The Lion, the Witch and the Wardrobe
Teacher’s Resource
by Kim Richardson
William Collins’ dream of knowledge for all began with the publication of his first book in 1819. A self-educated mill worker, he not only enriched millions of lives, but also founded a flourishing publishing house. Today, staying true to this spirit, Collins books are packed with inspiration, innovation and practical expertise. They place you at the centre of a world of possibility and give you exactly what you need to explore it.
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Text Ó HarperCollinsPublishers Limited 2006
Extracts from The Lion, the Witch and the Wardrobe © C.S. Lewis
Collins Readers Teacher’s Resources can be downloaded and duplicated as required for institutional use. However, this material is copyright and under no circumstances may copies be offered for sale.
Author: Kim Richardson
Design: Ken Vail Graphic Design, Cambridge
Programming: Kinetix Interactive Ltd
6
Introduction 4
Medium-term plan 6
Scheme of work
Lesson 1: Creatures of Narnia 7
Worksheet 1: Creatures of Narnia 8
Lesson 2: Complex sentences 9
OHT 2: What are subordinate clauses for? 10
Lesson 3: Punctuating speech 11
OHT 3: Punctuating speech 12
Worksheet 4: Punctuation 13
Worksheet 5: Punctuation 14
OHT 6: The original text 15
Lesson 4: Conveying setting, character and mood 16
OHT 7: Setting, character and mood 17
Lesson 5: Reviewing a scene from the novel 18
OHT 8: Review 19
Worksheet 9: Reviewing a scene 20
Lesson 6: Paragraphs 21
OHT 10: Good paragraphing 22
Lesson 7: Portraying a character 23
OHT 11: Portraying characters 24
Worksheet 12: Describing a character 25
Lesson 8: Structuring a story 26
Worksheet 13: Sequence cards 27
Worksheet 14: Planning your story 28
Worksheet 15: Assessment sheet 29
Lesson 9: Writing from a character’s point of view 30
OHT 16: Edmund’s point of view 31
Lesson 10: Edmund 32
Worksheet 17: Character cards 33
Collins Readers
From well-known classics to award-winning contemporary fiction, Collins Readers are a series of hardback class readers written by leading children’s novelists and selected by teachers and educational advisors based on their teaching potential and ability to inspire your students.
In line with our brand promise – Freedom to Teach – our teachers’ notes provide a fun, engaging and comprehensive set of resources to save you time, and help you use Collins Readers more effectively in your classroom. For each novel we provide a complete scheme of work, including creative lesson plans based on the four-part Framework lesson model, worksheets, OHTs and ICT activities. All lessons are produced in Microsoft Word so that they can be customised according to your needs, and are focused around specific Framework Objectives. They also provide many opportunities to incorporate differentiation and Assessment for Learning into your teaching.
The Lion, the Witch and the Wardrobe
The best-known of C. S. Lewis’s Chronicles of Narnia, The Lion, the Witch and the Wardrobe began with a picture in the author’s head, at the age of sixteen, of a faun carrying an umbrella and parcels in a snowy wood. It is generally regarded as one of the great classics of children’s literature, and is now also a major film.
The novel introduces readers to the captivating fantasy world of Narnia, and the timeless battle between good and evil that the children become caught up in. It provides many wonderful passages for the study of narrative, as well as complex characters and motivations ideal for class discussion.
Students will need to have read the whole novel before beginning this scheme of work. They may also find useful a visit to www.narnia.com, which offers further information on the author, books and film.
The Author
Clive Staples Lewis was born in Belfast in 1898. He was a fellow and tutor in English Literature at Magdalen College, Oxford, and later was Professor of Medieval and Renaissance Literature at Cambridge University, where he remained until his death in 1963. He wrote numerous books of literary criticism and on Chistianity, the best-known being The Screwtape Letters, as well as four novels for adults.
Lewis (known as Jack to his friends) and his good friend J. R. R. Tolkien, the author of the Lord of the Rings trilogy, were part of the Inklings, an informal writers’ club that met at a local pub to discuss story ideas. Lewis’s fascination with fairy tales, myths and ancient legends, coupled with inspiration from his childhood, led him to write the seven Chronicles of Narnia. These were his only works for children, and they have become acknowledged classics of children’s literature.
Other resources
Cross-curricular teaching suggestions for The Lion, the Witch and the Wardrobe, as well as worksheets for study of the novel in conjunction with the film from Film Education can be downloaded from www.collinseducation.com.
Alternative teaching materials are also available at the following URLs:
www.factmonster.com/spot/narnia1.html
www.filmeducation.org/narnia/index.html
www.teachervision.fen.com/page/2430.html?detoured=1
www.standards.dfes.gov.uk/primary/publications/literacy/63481/920167
Further reading
· C. S. Lewis: A Biography by A.N. Wilson
ISBN 0 00 720271 7
· Step into Narnia: A Journey Through The Lion, the Witch and the Wardrobe by E. J. Kirk
ISBN 0 00 720611 9
· Beyond the Wardrobe: The Official Guide to Narnia by E. J. Kirk
ISBN 0 00 720571 6
· The Magician’s Nephew by C. S. Lewis
ISBN 0 00 711555 5
· The Horse and His Boy by C. S. Lewis
ISBN 0 00 711559 8
· Prince Caspian by C. S. Lewis
ISBN 0 00 711556 3
· The Voyage of the Dawn Treader by C. S. Lewis
ISBN 0 00 711560 1
· The Silver Chair by C. S. Lewis
ISBN 0-00-711558-X
· The Last Battle by C. S. Lewis
ISBN 0 00 711554 7
Year: 7 Term: Duration: 4–6 weeks Set: All
Literacy Objectives
6
Word
· W2 Pluralisation
· W16 Unfamiliar words
Sentence
· S1 Subordinate clauses
· S7 Speech punctuation
· S8 Starting paragraphs
Reading
· R7 Identifying main ideas
· R12 Character, setting and mood
· R14 Language choices
Writing
· Wr5 Story structure
· Wr6 Characterisation
· Wr7 Narrative devices
· Wr11 Present information
· Wr14 Evocative description
· Wr19 Reflective writing
Speaking & Listening
· S&L10 Report main points
6
Teaching sequence
Lesson 1: Using information on the creatures of Narnia to write an encyclopedia entry
Lesson 2: Working with complex sentences
Lesson 3: Writing a dialogue using correct speech punctuation
Lesson 4: Making notes on setting, character and mood
Lesson 5: Reviewing a scene from the novel
Lesson 6: Writing a biography using paragraphs effectively
Lesson 7: Exploring how characters are portrayed
Lesson 8: Writing a story using appropriate narrative structure
Lesson 9: Writing from a character’s point of view
Lesson 10: Looking at Edmund as a character
6
Lesson 1: Creatures of Narnia
W16 Work out the meaning of unknown words using context
Wr11 Select and present information using detail, example, diagram and illustration as appropriate
NOTE: Students should have already read the novel before completing these lessons. The Narnia Quiz (ICT Activity 1) can be completed at the beginning of this lesson, or at any other time as consolidation.
Starter
· Read out each of the following words, first on their own, and then (after pausing for a few seconds) in context. Students write down their meaning.
· sceptre (‘So the children sat on their thrones and sceptres were put into their hands…’, page 167)
· fulfil (‘That would not fulfil the prophecy’, page 124)
· summon (‘Summon all our people to meet me here…’, page 125)
· muffler (‘He had a red woollen muffler round his neck…’, page 15)
· courtier (‘But you must have courtiers and nobles. I will make your brother a Duke and your sisters Duchesses’, page 41)
· decoy (‘…she’ll want to use him as a decoy; as bait to catch the rest of you with’, page 82)
· When students have finished, ask them whether the context helped them. Reinforce the point that looking at a difficult word in context is a good way of determining meaning.
Introduction
· Organise the class into small groups and give each group a set of the cards from Worksheet 1. These contain notes about four different mythological or fantastic creatures that appear in the novel. The students’ first task is to sort the items under the four different headings (in bold).
· Explain to the class that they are going to use the information on the cards to write a short entry (four paragraphs) called ‘Creatures of Narnia’ for an encyclopedia of children’s literature. Remind the class of the key features of an information text. In particular they should organise points into paragraphs and link them clearly and in a logical order; begin each paragraph with a topic sentence; write clearly and in formal language (not in note form, as on the worksheet cards); use the third person.
Development
· Students write their information texts. They can do this individually or in pairs, depending on ability level. Likewise, their encyclopedia entry can cover two, three or four of the creatures. Alternatively, a single entry could be constructed by a group of four students, each choosing one paragraph. If book and/or Internet resources are available, students could research further details about the creatures to include in the entry.
Plenary
· Ask a few students to read out what they have written so far. Elicit positive critical comment from the rest of the class as to the appropriateness of the writing for the purpose and audience given.
· As an extension, or for homework, students could expand the information texts into a display sheet, with pictures, further details and relevant passages from The Lion, the Witch and the Wardrobe quoted and attached as illustration.
From Greek mythology / Mythical animal / From Roman mythology / From Norse mythology, fairytales and fantasy fiction
Have head, upper body and arms of a man, and body and legs of a horse / White horses with a single straight horn on forehead / Spirits of the woodlands / Short creatures like humans, but living underground
Chiron (wisest of the Centaurs) was tutor of Greek hero Achilles / Name comes from two Latin words – unus (one), cornu (horn) / Half-man, half-goat / Important characters in Tolkien’s Middle Earth
Support Aslan’s cause in
The Lion, the Witch and the Wardrobe / Support Aslan’s cause in
The Lion, the Witch and the Wardrobe / Tumnus from The Lion, the Witch and the Wardrobe is an example / Fight on both sides in
The Lion, the Witch and the Wardrobe
Lesson 2: Complex sentences
S1 Extend their use and control of complex sentences
Starter
· Remind students that a main clause is a single idea or event, which has a subject and a verb and makes complete sense on its own. A subordinate clause also expresses one idea or event but does not make complete sense on its own; it relies on the main clause to make sense.
· Write the following examples on the board or OHP and ask students to identify the main and subordinate clause in each case:
· Lucy thought the Beavers had a very snug little home, though it was not at all like Mr Tumnus’ cave.
· Lucy and Susan held their breaths, waiting for Aslan’s roar and his spring upon his enemies.
Point out that the subordinate clause does not always come after the main clause and show how each of the above examples could be rewritten with the subordinate clause first. Remind students that a sentence with a main clause and one or more subordinate clauses is called a complex sentence.
· If necessary, consolidate with further examples in ICT Activity 2.
Introduction
· Read through OHT 2 with the class carefully. This explores the uses of subordinate clauses in more detail, defining the three main types of subordinate clause. As you go through the examples, show how complex sentences are more interesting and clearer than two simple sentences strung together, for example: As he got into the middle of the courtyard, Edmund saw that there were dozens of statues in it shows the connection of the two parts of the sentence more clearly than: Edmund got into the middle of the courtyard. He saw that there were dozens of statues in it.
· Ask the class for suggestions of similar subordinate clauses to attach to the same main clauses. For example, what other subordinate clause could attach to ‘Edmund saw that there were dozens of statues in it’?
Development
· Write this simple sentence on the board: Peter plunged his sword into the Wolf’s heart. In pairs, students try to construct ten complex sentences with this as the main clause. They can refer to the types and purposes of subordinate clause on OHT 2 as they do so. Those who finish quickly can try to identify what kinds of subordinate clause they are. Ask pairs to feed back.
Plenary
· Write the following two simple sentences on the board:
· Lucy felt very relieved.
· She reached the lamp-post.
Ask students to rewrite each of these as a single complex sentence. How many different sentences can the class come up with, and what different purposes do they have?
Subordinate clauses make a sentence clearer and more interesting. They do this in different ways:
1. Some subordinate clauses tell you more about the way in which the main action of the sentence happened, or why it happened. You could say that they answer questions about the main clause. These are called adverbial clauses. They are underlined below.
As he got into the middle of the courtyard,
Edmund saw that there were dozens of statues in it.
Even though he knew it was only a stone giant,
Edmund did not like going past it.
We can’t get there before her, because she’ll be
on a sledge and we’ll be walking.