Lionwitchandwardrobe.final

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he Lion, theWitch and theWardrobeTeachers Resource

by Kim Richardson


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William Collins dream of knowledge for all began with the publication

of his first book in 1819. A self-educated mill worker, he not onl

enriched millions of li!es, but also founded a flourishing publishing

house. "oda, staing true to this spirit, Collins books are packed

with inspiration, inno!ation and practical e#pertise. "he place ou at

the centre of a world of possibilit and gi!e ou e#actl what ou

need to e#plore it.

Collins. $o more.

%ublished b CollinsAn imprint of &arperCollinsPublishers'' ( 8) *ulham %alace +oad&ammersmithondon

W 8/

/rowse the complete Collins catalogue atwww.collinseducation.com

"e#t &arperCollinsPublishersimited 0

2#tracts from The Lion, the Witch and the Wardrobe 3 C.4. ewis

Collins Readers Teachers Resourcescan be downloaded and duplicated as re5uired for institutional use.&owe!er, this material is copright and under no circumstances ma copies be offered for sale.

Author6 7im +ichardson$esign6 7en ail raphic $esign, Cambridge%rogramming6 7ineti# :nteracti!e td

3


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Introduction 4

Medium-term plan 6

cheme o! "or#

Lesson 1: Creatures of Narnia $

Worksheet 1: Creatures of Narnia %

Lesson 2: Complex sentences &

OHT 2: What are subordinate clauses for '(

Lesson 3: Punctuating speech ''

OHT !: Punctuatin" s#eech ')

Worksheet $: Punctuation '3

Worksheet %: Punctuation '4

OHT &: The ori"inal te't '*

Lesson 4: Conveying setting, character and mood '6

OHT (: )ettin", character and *ood '$

Lesson : !evie"ing a scene from the novel '%

OHT +: Reie- '&

Worksheet .: Reie-in" a scene )(

Lesson #: Paragraphs )'

OHT 1/: 0ood #ara"ra#hin" ))

Lesson $: Portraying a character )3

OHT 11: Portrain" characters )4

Worksheet 12: escribin" a character )*

Lesson %: &tructuring a story )6

Worksheet 1!: )e3uence cards )$

Worksheet 1$: Plannin" our stor )%

Worksheet 1%: 4ssess*ent sheet )&

Lesson ': (riting from a character)s point of vie" 3(

OHT 1&: 5d*unds #oint of ie- 3'

Lesson 1*: +dmund 3)

4

+ontents


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Worksheet 1(: Character cards 33

*


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+ollins Readers

From well-known classics to award-winning contemporary fiction, Collins Readersare a series of hardback

class readers written by leading childrens novelists and selected by teachers and educational advisors based ontheir 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 becustomisedaccording to your needs, and are focused around specific

Framework Objectives. They also provide many opportunities to incorporate differentiationand Assessment

for Learninginto your teaching.

The Lion, the Witch and the Wardrobe

The best-known of C. S. Lewiss Chronicles of Narnia, The Lion, the Witch and the Wardrobe began with a

picture in the authors 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 childrens 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 uthor

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 theLord of the Rings

trilogy, were part of the Inklings, an informal writers club that met at a local pub to discuss story ideas. Lewiss

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 childrens literature.

6

Introduction


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ther 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 Educationcan be downloaded from www.collinseducation.com.

Alternative teaching materials are also available at the following URLs:

www.factmonster.com/spot/narnia1.htmlwww.filmeducation.org/narnia/index.html

www.teachervision.fen.com/page/2430.html?detoured=1

www.standards.dfes.gov.uk/primary/publications/literacy/63481/920167

.urther readin/

C. S. Lewis: A Biographyby A.N. Wilson

ISBN 0 00 720271 7

Step into Narnia: A Journey Through The Lion, the Witch and the Wardrobeby E. J. KirkISBN 0 00 720611 9

Beyond the Wardrobe: The Official Guide to Narniaby E. J. Kirk

ISBN 0 00 720571 6

The Magicians Nephewby C. S. Lewis

ISBN 0 00 711555 5

The Horse and His Boyby C. S. Lewis

ISBN 0 00 711559 8

Prince Caspian by C. S. Lewis

ISBN 0 00 711556 3 The Voyage of the Dawn Treaderby C. S. Lewis

ISBN 0 00 711560 1

The Silver Chairby C. S. Lewis

ISBN 0-00-711558-X

The Last Battleby C. S. Lewis

ISBN 0 00 711554 7

$


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0ear1 7 Term1 2uration1 46 weeks et1 All

Literacy becties

Word

W2 Pluralisation

W16 Unfamiliar words

entence

S1 Subordinate clauses

S7 Speech punctuation

S8 Starting paragraphs

Readin/

R7 Identifying main ideas

R12 Character, setting and mood

R14 Language choices

Writin/

Wr5 Story structure

Wr6 Characterisation

Wr7 Narrative devices

Wr11 Present information

Wr14 Evocative description

Wr19 Reflective writing

pea#in/ 5 Listenin/

S&L10 Report main points

Teachin/ seuence

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 characters point of view

Lesson 10: Looking at Edmund as a character

%

Medium-term plan


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Lesson '1 Creatures of ;arnia

.rame"or# becties

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.

tarter

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 12)

su!!on (Su!!on all our people to !eet !e here, page 12")

!uffler (#e had a red woollen !uffler round his nec$, page 1")

courtier (%ut you !ust ha&e courtiers and no'les will !a$e your 'rother a *u$e and your sisters

*uchesses, page 1)

decoy (shell want to use hi! as a decoy+ as 'ait to catch the rest of you with, page 2)

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 childrens 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.

2eelopment

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.

7lenary

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.

&



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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 Wardrobequoted and attached

as illustration.

'(The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom


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Centaurs nicorns -auns ."arves

*rom reekmtholog was tutor ofreek heroAchilles

;ame comesfrom two

atin words (unus=one>,cornu=horn>

&alf-man,half-goat

:mportantcharacters in

"olkiens


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Lesson )1 Comple# sentences

.rame"or# becties

S1 Extend their use and control of complex sentences

tarter

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:

-ucy thought the %ea&ers had a &ery snug little ho!e, though it was not at all li$e .r Tu!nus ca&e -ucy and Susan held their 'reaths, waiting for /slans roar and his spring upon his ene!ies

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 complexsentences 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 itshows 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?

2eelopment

Write this simple sentence on the board: Peter plunged his sword into the Wolfs heart. In pairs, students try to

construct ten complex sentences with this as the main clause. They can refer to the types and purposes ofsubordinate clause on OHT 2as they do so. Those who finish quickly can try to identify what kinds of

subordinate clause they are. Ask pairs to feed back.

7lenary

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?

')The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

The Lion, the Witch and the WardrobeThe Lion, the Witch and the Wardrobe


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4ubordinate clauses make a sentence clearer and more interesting. "he do this in differentwas6

1. 4ome subordinate clauses tell ou more about the wa in which the main action of thesentence happened, or wh it happened. ?ou could sa that the answer 5uestions aboutthe main clause. "hese are called adver/ial clauses. "he 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 cant get there before her, because shell be

on a sledge and well be walking.

Wherever Edmunds eyes turned he saw birds

alighting on branches.

0. 4ome subordinate clauses gi!e more information about a noun in the main clause."he begin with a pronoun =who, which, that>. "hese are called relative clauses.

"he are underlined below.

In one corner there was a door, which Lucy thought must lead

to Mr Tumnus bedroom.

Lucy remembered the precious cordial that had been given her

for a Christmas present.

The White Stag, who would give you two wishes if you caughthim, had once more appeared in these parts.

@. ther subordinate clauses gi!e more information about a noun in the main clause."he use the (ing or (ed part of the !erb. "hese are called non0finite clauses."he are underlined below.

But we havent time! said Susan, buttoning the collar of her coat.

Warmed up by their long walk, they were really rather snug.

'3The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

8T )1 What are subordinate clauses forB

When?

On what

condition

?Why?

Where?

pronoun = which

pronoun = that

pronoun = whoIt refers to the sta

buttoning refers to

warmed up refers tothey


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Lesson 31 %unctuating speech

.rame"or# becties

S7 Use speech punctuation accurately to integrate speech into longer sentences

tarter

Write the following word step on the board:

/S-/0

/0T#3

333

3/04

Show how each word begins with the last two letters of the previous word.

Put students into pairs and give them five minutes to make the longest word step that they can from the word:

WARDROBE. You may want to allow students to use dictionaries.

Introduction

Display OHT 3 and use it to explain how speech is punctuated. Begin with simple speech, then move on to

speech in longer passages. Hand out copies of either Worksheet 4or Worksheet 5 to each student, depending

on their level of ability. Less able students can complete Worksheet 4, in which they add punctuation to the

passage from page 136, while higher ability students can attempt Worksheet 5, where they also have to separate

the speech into new lines. When they have finished, students should compare the result with the original on

OHT 6.

2eelopment

Remind students about the robin that the children meet in the forest after they have discovered that Tumnus the

Faun has been captured by the White Witch (page 60). They should imagine that the Robin can actually talk,

and continue the following dialogue, following the rules of speech punctuation that they have been practising:

Lucy turned to the Robin and said, Please, can you tell us where Tumnus the Faun has been taken to?

Students can incorporate the following in their dialogue:

The 3o'in does not want the na!e of the 5ueen !entioned

The 3o'in $nows of so!e 'ea&ers who can help the children d!und does not trust the 3o'in

The 3o'in actually witnessed the capture of Tu!nus

7lenary

Ask 3 or 4 students to read out their dialogues and encourage positive criticism.

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4peech is punctuated like this6

;ow look at this longer section of speech from the stor6

'*The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

8T 31 %unctuating speech

pening speech mars

are placed in front of thefirst word of the speech."he can be single ordouble

And now what are we to do? said Edmund.

"he sentenceends with afull stop

Punctuationto do with the speech isput in front of the final speech mars.&ere it is a 5uestion mark because2dmund is asking a 5uestion. ;ormallit is a comma

-inal speech marsare placed after thelast word spoken

"he person "ho isspeaing is usuallstated, unless it is clearfrom the conte#t

2ach newspeakers linesbegin on a newparagraph

I saw it that time too, said Peter. Its still there. Its

just gone behind that big tree.

What is it? asked Lucy, trying very hard not to soundnervous.

Whatever it is, said Peter, its dodging us. Its

"his e#tra section of speech is alsospoken b %eter. :t does not begina new paragraph. &owe!er, it is anew sentence, so it has a capitalletter

/ecause we know that %eter isstill speaking, the writer does notneed to sa said %eter or he

said again

"his e#tra section of speech is alsospoken b %eter. :t does not begin anew paragraph. As it continues hissentence it doesnt begin with acapital letter


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Add the correct punctuation to the passage of speech below.

'6The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

Wor#sheet 41 %unctuation

Cant you get to sleep either said Susan

No said Lucy I thought you were asleep I say

Susan

What

Ive a most horrible feeling as if something

were hanging over us

Have you Because, as a matter of fact, so have

I

Something about Aslan said Lucy Either some

dreadful thing that is going to happen to him, or

something dreadful that hes going to do

Theres been something wrong with him allafternoon said Susan Lucy What was that he

said about not being with us at the battle You

dont think he could be stealing away and


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Rewrite the passage below into the space provided, adding in the correct punctuation.

Remember that you will also need to separate the speech into new lines.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

'$The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

Wor#sheet *1 %unctuation

Cant you get to sleep either said Susan No said Lucy I thought you

were asleep I say Susan What Ive a most horrible feeling as if

something were hanging over us Have you Because, as a matter of

fact, so have I Something about Aslan said Lucy Either some

dreadful thing that is going to happen to him, or something dreadful

that hes going to do Theres been something wrong with him all

afternoon said Susan Lucy What was that he said about not beingwith us at the battle You dont think he could be stealing away and


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'%The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

8T 61 "he original te#t

Cant you get to sleep either? said Susan.

No, said Lucy. I thought you were asleep. I

say, Susan!

What?

Ive a most horrible feeling as if something

were hanging over us.

Have you? Because, as a matter of fact, so

have I.

Something about Aslan, said Lucy. Either

some dreadful thing that is going to happen to

him, or something dreadful that hes going to

do.

Theres been something wrong with him allafternoon, said Susan. Lucy! What was that he

said about not being with us at the battle? You

dont think he could be stealing away and


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Lesson 41 Con!eing setting, character and mood

.rame"or# becties

R12 Comment, using appropriate terminology on how writers convey setting, character and mood

through word choice and sentence structure

R14 Recognise how writers language choices can enhance meaning

tarter

Write on the board: CMYCAU YKPVGT CPF PGXGT EJTKUVOCU. In pairs, the students must crack the code

to reveal a famous line from the novel. (The code A=C, B=D, etc. has been used. The solution is: Always

winter and never Christmas, said by the Faun to Lucy on page 23.) Then ask students where the line comes

from, and what makes it so effective.

Introduction

Explain to the class that it takes more than a good plot (storyline) to make a successful story; individual words

and phrases, and skilful use of sentence structure, are all essential tools in the writers toolkit. Tell them that you

are going to investigate how words and sentence structure can convey setting, character and mood in an extract

from the novel. (Write these three key words on the board.)

Using OHT 7, read the extract from Chapter 8 (pages 7981) to the class. Students should then discuss the

questions on style that are asked on the OHT. You can either do this as a whole class activity, or model the first

few questions in class and then put students in pairs to discuss the rest. They should make notes and either feed

back their answers in a class discussion or write them up (for higher level classes).

You may also like to question the authors repeated use of the rather characterless word went in the sentence:

Out they went, plunging well over their ankles into the soft new snow, and went round the house in every

direction an example of the occasional lapses in style in the book. Could Lewis have written this sentence

more effectively? (It is encouraging to young students to be given the chance to improve on great authors.)

2eelopment

Ask students to choose a favourite passage of their own from the novel (not more than a page). Working alone,

they draw up a table analysing the way in which words and sentence structure convey character, setting and

mood in their chosen passage. They should quote the relevant text, then comment on what effect it has how ithelps to build up a picture for the reader. Model the start of this a table as follows (the example is based on the

extract from pages 7981):

Evidence (words or

sentence structure)

How it conveys

CHARACTER

How it conveys MOOD How it conveys SETTING

say where8s d!und9: Sudden, short sentence, all on its own, suggests

the sudden change in !ood, and the stunnedsilence that follows the ;uestion

The snow was fallingthic$ly and steadily

The ad&er's help to e!phasise how hea&y thesnowfall is

'&



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7lenary

Select students to read out one example of how words or sentence structure help to convey character, mood or

setting from their passage. Ask them to further describe the effect of the words/sentence structure if it isnt clear

from their explanation, always linking this together with the intended effect of the author.

)(The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom


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All the children had been attending so hard to

what Mr Beaver was telling them that they had

noticed nothing else for a long time. Then

during the moment of silence that followed hislast remark, Lucy suddenly said:

I say - where's Edmund?

There was a dreadful pause, and then

everyone began asking Who saw him last?

How long has he been missing? Is he outside?

and then all rushed to the door and looked out.

The snow was falling thickly and steadily, the

green ice of the pool had vanished under a

thick white blanket, and from where the little

house stood in the centre of the dam you could

hardly see either bank. Out they went,

plunging well over their ankles into the soft

new snow, and went round the house in every

direction. Edmund! Edmund! they called till

they were hoarse. But the silently falling snow

seemed to muffle their voices and there was

not even an echo in answer.

How perfectly dreadful! said Susan as

they at last came back in despair. Oh, how I

wish we'd never come.

What on earth are we to do, Mr Beaver?

said Peter.

Do? said Mr Beaver, who was already

putting on his snow-boots, do? We must be

off at once. We haven't a moment to spare!

We'd better divide into four search

parties, said Peter, and all go in different

directions. Whoever finds him must come

back here at once and

Search parties, Son of Adam? said Mr

Beaver; what for?

Why, to look for Edmund, of course!

There's no point in looking for him, saidMr Beaver.

What do you mean? said Susan. He

can't be far away yet. And we've got to find

him. What do you mean when you say there's

no use looking for him?

The reason there's no use looking, said

Mr Beaver, is that we know already where

he's gone! Everyone stared in amazement.

Don't you understand? said Mr Beaver.

He's gone to her, to the White Witch. He has

betrayed us all.

)'The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

8T $1 4etting, character and mood

What effect does theauthor want hereB &owdoes putting this

speech on a separateline, with no othercomment, emphasisethis effectB

What effect doesputting all these5uestions together

ha!eB Wh are we nottold who e#actl isasking each 5uestionB

Wh does the authordescribe the sceneoutside using two long,slow sentencesB What

words help him to painta picture of the sceneB

What effect does theword plunging ha!ehereB

&ow do these soundeffects help build up apicture6

the repeated s

soundsB

the phrase e!en an

echo in answerB&ow does 4usanscomment help de!elopa picture of hercharacterB =ook back

to pages )8 and 1, fore#ample>

&ow does %eters

response to the crisishelp de!elop a pictureof his characterB

&ow do and actionshelp de!elop hischaracterB =ook backto pages 'D and '), for

e#ample>

&ow do all the5uestions ande#clamations help tocreate a particularmood in this sectionB

&ow does the wordher add to the pictureof the White WitchscharacterB

Wh does the authorlea!e it for such along time beforere!ealing the truthabout 2dmundB


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Lesson *1 +e!iewing a scene from the no!el

.rame"or# becties

Wr19 Write reflectively about a text, taking account of the needs of others who might read it

tarter

WriteDaughter Of Eveon the board. Working on their own, students try to find as many words as they can

hidden in this phrase. The words must be at least three letters long and letters cannot be reused (for example,

everis acceptable, but not dragged). After three minutes, collect all the students words on the board.

Introduction

Explain to students that in this lesson they are going to review a favourite scene of theirs from The Lion, the

Witch and the Wardrobe. Ask for suggestions as to the sort of things that should be covered in a review of a

text, and put these on the board.

Read through OHT 8 (a students review of Chapter 2) with the class. Reinforce the following points:

The scene is na!ed clearly at the start

The re&iew is organised effecti&ely < one paragraph per point

t co&ers action ('riefly), characters, setting and purpose

t includes the re&iewers own feelings a'out any of these points

t ends with a conclusion su!!ing up how the reader feels a'out the scene t !a$es reference to different &iews that other readers !ay ha&e

Point out that in a longer review other issues could be explored, for example, the style and quality of the

language, with quotations as illustration.

2eelopment

Students can then write their own review of a scene. Either set a scene for all of them to cover, offer a choice

between two or three scenes, or ask students to choose a scene of their own. Hand out copies of Worksheet 9to

aid students in planning and writing notes.

7lenary

Ask 3 or 4 students to read out their reviews, and elicit constructive criticism from the rest of the class.

Complete reviews for homework if necessary.

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Read the following review of Chapter 2 (What Lucy Found There).

The annotations explain the purpose of each paragraph.

Chapter 2 describes how Lucy meets Mr Tumnus in Narnia, and

what happened when she went back to his cave for tea. Mr

Tumnus tells Lucy about the White Witch and how he has been

forced to capture a human for her. nstead he takes Lucy back to

the wardrobe to escape from Narnia.

The only characters in this scene are Mr Tumnus and Lucy.

!owever, one other important character is described for the

first time " the White Witch. Mr Tumnus is a #aun $half%human

and half%&oat', so he(s a ma&ical character. !e(s also very funny,

as he calls Lucy )*au&hter of +ve( and thinks that she comes from

a land called )pare -om(. The idea of a #aun with an umbrella in

the snow, carryin& parcels, is also very amusin& and interestin&.

Later in the scene he &ets very upset, because he has been told

to capture Lucy. !is tears make him seem very human. !e(s

basically a &ood character, who wants to help Lucy.

We eperience the scene from Lucy(s point of view " everythin& is

unusual and fascinatin&. /ut we don(t &et a very &ood picture of

Lucy herself " she(s 0ust a &irl who has this ama1in& adventure.

Thou&h she does for&ive Mr Tumnus at the end, which isimportant.

The scene be&ins in the woods, then moves to Mr Tumnus(s cave,

which is described in detail. The author makes it seem very cosy "

it contrasts with the snowy cold of the woods outside. #inally it

ends in the woods a&ain, which are more threatenin& now that the

dan&er of the White Witch has been described.

This chapter is very important, because it is the first time that

we are told about Narnia, the White Witch and the four thrones

at Cair aravel. ome of this we understand, and some is only

hinted at $the four thrones'. /ut we want to know more about it

all because it is so fabulous. We learn that there are &ood

characters $like the #aun' and evil characters $like the White

Witch'. The #aun wants to betray Lucy, but can(t " the theme of

betrayal is also important to the story.

liked the contrast between the cosy teatime scene and the

dan&er that Lucy is really in. -ther readers may feel that the

scene &oes on too lon& $all those stories and tunes', but it worked

for me. t &ave a &ood idea of the passin& of time in the cave.

)3The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

8T %1 +e!iew

"he charactersinthe scene are listed

and described.:nclude personalresponseto thecharacters

"he discussion ofuc is gi!en aseparateparagraph, as sheis a differentcharacter

"he settingisdescribed briefl.;ote that there mabe more than onesetting

"he purposeof thescene, for e#ample,how it de!elops theplotandEor thecharacters, andhow it treats themain themes

A final summary,concentrating onour personalresponse. Allow fordifferent !iewpoints

/rief description ofthe action=whathappens> in thescene.


24/40

Use the planning frame below to write brief notes for your review.

Name: My scene is(page numbers):

Action(2 or 3 main

points only)

Characters(include

how you feel aboutthem)

Setting

Purpose(how does

this scene move the

story forward? Does it

develop the characters,

introduce a new one,

etc.?)

Summary(your

overall feeling about

the scene)

Remember: Try to

refer to other peoples

views somewhere in

your review


Wor#sheet &1 +e!iewing a scene


25/40

Lesson 61 %aragraphs

.rame"or# becties

S8 Recognise the cues to start a new paragraph and use the first sentence effectively to orientate

the reader

tarter

Write the following anagrams of names from The Lion, the Witch and the Wardrobeon the board:

S0//- (Aslan)

*=*0. (Edmund)

T#> T#>? (White Witch)

0=T=S. (Tumnus)

3?/ @3/A/- (Cair Paravel)

3/0/0 (Narnia)

Students race to unscramble the letters.

Introduction

Emphasise the importance of paragraphs as a structural tool. Then read the biography of C. S. Lewis on

OHT 10, and point out how it has been organised into paragraphs. In particular:

each paragraph starts on a new line

each paragraph deals with a separate topic, or a new ti!e period

the first sentence of the paragraph (called the topic sentence) tells the reader what the paragraph is a'out

2eelopment

Students then write a short piece about three fantasy writers: C. S. Lewis, J. R. R. Tolkien and J. K. Rowling,

using three separate paragraphs. Begin by brainstorming information about these authors and/or their books,

either as a class or in groups.

Point out to the class that the topic of a paragraph is often stated in the first sentence (called the topic sentence).

This makes it clear to the reader what new topic/idea/character is being written about. Refer to examples of

topic sentences on OHT 10, and encourage students to include them in their own writing.

Encourage higher ability students (or classes) to add two extra paragraphs one as an introduction and one as a

conclusion to the piece.

7lenary

Ask several students to read out their passages. The rest of the class should listen carefully and put their hands

up when they think the reader is beginning a new paragraph, explaining why. Highlight good topic sentences

that have been used, and write them on the board.

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26/40

C. S. Lewis, or Jack Lewis, as he preferred to be called, was

born in Belfast, Ireland (now Northern Ireland) on 29 November

1898. He was the second son of Albert Lewis, a lawyer, and

Flora Hamilton Lewis. He had an older brother, Warren, knownas Warnie.

Lewis's early childhood was happy. He lived in a large house

called Little Lea. It had dark passages and a large overgrown

garden, which became playgrounds for him and his brother. The

house also had a library with a huge collection of books.

Lewiss mother became ill and died of cancer in 1908. This

unhappy event marked the end of his childhood, because only a

month after her death the two boys were sent to boarding schoolin England. Lewis hated the school, but he was able to return to

Ireland two years later.

In 1916 Lewis went up to Oxford University. This was the

middle of the First World War, however, so very soon he

volunteered to join the British Army, and served in the trenches

of northern France.

After the end of the war in 1918, Lewis returned to Oxford,

where he proved to be a first-class scholar. In 1925, he became a

teacher in English at Magdalen College, Oxford. He taught and

lectured at Oxford for twenty nine years, where his friends

included J. R. R. Tolkien, author of The Lord of the Rings.

During this period Lewis began to publish books. These were of

three very different kinds: books about Christianity, which was

always important to him; scholarly books about English

literature; and, of course, childrens fantasy novels. Although

some of his friends (including Tolkien) tried to persuade himagainst writing childrens books, they became extremely

popular. The seven Narnia stories began with The Lion, the

Witch and the Wardrobeand ended with The Last Battlein 1956.

They have sold more than 100 million copies.

In 1954 Lewis moved to a new teaching post at Cambridge

University. Two years later he married Joy Davidman, but she

died in 1960. After her death, Lewis's own health got worse. He

died on 22 November 1963.


8T '(1 ood paragraphing

Paragraph 1

5ntroduction 6

family

Paragraph 2

+arlychildhood

Paragraph 3

&chool days

Paragraph 4

7s a youngman

Paragraph

7t xfordniversity

Paragraph #

8is /oos

Paragraph $

-inal years


27/40

Lesson $1 %ortraing a character

.rame"or# becties

R12 Comment, using appropriate terminology, on how writers convery setting, character and mood

through word choice and sentence structure

Wr6 Portray character, directly and indirectly, through description, dialogue and action

Wr14 Describe and object, person or setting in a way that includes relevant details and is accurate and

evocative

tarter

Brainstorm with the class what the important features/ingredients of a story are. Characters should come up at

some point. Then brainstorm what an author can do to make the characters interesting or exciting. Focus onthree main methods for doing this, and write them on the board.

Introduction

The class read the description of the Queen of Narnia (pages 3436) again (this is provided on OHT 11), and

explore how the characters of both the Queen and Edmund are built up. Either as a class or in groups, ask them:

what !a$es the description of the 5ueen effecti&e9 (for eBa!ple, detail, adCecti&es, the si!ile)

how the words of the 5ueen and d!und add infor!ation a'out their character (for eBa!ple, the 5ueens

;uestions and co!!ands, d!unds hesitancy)

how their actions add infor!ation a'out their character (for eBa!ple, loo$ing hard at d!und, the -ady

frowned)

Emphasise how it is often more effective to show aspects of a character through their words and actions rather

than by stating it baldly (for example, Edmund was nervous and hesitant).

2eelopment

Tell the class that in Lesson 8they are going to write a story about a character who goes through a portal into

another world. They first discuss briefly in pairs:

what the portal is (gi&e eBa!ples, if necessary, such as an understairs cup'oard, a !anhole in the street)

where the portal leads (for eBa!ple, to the future, to the past, to a fantasy world)

Then, on their own, students use Worksheet 12to think about and build up a description of their main

character, in preparation for writing the story.

7lenary

Ask several students to read out what mood they have given their character. Have they written down some

words, or an action, that reveals that mood? If not, encourage them or the class to do so orally.

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28/40

Read the following extract from The Lion, the Witch and the Wardrobe,

Chapter 3. Notice how the author builds up a picture of both characters (the

Queen and Edmund) in three ways: by description

by their words and how they say them

by their actions.

)%

But behind him, on a much higher seat in the middle of the sledge sata very different person a great lady, taller than any woman that

Edmund had ever seen. She also was covered in white fur up to her

throat and held a long straight golden wand in her right hand and wore

a golden crown on her head. Her face was white not merely pale, but

white like snow or paper or icing-sugar, except for her very red

mouth. It was a beautiful face in other respects, but proud and cold

and stern.

The sledge was a fine sight as it came sweeping towards Edmund

with the bells jingling and the dwarf cracking his whip and the snowflying up on each side of it.

Stop! said the Lady, and the dwarf pulled the reindeer up so sharp

that they almost sat down. Then they recovered themselves and stood

champing their bits and blowing. In the frosty air the breath coming

out of their nostrils looked like smoke.

And what, pray, are you? said the Lady, looking hard at Edmund.

I'mI'mmy name's Edmund, said Edmund rather awkwardly. He

did not like the way she looked at him.The Lady frowned. Is that how you address a Queen? she asked,

looking sterner than ever.

I beg your pardon, your Majesty, Ididn't know, said Edmund.

Not know the Queen of Narnia? cried she. Ha! you shall know

us better hereafter. But Irepeat what are you?

Please, your Majesty, said Edmund, I don't know what you

mean. I'm at school at least Iwas it's the holidays now.

The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

8T ''1 %ortraing characters


29/40

Imagine the character in your story. Think about how they look, and what sort of person they

are. Fill in the columns below with your thoughts. Your character will grow in your mind the

more detail you add.

Feature Detail How could description/

speech/action show this?

Give examples.

Name

Age

Appearance: face

Appearance: body

Clothes

How she or he moves

Mood (character)

What is your character thinking and feeling? You need to get under their skin. Write your

ideas below.

What does your character thinkand

feelwhen s/he goes through the

portal into the new world?

How could you show this when

writing about the character?

)&The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

Wor#sheet ')1 $escribing a character


30/40

3(


31/40

Lesson %1 4tructuring a stor

.rame"or# becties

R7 Identify the main points, processes or ideas in a text and how they are sequenced and developed

by the writer

Wr5 Structure a story with an arresting opening, a developing plot, a complication, a crisis and a

satisfying resolution

tarter

Hand the students the sequence cards on Worksheet 13, individually or in pairs or groups. Their task is to

rearrange them to reveal the full sequence of the novel.

Introduction

Remind the class that a story often follows the following form: introduction, developing plot, complication,

crisis, resolution. Write this basic narrative skeleton on the board (or use Worksheet 14as an OHT) and ask the

class for a single sentence that would describe each section of the narrative structure of The Lion, the Witch and

the Wardrobe. Write this on the board.

Students then think in similar terms about their own story. Give each of them a copy of Worksheet 14to help

them plan their story. Go around the class, helping students to think of possible complications and crises to fit

their basic scenario (worked out in Lesson 7).

2eelopment

Students use their plan, and the notes they have made about their main character in Lesson 7, to write their

story.

7lenary

When they have finished their writing, give each student a copy of Worksheet 15so that they can work in pairs

and assess each others writing. They can then redraft according to suggestions.

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*our children =%eter, 4usan,2dmund and uc> are sent to alarge house during World War

"wo to li!e with a kind oldprofessor.

2dmund can onl be forgi!en bAslanFs sacrifice. "he Witch kills

Aslan at the 4tone "able.

"he children find a wardrobe inan empt room, which leads to

the land of ;arnia.

Aslan rises from the dead,following the law of deeper magic

from before the dawn of time.

"he children learn that ;arnia iscontrolled b the White Witch,

and it is alwas winter. "he trueruler of ;arnia, Aslan the lion, will

return to rescue ;arnia from itseternal winter.

"he children and Aslans armdefeat the White Witch and her

followers in battle and sa!e

;arnia.

2dmund betras his brother andsisters to the White Witch. 4he isafraid of the prophec that ;arnia

will return to its true form whenfour kings and 5ueens sit on thefour thrones at the castle of Cair

%ara!el.

"he children are appointed the7ings and Gueens of ;arnia.

Aslan returns to ;arnia and theWitchs spell begins to break.

Winter slowl changes intospring.


33/40

33The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

Wor#sheet '41 %lanning our stor

Adddetailstothisnarrativeskeletontohelpyouplantheoutlineofyourstory.

1.Introduction

Setsscene

.Reso!ution

".Deve!o#in$

#!ot

%.Co!ic'tion

(.Crisis


34/40

2ate1 999999999999999999999999

:ame1 999999999999999999999999999999999999999999999999999 +lass1 99999999999999

The assignment involved writing

What main text-type features were included in the writing?

What were the good points about the writing?

What needs to be improved?

Writing overview

.+; 7oor era/e


35/40

Lesson &1 Writing from a characters point of !iew

.rame"or# becties

W2 Pluralisation, includingesendings and words ending iny,f and vowels

Wr7 Use a range of narrative devices to involve the reader

tarter

Write the following words on the board (all come from the novel): majesty, wolf, study, witch, knife, icicle, fox,

zoo, centaur, dwarf.

Give the class a quick test on plurals. You may want to remind them of the basic rules first (or reinforce them

afterwards), for example:

addesto for! the plural in words that end insh,ch,ssand! addsto words that end in a &owel Dy, for eBa!pleE way

changeytoiesin words that end in consonant Dy

Introduction

Explain to students that a narrative passage is often written from a particular characters point of view. Display

OHT 16and point out how C. S. Lewis makes us experience the scene from Edmunds point of view. In each

case, ask how else the author could have written the scene (for example, he could have told us straightaway

what the whizz whizz sound was).

Ask what advantages this narrative device might have over simply describing the scene from the point of view

of the author who knows everything that is going on (avoid using the term omniscient narrator in all but

advanced classes). Elicit responses such as:

t gi&es readers the sense of actually 'eing there, eBperiencing the scene

t deepens the readers sense of what the character is li$e, as they eBperience the scene as the character does

t adds tension 'ecause, li$e the characters, the reader doesnt $now what eBactly is going on, or what is

going to happen

2eelopment

Students then write the scene from the point of view of the dwarf. Write the following pointers on the board:

Possible events to include Tying d!und to the tree

Areparing d!und for sacrifice

The attac$ 'y the rescue party (noteE centaurs, deer, unicorns, 'irds)

%eing turned into a stu!p 'y the >itchs !agic

#ints and techni;ues

!agine you are the dwarf and thin$ a'out how he would feel, hear and see the scene

.ention the dwarf often in the writing

Show confusion 'y a Cu!'le of words and punctuation

7lenary

Ask 3 or 4 students to read out their passages and invite constructive comment. Is there a contrast in the writing

between the first half (when the dwarf knew exactly what was going on) and the second half (when he didnt)?

3*



36/40

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37/40

$ifferent peoples speechHumbled together in oneparagraph ( representshow 2dmund e#periencesit

Read this extract from Chapter 13. The annotations show how C. S. Lewis

allows us to experience the scene from Edmunds point of view.

Edmund found himself being roughly

forced to his feet. Then the dwarf set

him with his back against a tree and

bound him fast. He saw the Witch take

off her outer mantle. Her arms were

bare underneath it and terribly white.

Because they were so very white he

could see them, but he could not see

much else, it was so dark in this valley

under the dark trees.

Prepare the victim, said the Witch.

And the dwarf undid Edmund's collar

and folded back his shirt at the neck.

Then he took Edmund's hair and pulled

his head back so that he had to raise his

chin. After that Edmund heard a

strange noise whizz whizz whizz.

For a moment he couldn't think what it

was. Then he realized. It was the sound

of a knife being sharpened.

At that very moment he heard loud

shouts from every direction - a

drumming of hoofs and a beating of

wings a scream from the Witch

confusion all round him. And then he

found he was being untied. Strong arms

were round him and he heard big kind

voices saying things like

Let him lie down give him some

wine drink this steady now you'll

be all right in a minute.

Then he heard the voices of people

who were not talking to him but to one

another. And they were saying things

like Who's got the Witch? I thought

you had her. I didn't see her after I

knocked the knife out of her hand I

was after the dwarf- do you mean to

say she's escaped? A chap can't

mind everything at once what's that?

Oh, sorry, it's only an old stump! But

3$

4peakers are notnamed ( we dontknow who the arebecause 2dmund

doesnt either

The Lion, the Witch and the Wardrobe )che*e of Work 3 &arperCollins %ublishers 0."his page ma be photocopied for use in the classroom

8T '61 2dmunds point of !iew

Author makes clear atstart that this is2dmunds e#perienceof e!ents

*ocus on the senses (what 2dmund felt, sawand heard

$arkness is important( implies that 2dmunddoesnt full know whatis going on

"he dialogue hints atsomething that the

Witch and dwarf knowbut 2dmund doesnt.As readers we arewondering, like2dmund, what itmeans

Author could ha!esimpl told us what thesound was, but he letsus follow 2dmundstrain of thought instead

Again, the scene is

described from2dmunds e#perience( hearing and feeling

"he short phrases andpunctuation =dashes>con!e 2dmundssense of thingshappening around him

%assage ends with2dmund, Hust as itbegan, to reinforce it isall about whathappened to him


38/40

just at this point Edmund went off in a

dead faint.

3%


39/40

Lesson '(1 2dmund

.rame"or# becties

R7 Identify the main points, processes or ideas in a text and how they are sequenced and developed

by the writer

S&L10 Identify and report the main points emerging from discussion

tarter

Explain to the class that in this lesson they will focus on the character of Edmund. Divide students into groups

of 4 or 5 and give each group a set of the cards from Worksheet 17. These cards reproduce short passages from

the novel, and the students task is to put them in the correct order. (The cards are printed in the right order on

the worksheet pages 30, 33, 44, 81, 91, 106, 109, 126, 128, 165.)

Introduction

Groups should then discuss what each extract says about Edmunds character, and summarise this in a short

phrase or sentence. In completing this activity, they should come up with a ten-point character log for

Edmund. (For example, the first card could be summarised as:Edmund is spiteful.) Each group should appoint a

spokesperson to feed back their responses to the class.

2eelopment

Groups then select four shots for Edmunds photo album. These are the four key moments in his life (asnarrated in the novel). They could include some of the moments on the character cards, but may also include

others, such as his first meeting with the White Witch. The group must come to a consensus about the photo

album and choose a different spokesperson to explain their decision.

7lenary

Initiate a class discussion on the following topic:Edmund is by far the most interesting of the four children.

Steer the discussion to explore two key points: that we are interested in characters who arent all good, and that

we are interested in characters who develop.

8ome"or#Students s$etch the four photographs for d!unds al'u!

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40/40

He sneered and jeered at Lucy and kept

on asking her if shed found any other

new countries in other cupboards all

over the house.

Soon he was wet to the skin. And oh,

how miserable he was! It didnt look

now as if the Witch intended to make

him a King He would have given

anything to meet the others at this

moment even Peter!

I say, Lu! Im sorry I didnt believe

you. I see now that you were right all

along. Do come out. Make it Pax.

Still there was no answer.

Just like a girl, said Edmund to

himself, sulking somewhere, and

wont accept an apology.

Oh, dont, dont, please dont,

shouted Edmund, but even while he was

shouting she had waved her wand and

instantly where the merry party had

been there were only statues seated

round a stone table on which there were

stone plates and a stone plum pudding.

Edmund was already feeling

uncomfortable from having eaten too

many sweets, and when he heard that

the Lady he had made friends with was

a dangerous witch he felt even more

uncomfortable. But he still wanted to

taste that Turkish Delight again more

than he wanted anything else.

After that Edmund heard a strange noise

whizz whizz whizz whizz. For a

moment he couldnt think what it was.

Then he realised. It was the sound of aknife being sharpened.

Dont you understand? said Mr

Beaver. Hes gone to her, to the White

Witch.

Edmund shook hands with each of the

others and said to each of them in turn,

Im sorry.

He took a stump of lead pencil out of

his pocket and scribbled a moustache

on the lions upper lip and then a pair of

spectacles on its eyes. Then he said,

Yah! Silly old Aslan! How do you like

being a stone?

He had become his real old self again

and could look you in the face. And

there on the field of battle Aslan made

him a knight.

Wor#sheet '$1 Character cards

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