The paper aims to explore how teachers learn by incorporating pupils' experiences into the curriculum in the context of applying Dogme ELT (also known as the "Teaching Unplugged" movement) in English classes and how a state of un/certainty comes about. Existing research into the movement provides quantitative and qualitative findings and has so far overlooked its post-qualitative affordances. Thus, I employ a post-qualitative practice of "thinking-with" to understand what happens in the classrooms at the junction of lived and planned curriculum. To that end, I use Deleuze and Guattari's concept of the rhizome to make sense of a pupil's piece of work, born out of an application of "Teaching Unplugged," to map its molarity, molecularity and lines of flight.