a crocodile with its mouth open, appearing to "smile." Ask: "Does this crocodile look friendly or scary? Can you trust a crocodile's smile?"

4. Reading and Understanding (8 minutes)

New Vocabulary with Meanings:

Word	Meaning	Example Usage
Doth	Old English word meaning "does"	How doth the little crocodile (= How does the little crocodile)
Improve	To make better; here: to polish or make shiny	Improve his shining tail
Nile	A famous river in Egypt where crocodiles live	Pour the water of the Nile
Scale	Small, flat plates covering a reptile's skin	On every golden scale
Golden	Shining like gold; bright yellow-brown color	Every golden scale
Cheerful	Happy; appearing joyful	How cheerful he seems to grin
Grin	A wide smile showing teeth	He seems to grin
Neatly	In a tidy, careful manner	Neatly spreads his claws
Claws	Sharp, curved nails on animal's feet	Spreads his claws
Welcomes	Greets in a friendly way	Welcomes little fishes in
Gently	Softly; mildly; kindly	Gently smiling jaws
Jaws	The mouth, especially with teeth	Gently smiling jaws
Irony	Saying one thing but meaning the opposite	The whole poem is ironic—the crocodile isn't really gentle!

Additional Context Words:

Word	Meaning	Relevance
Deceptive	Misleading; appearing different from reality	The crocodile's appearance is deceptive
Predator	Animal that hunts and eats other animals	Crocodiles are dangerous predators
Ambush	Surprise attack from hiding	Crocodiles ambush their prey

5. Mind Map

           Click the map 

 
      

6. Consolidation and Presentation (8 minutes)

Summary of the Lesson:

"The Crocodile" by Lewis Carroll is a deceptively simple eight-line poem that uses gentle, pleasant language to describe a dangerous predator. Written by the famous author of Alice in Wonderland, this poem is a masterpiece of irony—saying one thing on the surface while meaning something completely different underneath.

Structure and Form:

The poem consists of two stanzas of four lines each (quatrains). It follows a simple AABB rhyme scheme:

• Stanza 1: crocodile/Nile, tail/scale
• Stanza 2: grin/in, claws/jaws

This regular, musical rhyme pattern creates a cheerful, sing-song quality that makes the poem sound innocent and child-friendly. The meter is also regular, making it easy to memorize and recite—characteristics typical of children's nursery rhymes.

Stanza 1 - The Deceptive Appearance:

"How doth the little crocodile
Improve his shining tail,
And pour the water of the Nile
On every golden scale!"

Line-by-Line Analysis:

"How doth the little crocodile" - The opening immediately establishes irony. "Little" is a diminutive, affectionate term suggesting something cute and harmless. But crocodiles are among the world's most dangerous predators, growing up to 6 meters long and weighing over 1000 kg. The use of "doth" (old English for "does") gives the poem an archaic, formal tone, mimicking old-fashioned moral poetry for children.

"Improve his shining tail" - The word "improve" suggests the crocodile is engaged in self-improvement, making himself better, more refined. The image of a "shining tail" creates a picture of beauty and care. In reality, crocodiles don't "improve" their tails—they're simply there. The tail is powerful and muscular, used for swimming and attacking, not for decoration.

"And pour the water of the Nile" - The Nile River in Egypt is famous for its large crocodile population. The image of "pouring" water suggests gentle, deliberate action, like watering plants. In reality, when crocodiles surface, water runs off their bodies—it's not a gentle activity but part of their hunting technique. They lurk just below the surface, nearly invisible.

"On every golden scale!" - "Golden" suggests precious, beautiful, valuable. Crocodile scales in sunlight can appear golden-brown, creating a beautiful sight. But these scales are armor—thick, protective plates that make crocodiles nearly invulnerable to attack. The exclamation point adds false enthusiasm, as if this is wonderful and delightful.

The Real Picture: What's really happening? A crocodile is lying motionless in the Nile River, partially submerged. Water runs off its scales, which gleam in the sun. It looks calm, beautiful even. But this is the exact position from which crocodiles ambush prey. They can remain perfectly still for hours, then explode into action in seconds.

Stanza 2 - The Deadly Welcome:

"How cheerful he seems to grin,
How neatly spreads his claws,
And welcomes little fishes in,
With gently smiling jaws!"

Line-by-Line Analysis:

"How cheerful he seems to grin" - The word "seems" is crucial—it acknowledges this is appearance, not reality. Crocodiles don't actually grin or smile; when their mouths are open (showing teeth), it's for thermoregulation (cooling down) or preparing to attack. Describing it as "cheerful" is deeply ironic—there's nothing cheerful about a predator's open mouth.

"How neatly spreads his claws" - "Neatly" suggests tidiness, precision, care—qualities we associate with gentleness. In reality, when a crocodile spreads its claws, it's positioning itself to grab and hold prey. Crocodile claws are sharp and powerful, designed to grip struggling victims. There's nothing "neat" about it—it's violent and deadly.

"And welcomes little fishes in" - This is the darkest irony in the poem. "Welcomes" suggests hospitality, friendliness, invitation. "Little fishes" sound vulnerable and innocent. But the crocodile isn't welcoming them as guests—it's luring them to their death. The open jaws are a trap, not a welcome.

"With gently smiling jaws!" - The final line combines two gentle words ("gently" and "smiling") with a dangerous word ("jaws"). This is the ultimate ironic contrast. There is nothing gentle about crocodile jaws—they have the strongest bite force of any animal, capable of crushing bones instantly. The "smile" is the sight of rows of sharp teeth. The exclamation point ends the poem with false joy.

The Real Picture: A crocodile floats with its mouth slightly open, showing teeth. Small fish might swim near, not recognizing the danger. The crocodile remains perfectly still—then SNAP! The jaws close with incredible force and speed. The "welcomed" fish is now food. There's nothing gentle or cheerful about this reality.

The Literary Technique - Irony:

The entire poem is built on irony—using language that says one thing (gentle, cheerful, welcoming) while meaning the opposite (dangerous, deadly, predatory). Carroll deliberately chooses the most innocent, pleasant words possible to describe something violent and dangerous.

Why does Carroll do this?

1. Parody: The poem mocks preachy Victorian children's poetry that used animals to teach moral lessons. Carroll thought such poems were silly and dishonest.

2. Dark Humor: Carroll loved wordplay and enjoyed making readers think. The contrast between sweet words and deadly reality creates a kind of dark humor.

3. Life Lesson: The poem teaches an important truth: Appearances can be deceiving. Not everything that looks friendly is safe. This is a survival lesson disguised as a children's verse.

4. Context in Alice in Wonderland: In the book, Alice recites this poem (badly remembering a different, more moral poem). The crocodile represents the many dangers Alice faces that appear innocent but are actually threatening.

Real Crocodile Behavior:

Everything in the poem has a basis in real crocodile behavior:

• Basking: Crocodiles lie motionless in water or on banks, looking peaceful
• Thermoregulation: They open their mouths to cool down, creating the "smile"
• Ambush Hunting: They remain perfectly still, then attack with explosive speed
• Powerful Jaws: Crocodiles have the strongest bite of any animal
• Death Roll: After catching prey, they spin to tear off pieces—nothing gentle about it

The Warning: Despite the cheerful language, Carroll's poem is a warning: Don't trust appearances. What looks safe may be deadly. Think before you act.

Poetic Devices:

• Rhyme: Creates musical, innocent sound (tail/scale, grin/in, claws/jaws)
• Personification: The crocodile is given human qualities (welcoming, smiling)
• Imagery: Vivid pictures (shining tail, golden scales, smiling jaws)
• Contrast: Gentle words vs. violent reality
• Irony: Saying the opposite of what's meant
• Alliteration: "Gently smiling" (repeated 'g' sound)

Modern Relevance:

The poem's lesson applies today:

• Online safety: Not everyone who seems friendly online is trustworthy
• Advertising: Products that look perfect may have hidden problems
• Peer pressure: Fun-looking activities might be dangerous
• Strangers: Friendly appearance doesn't guarantee good intentions
• Critical thinking: Always look deeper than surface appearances

The Madras Crocodile Bank Connection:

The lesson mentions the Madras Crocodile Bank in Chennai, one of the world's largest reptile zoos. It:

• Protects native crocodile species
• Educates people about reptile conservation
• Provides a safe place to observe these dangerous but fascinating creatures
• Reminds us to respect wildlife and understand real animal behavior

Visiting such places helps us appreciate that real crocodiles are both beautiful and dangerous—exactly as Carroll's ironic poem suggests!

7. Reinforcement (5 minutes)

Additional Information:

• About Lewis Carroll (1832-1898): Real name Charles Lutwidge Dodgson. He was an English author, mathematician, and photographer best known for Alice's Adventures in Wonderland (1865) and Through the Looking-Glass (1871). He loved wordplay, logic puzzles, and nonsense verse.

• Context in Alice in Wonderland: In Chapter 2, Alice tries to recite a moral poem called "How Doth the Little Busy Bee" (which praises hard work), but it comes out wrong and becomes this poem about a crocodile instead. This shows how Alice's world is turned upside-down.

• The Original Poem: Carroll was parodying (making fun of) a famous poem by Isaac Watts called "Against Idleness and Mischief" (1715), which begins: "How doth the little busy bee
  Improve each shining hour..."

  Watts' poem teaches children to be hardworking like bees. Carroll replaces the industrious bee with a lazy, predatory crocodile—complete reversal!

• Victorian Children's Poetry: In Carroll's time, children's poems were often moralistic—teaching lessons about being good, working hard, obeying parents. Carroll thought these were boring and dishonest, so he wrote poems that were fun, nonsensical, and sometimes dark.

• Real Crocodile Facts:

  • Crocodiles have existed for over 200 million years (since dinosaur times)
  • Nile crocodiles can grow up to 6 meters long and weigh over 1000 kg
  • They can hold their breath underwater for up to 2 hours
  • Their bite force is the strongest of any animal—about 3,700 pounds per square inch
  • They can swim up to 35 km/hour in short bursts
  • They don't actually "smile"—mouth opening is for temperature regulation

• Crocodile vs. Alligator: Students often confuse these:

  • Crocodiles: Pointed V-shaped snout, lighter color, more aggressive, live in saltwater and freshwater
  • Alligators: Rounded U-shaped snout, darker color, less aggressive, mostly freshwater

• Why the "Smile" is Dangerous: When predators show teeth, it's never friendly. In nature, displaying teeth is a threat display. The crocodile's "smile" is actually the most dangerous position—jaws ready to snap shut.

• Literary Irony Types:

  • Verbal Irony: Saying opposite of what you mean (this entire poem)
  • Situational Irony: Opposite of what's expected happens
  • Dramatic Irony: Audience knows something characters don't

• Why This Poem Matters: Beyond being fun, it teaches critical thinking. In a world full of advertising, social media, and strangers, the ability to question appearances and look for hidden realities is essential for safety and success.

• Connection to Indian Context: India has three crocodile species:

  • Mugger (Marsh Crocodile) - found in freshwater
  • Saltwater Crocodile - found in eastern coasts and Andaman Islands
  • Gharial - distinctive long narrow snout, found in rivers

  All are protected under Indian Wildlife Protection Act.

8. Evaluation

a) Lower Order Thinking Question (Knowledge/Comprehension)

Question: "Identify the rhyming words in the poem 'The Crocodile' and explain what the crocodile appears to be doing in each stanza according to the words Carroll uses."

Expected Answer:

Rhyming Words:

Stanza 1:

• crocodile / Nile (lines 1 and 3)
• tail / scale (lines 2 and 4)

Stanza 2:

• grin / in (lines 1 and 3)
• claws / jaws (lines 2 and 4)

The rhyme scheme is AABB in both stanzas (couplets).

What the crocodile appears to be doing:

Stanza 1: According to Carroll's words, the crocodile appears to be:

• "Improving" his shining tail (making it better/prettier)
• Pouring water of the Nile on every golden scale (bathing himself carefully)
• Taking care of his appearance
• Looking beautiful and well-groomed

Stanza 2: According to Carroll's words, the crocodile appears to be:

• Grinning cheerfully (smiling happily)
• Neatly spreading his claws (carefully positioning himself)
• Welcoming little fishes in (inviting them kindly)
• Smiling gently with his jaws (being friendly and gentle)

The Important Point: These are how things appear or seem based on the gentle words used, but the reality is completely different. The crocodile is actually:

• Waiting motionlessly to ambush prey
• Opening its jaws as a trap
• Luring fish to their death
• Being a dangerous predator, not a gentle host

The difference between the words used and the reality is what makes the poem ironic.

b) Middle Order Thinking Question (Application/Analysis)

Question: "Analyze why Lewis Carroll chose to use gentle, friendly words like 'welcomes,' 'gently,' 'cheerful,' and 'little' to describe a dangerous predator. How does this technique (irony) help teach an important life lesson? Give two real-life examples where things are not as they appear."

Expected Answer:

Why Carroll Used Gentle Words for a Dangerous Predator:

1. To Create Irony: Carroll deliberately uses the opposite of what's true to create irony—a literary technique where words mean the opposite of their surface meaning. By calling a deadly predator "little" and "gentle," he highlights the contrast between appearance and reality.

2. To Parody Moral Poems: Victorian children's poetry used sweet words to teach moral lessons (like "How Doth the Little Busy Bee" about hard work). Carroll mocked this by using the same sweet tone but describing something deadly instead of something good. He's saying: "Not everything described in gentle words is actually gentle."

3. To Make Readers Think: The contradiction between words and reality forces readers to think critically. When we read "gently smiling jaws," we realize jaws can't smile gently—they're dangerous. This mental discomfort makes us question what we're reading instead of just accepting it.

4. To Teach a Survival Lesson: By describing danger in friendly terms, Carroll teaches: Don't trust appearances. Look deeper. Question what seems too good to be true.

How This Teaches an Important Life Lesson:

The Lesson: Appearances can be deceiving. What looks safe, friendly, or attractive may actually be dangerous, manipulative, or false.

Why It's Important:

• In life, we constantly face situations where things are not what they seem
• Predators (both animal and human) often use attractive appearances to lure victims
• Critical thinking—looking beyond surface appearances—is essential for safety and success
• Trusting everything that looks nice can lead to harm

How the Poem Teaches This: The poem's gentle words make the crocodile sound harmless. But readers who know about crocodiles realize the truth is opposite. This trains us to:

1. Question friendly appearances
2. Look for hidden dangers
3. Use knowledge (about crocodiles or situations) to assess reality
4. Not be fooled by pleasant words or attractive packaging

Two Real-Life Examples Where Things Are Not As They Appear:

Example 1: Online Safety / Stranger Danger

Appearance: A friendly person online or in real life who:

• Uses kind, gentle words
• Offers gifts, compliments, or special attention
• Seems interested in being your friend
• Makes you feel special and important
• Asks you to keep conversations secret
• Wants to meet you alone

Reality: This could be a predator using the same technique as the crocodile—appearing friendly to lure victims. Just as the crocodile "welcomes little fishes in with gently smiling jaws," dangerous people use gentle words and friendly appearances to gain trust before causing harm.

The Lesson: Never trust someone just because they seem nice. Real friends don't ask for secrets from parents, don't pressure you to meet alone, and don't make you uncomfortable. Like the fish that shouldn't trust the crocodile's "smile," children shouldn't trust strangers who seem too friendly, too interested, or too generous.

Example 2: Junk Food Advertising

Appearance: Advertisements for junk food, sugary drinks, or unhealthy snacks:

• Show happy, healthy, attractive people
• Use bright colors and fun music
• Make products look delicious and desirable
• Suggest eating them will make you happy, popular, or cool
• Show thin, active people enjoying unhealthy food
• Use words like "natural," "healthy," or "energy"

Reality: These products often:

• Contain excessive sugar, salt, and unhealthy fats
• Contribute to obesity, diabetes, and health problems
• Don't actually make you happy or popular
• The people in ads are actors/models, not real customers
• "Natural" doesn't always mean healthy
• Regular consumption can harm health

The Lesson: Just as the crocodile's "golden scales" and "cheerful grin" hide a deadly predator, attractive packaging and clever advertising can hide unhealthy or harmful products. The "welcoming" appearance is designed to make you consume something that may harm you. Critical thinking means reading ingredients, understanding nutrition, and not being fooled by pretty pictures or celebrity endorsements.

Additional Examples Students Might Give:

Example 3: Peer Pressure:

• Appearance: Friends making risky behavior (smoking, bunking school, cheating) seem fun, cool, or harmless
• Reality: These actions have serious consequences; real friends don't pressure you to do harmful things

Example 4: "Get Rich Quick" Schemes:

• Appearance: Promises of easy money, instant success, or magical solutions
• Reality: Usually scams that take your money; real success requires hard work and time

Example 5: Cyberbullying:

• Appearance: Anonymous comments or fake profiles that seem harmless or funny
• Reality: Can cause serious emotional harm; words online have real-world consequences

The Universal Truth: Carroll's "gentle" crocodile teaches us to develop critical thinking, question attractive appearances, and understand that in nature and in life, predators and dangers often disguise themselves as friendly, attractive, or harmless. Safety requires looking beyond the surface.

c) Higher Order Thinking Question (Synthesis/Evaluation)

Question: "Evaluate whether Lewis Carroll's use of irony in 'The Crocodile' is an effective way to teach children about danger compared to directly warning them. Create your own short poem (4-8 lines) using irony to warn about a modern danger (like online safety, junk food, or peer pressure). Explain how your poem uses gentle words to describe something dangerous, just like Carroll did."

Expected Answer:

EVALUATION: Is Irony More Effective Than Direct Warning?

Arguments FOR Irony Being More Effective:

1. Engagement and Interest:

• Direct warnings can sound preachy and boring ("Don't trust strangers!" "Crocodiles are dangerous!")
• Ironic poems are fun, surprising, and memorable
• Children enjoy the puzzle-like quality of understanding hidden meanings
• The surprise of realizing the truth makes the lesson stick

2. Critical Thinking Development:

• Direct warnings tell children WHAT to think
• Ironic poetry makes children THINK FOR THEMSELVES
• Figuring out that "gently smiling jaws" is dangerous trains analytical skills
• This creates lifelong critical thinking habits, not just memorized rules

3. Memorability:

• The rhyme, rhythm, and surprising contrast make ironic poems easy to remember
• "Gently smiling jaws" is more memorable than "Crocodiles have dangerous teeth"
• The cognitive dissonance (contradiction) creates a mental "hook" that sticks

4. Emotional Impact:

• The dark humor creates a stronger emotional response than dry facts
• Realizing you were "tricked" by gentle words makes you more alert to deception
• Personal discovery is more powerful than being told

5. Multiple Lessons:

• Direct warning: "Crocodiles are dangerous" = one fact
• Ironic poem: Teaches about crocodiles AND about deceptive appearances in general
• Transferable skill: Once you understand irony, you can apply it to many situations

Arguments AGAINST Irony (When Direct Warnings Are Better):

1. Immediate Danger:

• In emergencies, there's no time for interpretation: "Fire! Get out!" is better than an ironic poem about fire
• Young children who can't understand irony might miss the warning completely
• Some dangers require immediate, clear action

2. Developmental Understanding:

• Very young children (under 6-7) may not grasp irony
• They might take the poem literally and think crocodiles ARE friendly
• Cognitive development affects ability to understand opposite meanings

3. Cultural and Language Barriers:

• Irony is culturally specific; not all cultures use it the same way
• Non-native speakers might miss the nuance
• Direct warnings are universally understood

4. Risk of Misinterpretation:

• Some readers might only see the surface meaning
• Without guidance, the lesson could be completely missed
• Direct warnings eliminate ambiguity

Balanced Conclusion:

Irony is more effective for:

• Long-term learning: Teaching critical thinking and awareness of deception
• Older children: (6th grade and above) who can understand nuance
• General life lessons: About appearances vs. reality
• Making lessons memorable: Through engagement and discovery

Direct warnings are more effective for:

• Immediate safety: When quick understanding is essential
• Young children: Who can't yet grasp irony
• Specific instructions: When precise action is needed
• Emergency situations: Where there's no room for interpretation

Best Approach: Combination of both

• Use irony/poetry to teach general critical thinking and awareness
• Use direct warnings for specific, immediate dangers
• Follow ironic poems with discussion to ensure understanding
• Age-appropriate application of each method

Carroll's poem is highly effective because:

1. It's aimed at readers old enough to understand irony (middle childhood and up)
2. It's accompanied by the context of Alice in Wonderland where things aren't what they seem
3. It teaches a general principle (question appearances) rather than just "avoid crocodiles"
4. The humor makes it enjoyable, so the lesson is absorbed willingly
5. It creates awareness that lasts into adulthood

---

MY ORIGINAL IRONIC POEM:

Title: "The Friendly Screen"

How bright and cheerful glows the screen,
With games and friends and fun to see,
It welcomes children, sweet sixteen,
With kindly strangers, wild and free!

How generous they offer gifts,
How nicely they request your name,
And ask for photos—what a lift!
They promise you fortune and fame!

Explanation of How My Poem Uses Irony:

Subject: Online safety / stranger danger on the internet

Gentle/Positive Words Used:

• "Friendly" (title) - suggests safety
• "Bright and cheerful" - positive, happy imagery
• "Glows" - warm, attractive light
• "Welcomes" - inviting, hospitable (same word Carroll used!)
• "Sweet" - innocent, harmless
• "Kindly" - gentle, good-intentioned
• "Generous" - giving, unselfish
• "Nicely" - politely, pleasantly
• "What a lift!" - exciting, uplifting
• "Promise" - trustworthy, reliable
• "Fortune and fame" - desirable outcomes

Dangerous Reality Hidden Beneath:

What the words say vs. what they mean:

Line 1: "How bright and cheerful glows the screen"

• Surface: The screen looks fun and attractive
• Reality: Screen time can be addictive; bright screens damage eyes and disrupt sleep
• Irony: "Cheerful glow" is actually harmful blue light

Line 2: "With games and friends and fun to see"

• Surface: The internet offers entertainment and connection
• Reality: "Friends" online may not be real friends; "fun" can be addictive or inappropriate
• Irony: Unknown "friends" may be predators in disguise

Line 3: "It welcomes children, sweet sixteen"

• Surface: The internet is open and welcoming to young people
• Reality: Children and teens are targeted by predators, advertisers, and manipulators
• Irony: "Welcomes" is the same word Carroll used—welcoming into danger, like fish into crocodile jaws
• "Sweet sixteen" sounds innocent but highlights vulnerability

Line 4: "With kindly strangers, wild and free!"

• Surface: Strangers online seem kind and offer freedom
• Reality: "Kindly strangers" is an oxymoron—strangers aren't automatically kind; many are dangerous
• Irony: "Wild and free" sounds positive but actually means "unregulated and dangerous"
• The exclamation point adds false enthusiasm (like Carroll's!)

Line 5: "How generous they offer gifts"

• Surface: Strangers generously give presents
• Reality: Gifts from online strangers are lures (like the crocodile's "welcome")
• Irony: "Generous" predators use gifts to groom victims

Line 6: "How nicely they request your name"

• Surface: Polite people asking for information
• Reality: Asking for personal information is dangerous; real friends don't start with demands for private details
• Irony: "Nicely" disguises a dangerous request

Line 7: "And ask for photos—what a lift!"

• Surface: Exciting to share photos
• Reality: Predators ask for photos to blackmail, exploit, or identify victims
• Irony: "What a lift!" (excitement) is actually what should raise alarm bells

Line 8: "They promise you fortune and fame!"

• Surface: Opportunities for success
• Reality: Scams, exploitation, false promises
• Irony: "Promise" suggests trustworthiness, but online promises are often lies; "fortune and fame" are bait

How It Mirrors Carroll's Technique:

1. Same Structure:

• Two stanzas (like Carroll's)
• Regular rhyme scheme (AABB)
• Exclamation points for false enthusiasm
• Word "welcomes" deliberately borrowed

2. Same Contrast:

• Carroll: Gentle words (cheerful, gently) + Dangerous thing (crocodile)
• Mine: Positive words (friendly, kindly) + Dangerous thing (online predators)

3. Same Warning:

• Carroll: Don't trust the crocodile's smile
• Mine: Don't trust strangers' online kindness

4. Same Life Lesson:

• Appearances (friendly screen, smiling crocodile) hide danger
• Critical thinking is essential for safety
• Question generous offers and friendly strangers

Discussion Points for Students:

After reading my poem, ask:

1. Does the screen sound friendly or dangerous at first reading?
2. Which words made you realize the truth?
3. What specific dangers does the poem warn about?
4. How is this similar to Carroll's crocodile?
5. Would a direct warning ("Don't talk to strangers online!") be as memorable?

The Power of Irony: Both poems teach readers to question friendly appearances and look for hidden dangers—a crucial life skill in both the natural world and the digital age. By making us think rather than just telling us, ironic poetry creates deeper, more lasting learning.

9. Remedial Teaching

Strategy for Slow Learners:

1. Simplified Core Message: Write on board: "The crocodile SEEMS nice but is really DANGEROUS. Don't trust how things LOOK—think about what's REAL."

2. Two-Column Truth Chart:

   WHAT THE POEM SAYS    |  WHAT IS REALLY TRUE
   (Appearance)          |  (Reality)
   ---------------------|---------------------
   Little crocodile     |  Big, dangerous animal
   Cheerful grin        |  Showing dangerous teeth
   Welcomes fish        |  Eats fish
   Gently smiling       |  Ready to attack
   Neatly spreads claws |  Preparing to grab prey
   Improve tail         |  Just lying there waiting
   

3. Picture Comparison:

   • Picture 1: Draw a smiling crocodile with flowers (cartoon style)—looks friendly
   • Picture 2: Draw a real crocodile with open jaws showing teeth—looks scary
   • Ask: "Which one is the real crocodile? Can you trust Picture 1?"

4. Simple Vocabulary:

   • Doth = does (just old-fashioned way to say it)
   • Grin = smile (but crocodiles don't really smile!)
   • Jaws = mouth with teeth
   • Irony = saying opposite of truth

5. Fill in the Blanks (Simple):

   • The crocodile looks _______ but is really _______. (friendly/dangerous)
   • The poem uses _______ words to describe a _______ animal. (gentle/dangerous)
   • We should not _______ things just because they look _______. (trust/nice)

6. True or False (With Correction):

   • Crocodiles are gentle and friendly. (FALSE - they are dangerous predators)
   • The poem says nice words about the crocodile. (TRUE - but it's ironic/opposite)
   • We should trust the crocodile's smile. (FALSE - it's a warning, not friendly)
   • Lewis Carroll wrote "Alice in Wonderland." (TRUE)

7. Action Role-Play:

   • Student 1: Acts like a "friendly" crocodile, smiling and waving
   • Student 2 (fish): Swims close
   • Student 1: Suddenly "snaps" (claps hands)
   • Discussion: Was the crocodile really friendly? What did it want?

8. Real-Life Connection (Simple): "Can you think of something that looks nice but might be bad for you?"

   • Candy (tastes good but too much causes cavities and health problems)
   • Stranger offering gifts (seems nice but might be dangerous)
   • Bright pretty mushrooms (look beautiful but some are poisonous)

9. Memory Rhyme (To Remember the Lesson): "When things seem too good to be true,
   Stop and think what's right for you.
   The crocodile's smile is not what it seems,
   And danger can hide in the nicest dreams."

10. Picture Matching: Match the gentle word to the dangerous reality:

    • "Welcomes" → Trap
    • "Gently" → Violently
    • "Smiling" → Showing teeth to attack
    • "Little" → Actually big and dangerous

10. Writing Activity (8 minutes)

Writing Task:

Choose ONE of the following options:

Option 1: Rewrite in Plain Language "Rewrite 'The Crocodile' in simple, truthful language that says what's really happening (no irony). 8 lines, no need to rhyme. Then write 3 sentences explaining which version (Carroll's ironic one or your truthful one) teaches the lesson better and why."

Example Opening: "Watch the dangerous crocodile
Lying still in the River Nile..."

Option 2: Your Own Ironic Poem "Write your own short ironic poem (4-8 lines) using gentle, friendly words to describe something dangerous or harmful. Choose from:

• Junk food
• Screen addiction
• Peer pressure to do something wrong
• Trusting strangers
• [Your own idea]

Then write 2-3 sentences explaining which gentle words you used and what dangerous truth they're hiding."

Option 3: Warning Letter "Imagine you're a wise old turtle writing a letter to young fish (120-150 words) warning them about the crocodile. Use what you learned from Carroll's poem to explain:

• Why the crocodile seems friendly
• What the crocodile really wants
• How fish can stay safe
• The lesson about trusting appearances"

Guidelines for All Options:

• Be creative and thoughtful
• Show you understand irony (saying opposite of truth)
• Include at least 3 vocabulary words from the lesson
• Check spelling and grammar
• Make your message clear

Assessment Criteria:

• Understanding of irony and the poem's message (35%)
• Creativity and original thinking (25%)
• Vocabulary usage (15%)
• Writing quality (grammar, organization) (15%)
• Clear explanation of your work (10%)

11. Follow-up Activities

Homework Assignment:

1. Irony Detective: Find and bring ONE example of irony from real life:
   • An advertisement that makes something unhealthy look good
   • A movie/book character who seems nice but is actually bad
   • A situation where appearance didn't match reality
   • Write 100 words explaining what seemed true and what was really true

Additional Activities:

2. Rhyme Extension: Find 5 more pairs of rhyming words and create 2 lines of poetry for each pair, trying to use irony in at least one pair.

3. Crocodile Research: Research and write 150 words about:

   • Real crocodile behavior and hunting techniques
   • Why crocodiles are dangerous
   • Crocodile species in India (Mugger, Saltwater, Gharial)
   • How the Madras Crocodile Bank protects them

4. Parody Project: Find the original poem Carroll was parodying ("How Doth the Little Busy Bee" by Isaac Watts). Compare the two poems and write 100 words about:

   • How they're similar
   • How they're different
   • Why Carroll changed the bee to a crocodile

Extended Learning:

5. Alice in Wonderland Connection: Read the chapter where this poem appears. Write 120 words about:

   • Why Alice recites this poem
   • What it tells us about Wonderland
   • How the poem fits the story's theme

6. Create a Poetry Anthology: Collect 3-5 other poems that use animals to teach lessons (Aesop's Fables in verse, other animal poems). Write a 2-sentence summary for each about what lesson it teaches.

7. Modern Adaptation Video: Create a short video (or storyboard if no camera) showing:

   • The poem recited with dramatic irony
   • Contrast between gentle words and dangerous images
   • A modern situation using the same ironic technique
   • Present to class

8. Debate Activity: Prepare for a class debate: "Is it better to teach children through irony/humor or through direct warnings?" Research both sides and prepare 3 arguments for your assigned position.

Creative Projects:

9. Illustrated Poetry Book: Create an illustrated version of "The Crocodile" where:

   • Each line gets its own page
   • Illustrations show both the gentle words AND the dangerous reality
   • Include footnotes explaining the irony
   • Make it suitable for teaching younger children about not trusting appearances

10. Advertisement Analysis: Find 3 advertisements and analyze them:

    • What do they make look good/attractive?
    • What might be the hidden reality?
    • How do they use "gentle" or positive words like the crocodile poem?
    • Create a presentation showing the surface vs. reality

11. Safety Campaign: Create awareness materials about one danger that "looks friendly":

    • Poster with ironic poem
    • Explanation of the real danger
    • Tips for staying safe
    • Display in school

12. Victorian Poetry Study: Research other Victorian children's poets (Isaac Watts, Ann and Jane Taylor, etc.) and:

    • Find examples of moral teaching poems
    • Explain why Carroll might have wanted to parody them
    • Write 150 words about different approaches to teaching children

---

Assessment Criteria

Overall Lesson Assessment:

• Comprehension of irony and literary devices (30%)
• Understanding of the poem's deeper meaning (25%)
• Vocabulary acquisition and usage (15%)
• Critical thinking about appearances vs. reality (20%)
• Application to real-life situations (10%)

Participation Assessment:

• Engagement in discussions about irony (25%)
• Contribution to identifying dangerous situations (25%)
• Quality of questions asked (20%)
• Respect for different interpretations (20%)
• Completion of writing task (10%)

---

Resources Needed

For the Lesson:

• Printed copies of the poem for each student
• Pictures of crocodiles (both "smiling" and obviously dangerous)
• Pictures from Alice in Wonderland showing context
• Chart showing the original "Busy Bee" poem vs. Carroll's parody
• Map showing the Nile River and crocodile habitats
• Images or information about Madras Crocodile Bank

For Follow-up Activities:

• Access to Alice in Wonderland text (Chapter 2)
• Examples of advertisements for analysis
• Art supplies for illustration projects
• Recording device for video projects
• Sample Victorian children's poetry

Digital Resources (if available):

• Video of crocodile hunting behavior
• Animated version of the poem
• Documentary clips about crocodiles
• Virtual tour of Madras Crocodile Bank

---

Cross-Curricular Connections

• Literature: Parody, irony, Victorian poetry, Alice in Wonderland
• Critical Thinking: Analyzing appearances vs. reality, questioning assumptions
• Life Skills: Safety awareness, online safety, stranger danger, media literacy
• Biology: Crocodile anatomy, behavior, habitat, predator-prey relationships
• Geography: River Nile, Egypt, crocodile habitats in India
• Ethics: Honesty in communication, when irony is appropriate, teaching methods
• Media Studies: Advertising techniques, persuasive language, hidden messages
• Art: Illustration, visual irony, cartoon vs. realistic representation
• Drama: Performance of ironic text, tone and expression
• Psychology: Perception, trust, deception, cognitive development and understanding irony

---

Extension for Advanced Learners

1. Literary Analysis Essay: Write 300-400 words analyzing:

   • How Carroll uses irony to critique Victorian society
   • The role of "The Crocodile" within the larger context of Alice in Wonderland
   • Comparison with other satirical children's literature

2. Create a Parody: Choose a famous moral poem or song and create your own parody that uses irony to teach a different lesson. Explain your creative choices.

3. Research Project: Investigate the life of Lewis Carroll:

   • His work as a mathematician and photographer
   • His relationship with the real Alice (Alice Liddell)
   • Controversies and interpretations of his work
   • His influence on children's literature
   • Present findings in 300-word report

4. Comparative Analysis: Compare Carroll's ironic approach to teaching with:

   • Aesop's Fables (direct moral lessons)
   • Modern children's books that teach safety
   • Different cultural approaches to teaching children about danger
   • Write 250-300 word comparison

5. Modern Media Literacy Project: Create a comprehensive guide (500 words + examples) teaching peers about:

   • How to identify deceptive advertising
   • Recognizing online manipulation
   • Understanding the difference between appearance and reality in social media
   • Using Carroll's ironic technique to analyze modern media