Focus Project

Arika A. Clark

TE 842: Adv. Methds of Teaching Reading

November 18, 2009

Introduction How can I increase comprehension in a fifth grade literature unit using C.S. Lewis’ Chronicles of

Narnia: The Lion, Witch, and Wardrobe? In order to answer this, I created a unit plan that incorporates

collaborative and cooperative learning, such as a literature circle setting in order to increase

comprehension of the text. Since the book is two-hundred fifty five pages, I believe that this should take

six to nine weeks, or approximately forty lessons. This will allow us time to divide the book into

manageable size pieces, park and discuss the text, make predictions, analyze, participate in activities—

such as a mini Reader’s Theater—that would otherwise be lost when going through a book too quickly.

The lessons would be detailed with the appropriate GLCE’s, learning objectives, and lesson details,

showing the teachers how to (1) organize small discussion groups that work, (2) provide stimulating

questions and writing prompts that motivate students to think and respond thoughtfully, identify

themes, analyze vocabulary, recognize the author’s craft, and respond meaningfully to the text in group

discussions, (3) make cross curricular connections. The lessons and activities provided in this novel-tie

would be research based from the information gleaned in this course.

As a teacher, you naturally want to instill in your students the habits of confident, critical, independent,

and lifelong readers. You hope that even when students are not in school, they will seek out books on

their own, think about and question what they are reading, and share those ideas with friends. An

excellent way to further this goal is by using literature circles in your classroom.

In a literature circle, students select a book to read as a group. They think an dwrite about it on their

own in a literature response journal and then discuss it together. Both journals and discussion enable

students to respond to a book and develop their insights into it. They also learn to identify themes,

issues analyze vocabulary, recognize writing techniques, and share ideas with each other—all of which

are necessary to meet state and national standards.

This guide provides the support of materials for using literature circles with The Lion, the Witch and the

Wardrobe by C.S. Lewis. The reading strategies, discussion questions, projects, and enrichment readings

will also support a whole class reading of this text or can be given to enhance the experience of an

individual student reading the book as part of a reading workshop. “The National Council of Teachers of

English and the International Reading Association say that the kids should be doing Books Clubs just for

fun regularly in the classrooms. Literature circles can enhance the reading achievement, attitudes and

work habits of students at all grade levels.” (Harvey and Daniels, 199).

Teacher Resources

Suggestions for the Unit Vocabulary

You can help your students learn and retain the vocabulary in The Lion, Witch and the

Wardrobe by providing them with interesting vocabulary activities on a daily basis.

“Immersing students in a vocabulary-rich environment and providing them instruction in

words and word-learning strategies, can help them develop greater breadth and depth of

vocabulary knowledge” (Baumann, Ware, Edwards, pg. 108). “Vocabulary and reading

comprehension have a reciprocal relationship as greater vocabulary leads to greater

comprehension, better comprehension also leads to learning more vocabulary words”

(Stanovich, 1986 in Keiffer and Lesaux, 2007). “The role of active learning in vocabulary

development has been well established. Students who engage with words by hearing them,

using them, manipulating them semantically, and playing with them are more likely to learn

and retain new vocabulary” (Beck, McKeown & Kucan, 2002; Blachowicz & Fisher, 2005;

Stahl & Fairbanks, 1986 in Blachowicz and Obrochta, 2005). With the above research in

mind, a number of activities and resources have been provided in order to foster

vocabulary development.

Vocabulary Activity Ideas

Word Wall: Use a Word Wall to keep track of interesting vocabulary from their

reading for discussion and writing. In addition to placing the chapter vocabulary on

the word wall, allow students to contribute words from their reading to the Word

Wall.

Anticipatory Sets “sensitize the students to think about and look for key

vocabulary as they read” (Baumann, Ware, Edwards, pg. 112). Examples of

anticipatory sets include the Predict-o-Gram and self-assessment (see next page).

The Predict-o-Gram is a graphic organizer that has a list of vocabulary terms at the

top, and the students are to predict whether the words describe characters,

setting, problem, action, or solution. The students then write the words in the

correct space on the graphic organizer. The self-assessment allows students to

rate their knowledge of a word prior to reading the passage (I know the

meaning…very well, somewhat, not at all). The graphic organizer is table with the

vocabulary words in the first column with the headings very well, somewhat, not at

all across the top. The students then indicate by placing an X or in the

appropriate column that matches the heading.

Crossword Puzzles and Wordsearch Puzzles

Vocabulary Concentration: invite your students to make two sets of cards that are

the same size and color. On the cards of one set, they will write one vocabulary

word per card. On the second set, they will write one vocabulary definition per

card. All cards are mixed together and placed face down on a table. Player A then

turns over two cards. If the pair matches the word with its definition, the pair

belongs to Player A, and he or she can gets another turn. If they don’t match, it is

Player B’s turn. Each game player must concentrate in order to remember the

locations or revealed words and definitions. The game continues until all matches

have been made. The goal of Vocabulary Concentration is to match as many words

and definitions as possible. The game works most effectively if played in small

groups and is an ideal activity for free exploration time.

Vocabulary Bee: This is similar to a spelling bee, but in addition to spelling each

word correctly, the game participants must define the word as well.

ALTERNATE VERSION: Students are given a word (or definition) and they must

supply the opposite.

Challenge your students to use a specific vocabulary word from the story at least

10 times in one day. They must keep a record of when, how, and why the word was

used.

20 Questions: In this game, one student selects a vocabulary word and gives clues

about this word, one by one, until someone in the class can guess the word.

Vocabulary Charades: In this game, vocabulary words are acted out.

Letter Tiles: Use tiles from Scrabble (or another such game) and students

determine the point value of a word.

Sulking 1+1+1+5+1+1+2 = 12

Break the Code: In this game, each letter is given another number or letter to

represent it. Then, students are given fill-in-the-blanks, where each blank is a

number. They are then to correspond the number to the letter and fill in the

vocabulary word.

EXAMPLE: Passages A=3, E = 1, G= 7, P = 12, S= 9

_____ _____ _____ _____ _____ _____ _____ _____

12 3 9 9 3 7 1 9

Unscramble: Students are provided with vocabulary word that are all mixed up.

They must unscramble the letters to identify the vocabulary word.

EXAMPLE: lniicden = inclined

Vocabulary Cube: Students choose a vocabulary word and each side of the cube

represents a different aspect of the word (definition, synonym, antonym, sentence,

and illustration). An example is attached for you.

Vocab-a-piller: Students select a vocabulary word and five di-cut circles. First

circle: write the word. Second circle: Write the definition of the word. Third

circle: Write one or two synonyms. Fourth circle: Write a sentence using the word.

Fifth circle: Draw a picture of the word. Glue them together so that it makes a

caterpillar (see example below). If you’d like, provide the students with pipe

cleaners for antennae and feet, wiggle eyes, color, and have fun!

Word Page # Definition

alliance 183 a bond or connection between families, states, parties, or individuals

beckon 65 to summon or signal typically with a wave or nod

boulder 138 a detached and rounded or much-worn mass of rock

bundle 106 to hustle or hurry unceremoniously

campaign 145 a connected series of military operations forming a distinct phase of a war

camphor 54 a tough gummy volatile aromatic crystalline compound from the camphor

tree and used as a liniment and as an insect repellent

conduct 140 protection given a person passing through a military zone or occupied

area

conversation 139 a discussion of an issue by representatives of governments, institutions,

or groups

cordial 109 a stimulating medicine or drink

dominion 34 a self-governing nation that acknowledges a monarch as chief of state

dungeon 171 a dark usually underground prison or vault

enchantment 59 a magical spell

faun 10 a mythological creature that is part deer and part man

flask 104 a broad flattened necked vessel used especially to carry beverages on the

person

Fling 163 to throw forcefully, impetuously, or casually

forfeit 142 to lose or lose the right to especially by some error, offense, or crime

fraternize 58 to associate on close terms with members of a hostile group

gaiety 115 festive activity

gibber 151 to speak rapidly, inarticulately, and often foolishly

glade 165 an open space surrounded by woods

gluttony 115 greedy or excessive indulgence, especially in food or drink

Gnaw 160 to wear away by persistent biting or nibbling

grope 28 to feel about blindly or uncertainly in search

hoax 25 to trick into believing or accepting as genuine something false and often

outrageous

inquisitive 8 inordinately or improperly curious about something

lithe 96 characterized by easy flexibility and grace

logic 48 a science that deals with the principles and criteria of validity of inference

and demonstration

mantle 35 a loose garment worn over other clothes

melancholy 12 a pensive or depressed mood

museum 167 an institution devoted to the procurement, care, study, and display of

objects of lasting interest or value

pavilion 125 a large often lavish tent or canopy

prodigious 168 extraordinary in bulk, quantity, or degree

prophecy 82 a prediction of something to come, usually of divine will and purpose

queer 8 differing in some odd way from what is usual or normal

ransack 171 to search thoroughly

renounce 144 to give up, refuse, or resign usually by formal declaration

repulsive 111 arousing aversion or disgust

row 4 a noisy disturbance or quarrel

salute 128 the position (as of the hand) or the entire attitude of a person

acknowledging a superior

scarlet 31 any of various bright reds

scepter 182 a staff or baton borne by a sovereign as an emblem of authority

service 19 an useful act

shears 153 a cutting implement similar or identical to a pair of scissors but typically

larger

sightseer 51 one who goes about seeing sights of interest; a tourist

Skirl 156 a high shrill sound produced by the chanter of a bagpipe

sledge 30 a strong heavy sled

sluice-gate 108 the entrance to an artificial channel into which water is let

spectacles 50 a device used to correct defects of vision or to protect the eyes consisting of two lenses and a frame

spire 92 a tapering roof or analogous pyramidal construction standing on a tower

thicket 135 a dense growth of shrubbery or small trees

threshold 97 the place or point of entering or beginning

transparent 169 fine or sheer enough to be seen through

treacherous 85 likely to betray trust

trifle 69 something of little value, substance, or importance

Turkish Delight 36 a jellylike or gummy confection usually cut in cubes and dusted with

sugar

vermin 115 small common harmful or objectionable animals (as lice or fleas) that are

difficult to control

wardrobe 6 a room or closet where clothes are kept

wireless 5 a communication device, such as a radio, having no wires

wrench 57 to injure or disable by a violent twisting or straining

Self-Assessment

I know the meaning of…

Very well Somewhat Not at all

Jeering

Alighted

Considerate

Inclined

Wretched

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Predict-O-Gram

Vocabulary Words

Jeering Inclined Alighted

Consideration Wretched

Characters Setting

Problem Action Solution

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Vocab-a-pillar 1. Choose a vocabulary word and pick five circles.

2. First circle: Write the word.

3. Second circle: Write the definition of the word.

4. Third circle: Write one or two synonyms.

5. Fourth circle: Write a sentence using the word.

6. Fifth circle: Draw a picture of that word.

7. Glue them together so that it makes a caterpillar (see example below or the teacher’s)

8. If you’d like, add pipe cleaners for antennae and feet, wiggle eye, color, and have fun!

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Comprehension Exercises

You can help your students learn and comprehend The Lion, Witch and the Wardrobe .

Balanced comprehension instruction includes both explicit instruction in specific

comprehension strategies and a great deal of time and opportunity for actual reading,

writing, and discussion of text. The components in the balanced comprehension instruction

are a supportive classroom context and a model of comprehension instruction (Duke and

Pearson, 2002). The gradual release of responsibility is a model of comprehension

instruction. The instructional model follows five components. First, an explicit description

of the strategy and when and how it should be used. Second, teacher and/or student

modeling of the strategy in action. Third, collaborative use of the strategy in action.

Fourth, guided practice using the strategy with gradual release of responsibility. Finally,

independent use of the strategy. It is imperative that students understand that

strategies are not to be used singly—“good readers do not read a book and only made

predictions. Rather, good readers use multiple strategies constantly” (Duke and Pearson,

2002, pg. 4).

Comprehension Exercise Ideas

Who-What-When-Where-Why-How Questions:

Multiple Choice

Key Event

True/False

Prediction

Sequence of Events:

Comparison Fact/Fiction

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Reading Strategy Chapters 1 and 2 Identifying the Setting Knowing where a story takes place helps a reader imagine the events as they unfold. Most

writers immediately offer clues as to the setting—where the story is taking place. When

you read, try to notice the clues in the first few pages of the book so you can better

understand what is happening. What clues does C.S. Lewis give you in the beginning of the

book to help you identify the setting?

Chapters 3 and 4 Making Inferences:

Your mind can create a complete picture from just a few important details. You can

probably recognize a familiar word even if a few words are missing. You can probably

identify a cat from a few lines of whiskers and a tail drawn on a piece of paper. You infer

the whole from the parts. The same is true when you read. You are constantly taking in

little bits of information about a character and imagining him as a complete person. As you

read, record inferences you are making about the characters in the story. What kind of

details help you make these inferences?

Chapters 5, 6, and 7 Visualizing

Imagine there is a movie screen in your mind. As you read these chapters, watch and

listen to the picture that plays. If you find it hard to “see” while you are reading, have

someone read aloud to you and shut your eyes. If a robin is mentioned, think about a robin

that you have seen before. Don’t try too hard—just let the word come to life in your

imagination.

Chapters 8 and 9 Asking Questions

When you are reading a book, you are listening to what the author has to say. You may

find yourself with things to say to the author: “Why did you say that? Why did this

happen instead of that? I loved it when…” Noticing these reactions as you read can

deepen your understanding of the story. Write your questions in your journal.

Chapters 10 and 11 Identifying with a Character A reader might explain why he or she didn’t like a particular book by saying, “I couldn’t

identify with any of the characters.” As a reader, you like to be able to imagine yourself

inside of the story. You can understand how and why certain characters behave and

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respond and discover things about themselves. You wonder what you would have done in

similar situations. With which character in the book do you most identify, and why?

Write your response in your journal.

Chapters 12 and 13 Understanding Unfamiliar Words and Phrases When unfamiliar words or phrases pop up while you are reading, it’s usually better to keep

reading instead of interrupting the story to consult a dictionary or question a teacher or

parent about the definition. Stay engaged with the book as long as you understand what’s

happening in the story. When you finish the chapter, paragraph or section, use some of

the many decoding strategies to identify the word: word identification, chunking, word-

inside-of-a-word, context clues, etc.

Chapter 14 and 15 Rereading When a story gets very exciting, you may find yourself rushing over words and entire

descriptions to find out what’s going to happen next. That’s perfectly natural, but in doing

so you may miss details that are important to understanding the story more deeply.

So…after you’ve rushed through a chapter to follow the plot, go back and read it more

slowly. Take your time so you can pay attention to the details and the writing.

Chapter 16 and 17 Going Back to the Beginning You’ve finished the book, but are you really done with it? A good book will stay with you.

You’ll find yourself remembering scenes and sentences. You may find yourself wondering

about the characters and what happened to them. You may be eager to read the next book

in the series. Before you do any of those things, take a look at the first paragraph of the

novel and notice how your understanding of the book and characters have changed. You

may even find that you’ve changed since you began the book!

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About the Author C.S. Lewis was born on November 29,

1898, in Belfast Ireland. His father was a

lawyer. He attended various schools and

was privately tutored before entering

University College in Oxford, England.

Wounded in World War I, he returned to

Oxford, then Cambridge, as a professor

of Medieval and Renaissance English

literature.

Although he wrote many books for

scholars, most people know Dr. Lewis

through reading his books dealing with

Christianity. “My father bought all the

books he read and never got rid of any of

them. In the seemingly endless rainy

afternoons, I took volume after volume

from the shelves.” Even as a boy, Lewis

enjoyed writing fantasy books of his own

in an attic room of his house. “I wrote

about chivalrous mice and rabbits to ride

out in complete mail to kill not giants but

cats.” From a childhood immersed in books and writing came a life-long habit of writing.

The Narnia Chronicles for children were published from 1950 to 1956. For Lewis, the

“fantasy” world of Narnia is often more real then in the world we live in because there, in

Narnia, the struggle between good and evil is made very clear. Lewis died on November

22, 1963, the same day U.S. President John F. Kennedy was assassinated.

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The Lion, The Witch, and the Wardrobe Peter, Susan, Edmund, and Lucy are visiting an old Professor in the country in order to

avoid the air raids in London. Living in a huge old historic mansion is a new adventure for

all of the children. The problem appears when Lucy, the youngest of the four brothers and

sisters, is playing hide-and-seek and discovers another world, a world of fauns, witches,

and magic, in the back of an old wardrobe. None of the other children believe her.

In the other world, Narnia, Lucy meets a faun, Mr. Tumnus, who admits to her that he is

working for the White Witch. Tumnus has been assigned the job of finding and turning in

“Sons of Adam” and “Daughters of Eve.” Charmed by Lucy, he does not turn her in to the

Witch. Meanwhile, Lucy’s brother Edmund has found his way into Narnia too, and has been

told by the Witch (who claims to be the Queen of Narnia) to bring his brothers and

sisters. When he does this, says the Witch, she will give him more Turkish Delight, an

enchanted candy, and will make Edmund King of Narnia.

Back at the mansion, Edmund lies to the others about having been in Narnia. he is

eventually found out when all four children enter the wardrobe together. They find out

that Mr. Tumnus has been taken captive by the Witch and his cave has been ransacked for

not arresting Lucy. The children decide to try to help Tumnus, meet a family of beavers

hostile to the Witch, and wind up fighting on the side of forces for Aslan, a lion, the true

King of Narnia.

Aslan’s victory is not without some uncertainties, as when Aslan allows the Witch and her

followers to kill him so that they will let Edmund (who acted as a traitor) go free. Yet, the

four do conquer with Aslan and rule on four thrones in Narnia at the castle called Cair

Paravel. In the end, they find themselves back at the mansion with the professor.

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Setting Up Literature Response Journals Although some students may already keep literature response journals, others may not

know now to begin. To discourage students from merely writing elaborate plot summaries

and to encourage them to use their journals in a meaningful way, help them focus their

responses around the following elements: response to prompt, novel words and fantastic

phrases, comments, connections, and observations, predictions, and sticking points.

Response to Prompt: At the end of each assigned section, students will have a prompt

to answer.

Novel Words and Fantastic Phrases: This is a space for them to write as they come

across words or phrases that tickle their ear.

Questions and Comments, Connections, and Observations: This space is designated for

students to write their thoughts about what they just read. They can record their

observations, such as “I liked how the author described how the children felt when

they heard Aslan’s name.” They can record their comments, such as “I was upset to

read that Edmund betrayed his family. Family is not supposed to do that.” They can

record their connections, “Once, I lied to my brother and sister to get what I wanted.”

Predictions: In this space, students will make predictions as to what will happen next in

the plot.

Sticking Points: This space is intended for students to write problem areas as they

read. This may be words they were unable to decode or a misunderstanding of the plot.

Your Space: This space is designated for students for students to write a note to the

teacher, draw a picture of the text or connection, etc. This is the child’s free space to

do with, appropriately, as he/she pleases.

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Literature Response Journal Prompts Chapters 1 and 2

“And so Lucy found herself through the wood, arm in arm with this strange creature as if they

had known one another all their lives.

Imagine that you had gone through the Wardrobe door and met Mr. Tumnus. How would

you have behaved? What would you have thought of him and why? Rewrite the scene.

Imagine you have journeyed to Narnia instead of Lucy.

Chapters 3 and 4

1. What can you infer about the Queen? What do you notice about her that Edmund

doesn’t? What kind of character do you think she is?

2. What did you want to say while to Edmund while you were reading this chapter? If you

could have been invisible beside him, what would you have whispered in his ear?

Chapters 5, 6, and 7

1. Other than the scenes illustrated in the book, was there a particular scene that was

easy for you to imagine? Describe the scene as you imagined it. You may also want to

draw the scene.

2. Lucy feels betrayed by Edmund. What does it mean to be betrayed?

Chapters 8 and 9

1. What are your observations and questions about Aslan? Describe how hearing his

name would make you feel.

2. Why do you think Edmund makes the choice to go to the Witch?

Chapters 10 and 11

1. With which character do you least identify? Explain why. How are you like this

character? How are you different? How do you imagine yourself behaving in

situations in which this character finds himself or herself?

2. It’s Christmas. Peter, Susan, and Lucy receive very special presents. How do you think

these gifts will become useful in coming chapters?

Chapters 12 and 13

1. Can you imagine all the creatures described around Aslan? Are you having difficulty

visualizing any of them—a dryad or a naiad for instance? Look up the names of the

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creatures in a dictionary or encyclopedia. How do you imagine it now? Would you like

to meet the creature?

2. What do you think about the section below where Peter takes responsibility for

Edmund’s actions?

That was partly my fault, Aslan. I was angry with him and I think that helped him

to go wrong.

Was Peter right to do so? How does this change him?

3. Imagine what Aslan says to Edmund in private. Write down the conversation.

Chapter 14 and 15

1. What was most upsetting to you about Aslan’s death? What were you thinking about as

you read it?

2. When you reread Chapters 14 and 15, what did you notice this time that you didn’t

notice the first time? How did these details change your understanding of what

happened?

Chapter 16 and 17

1. How as each of the characters changed since the beginning of the book? What do you

think happens to them when they get back from Narnia?

2. Lucy and Susan debate about whether they should tell Edmund about Aslan’s sacrifice.

Who do you agree with, and why?

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The Good Discussion In a good literature discussion, students are always learning from one another. They listen

to one another and respond to what their peers have to say. They share ideas, questions

and observations. Everyone feels comfortable about talking, and no one interrupts or puts

down what anyone else says. Students leave a good literature discussion with a new

understanding of the book—and sometimes with new questions about it. They almost

always feel more engaged by what they have read.

Modeling a Good Discussion: in this era of combative and confessional TV talk shows,

students often don’t have any idea of what it means to talk productively and creatively

together. You can help them have a better idea of what a good literature discussion is if

you let them experience one. Select a thought-provoking short story or poem for students

to read, and then choose a small group to model a discussion of the work for the class.

Explain to participating students that the objective of the discussion is to explore the

text thoroughly and learn from one another. Emphasize that it takes time to learn how to

have a good discussion, and that the first discussion may not achieve everything they hope

it will. Duplicate a copy of the Literature Circle Discussion Evaluation Sheet for each

student. Go over the helpful and unhelpful contributions shown on it. Instruct students to

fill out the sheet as they watch the model discussion. Then have the group of students

hold its discussion while the rest of the class observes. Try not to interrupt or control

the discussion and remind the student audience not to participate. It’s okay if the

discussion falters, as this is a learning experience. The more the students participate in

the discussion groups, the more fluid they will become.

Allow 15-20 minutes for the discussion. When it is finished, ask each student in the group

to reflect out loud about what worked and what didn’t. Then have the students who

observed share their impressions. What kinds of comments were helpful? How could the

groups have talked to each other more productively? You may want to let another group

experiment with a discussion so students can try out what they learned from the

discussion

Assessing Discussions: the following tips will help students monitor how well their group is

functioning:

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1. One person should keep track of all behaviors by each group member, both helpful

and unhelpful, during the discussion.

2. At the end of the discussion, each individual should think about how he or she did.

How many helpful and unhelpful checks did he or she receive?

3. The group should look at the Literature Discussion Evaluation Sheet and assess

their performance as a whole. Were most of the behaviors helpful? Were any

behaviors unhelpful? How could the group improve?

● ● ●

In good discussions, you will often hear students say the following: …………………………………………………………………………………………………………………………………………………

“I was wondering if anyone knew…” “I see what you are saying. That reminds me of something that

happened earlier in the book” “What do you think?”

“Did anyone notice on page 57 that…” “I disagree with you because…”

“I agree with you because” “This reminds me so much of when…”

“Do you think this could mean?” “I’m not sure I understand what you’re saying. Could you explain it

a little more to me?” “I just don’t understand this.”

“I love the part that says…” “Here, let me read this paragraph. It’s an example of what I’m

talking about ● ● ●

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Discussion Questions Chapters 1 and 2

Within the first few pages of the book, Lucy finds herself in a strange new land. What

kind of place is this? As a group, investigate the first two chapters of the book for any

information you can find about Narnia. For instance, you might note that it does not seem

to be inhabited by humans. What clues from the text tell you this?

Why does Mr. Tumnus take Lucy back to his house for tea?

Chapters 3 and 4

Think about Edmund. How do you feel about him? Explain why you feel that way. What

inferences have you made about him (use the text to support your answer)? Now pick two

sentences about Edmund from Chapters 3 and 4 that you think reveal something important

about him. Go around and share your sentences. As a group, discuss Edmund. What have

you noticed about him? Does he remind you of anyone? What questions do you have about

him? Don’t feel as if you have to sum up everything there is to know about Edmund.

Remember—you’ll be learning much more about him in the story.

Chapters 5, 6, and 7

How are the four children alike? What adjectives clues tell you that they are all from the

same family? Work together to make a list of adjectives. Which adjectives do you think

best describe them as individuals? Discuss and list these adjectives.

Chapters 8 and 9

Begin by brainstorming individually all of your questions about the last couple of chapters.

Then divide them into questions that probably have a specific answer (“closed” questions)

such as “How long have they been in Narnia?” or “Did the Witch hit Edmund?” and

questions that have could have many possible answers (“open” questions) such as “Whey did

Edmund try to protect the little animals?

Now share your closed questions and try to answer them so that nobody has any more

confusion about the plot. In fact, you may what ot begin all of your discussions by clearing

up anybody’s closed questions about what happened. Next, make a list of all your open

questions. If possible, put related questions together. For instance, all of your questions

about Edmund or what’s happening in Narnia. Decide on which group of questions you would

like to discuss, and begin! Remember, there won’t be a specific answer by many answers to

discover and think about

Chapters 10 and 11

C.S. Lewis a professor of literature and was very familiar with all kinds of stories, myths,

tales and legends. Which stories does this book remind you of? Discuss items that those

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stories and this book have in common. Think about the plot as well as individual

characters. One of the best things about reading a book is that each person notices and

understands different things. Together you can complete a much deeper reading of the

story. Finally, ask yourselves, “Why does this story remind me of those other tales?”

What do your answers tell you about what might happen next in the book? As a group,

predict what you think is going to happen in the story and why. Later, when you finish the

book, look back to see how many of your predictions were accurate. Chapters 12 and 13

Talk with your group about Aslan. First, collect together everything you’ve noticed about

him—what he does and says, and what he doesn’t do or say, and how the other characters

react to him. Often what someone does not say or do can be as important as what

happens. How is it possible for someone to be both good and terrible? What exactly does

that mean? Feel free to ask more questions and offer possible answers. (You may want to

look up the definition of terrible so you’er sure you’re using the correct definition. Talk

about lions—lion’s you’ve seen, what do you know about them, how they look, and lions in

other stories. Why do you think the central character in this story is a lion?

Chapter 14 and 15

What does it mean to make a sacrifice for something? Can you think of a time when you

sacrificed something for someone else? How do you feel about Aslan’s sacrifice of

himself? What would you have felt if you had been hiding with Lucy and Susan in the

bushes? Should Aslan have done what he did? What would have happened if he hadn’t?

what happens because he did sacrifice himself? Over the next couple of days, look for

stories in the newspaper and in books about people’s sacrifices that bring about good

things. Share them with your group.

Chapter 16 and 17

Discuss what you think the main conflict is in the book. You may find people have noticed

the same conflict or that the conflicts are connected in some way. Be sure to talk about

how you think the conflict was resolved by the end of the story. Remember, there is no

right answer, and it’s all right to change your mind during the discussion. That means

you’re thinking and learning!

26

Literary Elements Pre-reading

Main Problem

Possible Solutions

Main Character

Character Association

Cause/Effect

Setting

Comparison

Climax

Resolution

Make Literature Fun Create a book cover

Geography

Craft

Game

Cooking

Sculpting

Mosaic

Menu

Sketch/Paint

Commandments

Drama

End of Book Activities:

Into the Future: C.S. Lewis describes Peter, Susan, Edmund, and Lucy’s Long

reign in Narnia in the following way: “These two Kings and two Queens governed

Narnia well, and long and happy was their reign.” He leaves the story of their

reign to your imaginatgion. What do you suppose might have happened to them

during that time? Write a story about one event during their reign in Narnia.

27

stay true to the characters you met while reading the book and what you

already know about Narnia.

See What I Read? A model of a scene from the story can be created ora

likeness of one or more of the characters from the story can be drawn or

sculpted.

Time Capsule: Provide people living at a “future” time with reasons The Lion, the

Witch, and the Wardrobe is such as outstanding book, and give these “future”

people reasons why it should be read.

Come to Life: The group picks out a scene from the story for dramatization,

acts it out, and relates the significance of the scene to the entire book.

Guess Who or What! This takes the form of several games of “Twenty

Questions.” The reporter gives a series of clues, general to specific about a

character from the story, and students guess the identify of the mystery

character. After the character has been identified, the same reporter

persents anoter “Twenty Questions” about the story.

Character Comes To Life: Suppose one of the characters in the novel came to

life and wlaked into your home or classroom. Describe what this character sees,

hears, and feels as he or she experience the world in which you live.

Sales Talk: this report serves as an advertisement to “sell” the novel. You

decide which group to target and the sales pitch you will use. Include graphics

for your presentation

The Perfect Gift: you will be responsible for choosing an appropriate gift for

the three characters from the story. your gives must be selected from the

items available to you. Describe or draw a picture of each gift, the name of the

person it will be given to, and explain why it is the perfect gift for him/her

WebQuest: you can find several Web sites devoted to C.S. Lewis and the

Chronicles of Narnia on the Internet. Visit these Web sites. Do they answer

any questions about the book or the author that you have written in your

journal? Select your favorite website. Talk about how you could make the site

even better. You may want to even design your own website about C.S. Lewis

and his work.

Watch the movie as a class, or individually and discuss similarities between the

book and movie. Discuss character personalities, plot events, and dialogue. Was

the movie a good adaptation of the book?

28

29

Unit Test 1. Lucy did not find any clothes in the __________.

A. Wardrobe B. Tunnel C. Basement D. Cave

2. On rainy days the children liked to ______ the old mansion.

A. Desecrate B. Explore C. Treacherous D.

3. The ______ said that two “Sons of Adam and two Daughters of Eve” would rule Narnia.

A. Vermin B. Faun C. Foreboding D. Prophesy

4. Edmund _____ his brothers and sisters to the White Witch.

A. Teased B. Jeered C. Betrayed D. Renounced

True or False:

5. _____ The White Witch is the true Queen of Narnia.

6. _____ Edmund lies about being in Narnia.

7. _____ Lucy runs from the Faun when she sees him.

8. _____ Peter, Susan, and Edmund wonder where Lucy has been for so long.

9. _____ Edmund is tempted by Turkish Delight.

10. _____ Aslan and the Witch fight against the children.

11. _____ Lucy teases Edmund about being in Narnia.

12. _____ The White Witch turns creatures into stone.

13. _____ The four children become Kings and Queens of Narnia.

14. _____ Aslan dies to save Edmund.

Short Answer

15. Who does Edmund meet on his first visit to Narnia?

16. At first, what is the weather like in Narnia? Why?

17. What happens to Mr. Tumnus?

18. Why were the gifts Father Christmas gave the children important?

19. What is the deep magic from the dawn of time.

Essay (choose one):

20. On a separate sheet of paper, explain why Aslan is important in the story.

21. On a separate sheet of paper, describe the changes that take place in Narnia.

30

Reading Log

31

Word Wizard Chapters 1&2

Wardrobe Inquisitive Professor Handkerchief

Explore Passage Row Reign

Sorrowfully Wretched Melancholy Jollification

J M Y I W F X H V B X R H T C

M O L Y Y A C A B U A M D Y P

J B L A Z P R N R M S E S A C

U I U L L R G D Z V U Y S J E

N A F A I Q F K R W L S T P B

M S W V N F C E H O A A G E W

N J O N N E I R H G B K Q V R

R A R S F W U C E N T E H C E

Q V R M P Q N H A E G R Y G T

R J O K E A B I X T X I O K C

W J S G L U G E L G I D E H H

O M D E P R O F E S S O R R E

R W M E V I T I S I U Q N I D

E R O L P X E G L A L G J R E

C C W T D Z L M B G Y K E E M

32

Word Wizard Chapters 1&2

Context Clues Fill in the Blank

Wardrobe Inquisitive Professor Handkerchief

Explore Passage Row Reign

Sorrowfully Wretched Melancholy Jollification

1. Susan wanted to avoid a ___________________________, or argument.

2. A child who asks many questions is considered ___________________________.

3. The White Witch is said to ___________________________ in Narnia.

4. The sad, or __________________________ child could not be cheered up.

5. Another name for a long hallway is a ___________________________.

6. Lucy did not find clothes hanging in the ___________________________.

7. There was great ___________________________ at the birthday party.

8. Lucy wiped Mr. Tumnus’ tears with her ___________________________.

9. “I’m crying because I’m such a bad Faun,” Mr. Tumnus said ____________________.

10. The children went to live in a house owned by a ___________________________.

11. The children thought it would be fun to ___________________________ the

house.

ABC Order

Place the vocabulary words in ABC Order

___________________________ ___________________________ ___________________________

___________________________ ___________________________ ___________________________

___________________________ ___________________________ ___________________________

___________________________ ___________________________ ___________________________

33

Word Wizard Chapters 3&4

Letter Tiles Use the letter tiles to determine the point value of each word (A=1 point, B=3 points).

Then, using the points and letter number, determine the correct vocabulary word and

write it on the blank.

Vanishing Hoax Sledge

Spiteful Batty Rapped

Sulking Dominions Flushed

abcdefghijklmnopqrstuvwxyz 16 points 9 letters __________________ 11 points, 6 letters __________________

14 points 7 letters __________________ 13 points, 8 letters __________________

14 points, 4 letters __________________ 12 points, 9 letters __________________

12 points, 7 letters __________________ 8 points, 6 letters __________________

10 points, 5 letters __________________

34

Word Wizard Chapters 3&4

Context Clues Fill in the Blank

Vanish Hoax Sledge

Rapped Spiteful Sulking

Flushed Batty Dominions

1. Edmund lied about being in Narnia to be___________________________, or

hurtful towards Lucy.

2. After eating so much Turkish Delight, Edmund’s face looked __________________.

3. The White Witch sat in a ___________________________ pulled by reindeer.

4. Lucy’s brothers and sisters thought she was _____________________ for telling

stories of Narnia.

5. After Edmund made fun of Lucy, she went around the house ___________________.

6. A king or queen rules over ___________________________.

7. Lucy’s brothers and sisters thought she was telling a _______________, or lie.

8. Magicians make things ___________________________ in thin air.

35

Word Wizard Chapters 5 - 7

MLEBUNSCRA: UNSCRAMBLE

UNSCRAMBLE EACH OF THE FOLLOWING VOCABULARY WORDS

Jeering Consideration Inclined Wrenched

Alighted Betray Token Modest

E E R J I N G ____________________________________________

S I D C O N T I O N E R ____________________________________________

E D C L I I N N ____________________________________________

R E N W C H E D ____________________________________________

G H A L I T E D ____________________________________________

B A Y E T R ____________________________________________

N E K O T ____________________________________________

D O M E S T ____________________________________________

36

Word Wizard Chapters 8&9

Break the Code

Each letter is assigned a number. Use the numbers to break the code and figure out the

word.

Strategem Longing Hatchet Prophesy

Treacherous Mere Gloating Eerie

A 5 I 6 Q 7 Y 8

B 9 J 10 R 11 Z 12

C 1 K 2 S 3

D 4 L 13 T 14

E 15 M 16 U 17

F 18 N 19 V 20

G 21 O 22 W 23

H 24 P 25 X 26

1. ________ ________ ________ ________

16 15 11 15

2. ________ ________ ________ ________ ________ ________ ________ ________

21 13 22 5 14 6 19 21

3. ________ ________ ________ ________ ________ ________ ________ ________ 25 11 22 25 24 15 3 8

4. ________ ________ ________ ________ ________ ________ ________

24 5 14 1 24 15 14

5. ______ ______ ______ ______ ______ ______ ______ ______

______

3 14 11 5 14 15 21 15 16

6. ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ____

14 11 15 3 1 24 15 11 22 17 3

7. ________ ________ ________ ________ _________ 15 15 11 6 15

37

Word Wizard Chapters 10&11

Vocab-a-pillar 1. Choose a vocabulary word and pick five circles.

2. First circle: Write the word.

3. Second circle: Write the definition of the word.

4. Third circle: Write one or two synonyms.

5. Fourth circle: Write a sentence using the word.

6. Fifth circle: Draw a picture of that word.

7. Glue them together so that it makes a caterpillar (see example below or the teacher’s)

8. If you’d like, add pipe cleaners for antennae and feet, wiggle eye, color, and have fun!

38

Word Wizard Chapters 12&13

39

Word Wizard Chapters 14&15

Vocabulary Map

Synonym (Means the same)

_________________________________

Antonym (Means the opposite)

_________________________________

Definition

Draw an illustration Sentence from the text

Vocabulary Word

_________________________________

40

Word Wizard Chapters 16&17

Word Bank

alliance

dungeon fling glade

gnaw museum prodigious ransack

scepter skirl transparent

1. But at least the _____ of the Witch’s fortress was ended

2. Instead of all that deadly white the courtyard was now ablaze with colors…the

birch girls in silver, and the beech-girls in fresh, ____ green, and the larch-girls

in a green so bright that it was almost yellow.

3. “Oh, you’re real! Oh Aslan!” cried Lucy, and both girls ____ themselves upon

him and covered him with kisses.

4. And they entered into a friendship and___ with countries beyond the sea and

paid them visits of state and received visits of state from them.

5. “Don’t forget the ___--Give us a hand with this door!—Here’s another little

winding stair”

6. You are riding not on a road nor in a park nor even on the downs byt right across

Narnia, in spring down solemn avenues of beech and across sunny ___ of oak.

7. The girls cleared away the remains of the ____ ropes.

8. “What an extraordinary place!” cried Lucy. “All those stone animals—and people

too! It’s—it’s like a _____.”

9. Then he opened a great red mouth, warm, and living, and gave a ______ yawn.

10. So, the children sat on their thrones and ____ were put into their hands and

they gave rewards and honors to all their friends.

Word Bank

41

alliance dungeon fling glade gnaw museum prodigious ransack

scepter skirl transparent

1

2

3

4 5

6 7

8 9

10 Check Answer

Across:

1. an open space surrounded by woods

3. to search thoroughly

4. a bond or connection between families, states, parties, or individuals

6. a high shrill sound produced by the chanter of a bagpipe

8. fine or sheer enough to be seen through

9. an institution devoted to the procurement, care, study, and display of objects of lasting interest or value

10. to throw forcefully, impetuously, or casually

Down:

1. to wear away by persistent biting or nibbling

2. extraordinary in bulk, quantity, or degree

5. a staff or baton borne by a sovereign as an emblem of authority

7. a dark usually underground prison or vault

42

Comprehension Check Chapters1-4

1. What attitudes do the children have toward living in the old country house?

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. What do the children do on rainy days?

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. How do Lucy and Edmund get into Narnia?

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. Who does Lucy meet in Narnia? What is his problem?

______________________________________________________________

______________________________________________________________

______________________________________________________________

5. Who does Edmund meet? What does she offer him?

______________________________________________________________

______________________________________________________________

______________________________________________________________

6. Why does Edmund lie about not being in Narnia?

______________________________________________________________

______________________________________________________________

______________________________________________________________

7. What is the weather like in Narnia? Why?

______________________________________________________________

______________________________________________________________

______________________________________________________________

43

Comprehension Check Chapters 5-8

1. Why does the professor say that “we must assume” that Lucy is telling the truth

about Narnia?

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. How do Peter, Susan, Edmund, and Lucy all wind up in Narnia at the same time?

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Why does Peter call Edmund a “poisonous little beast” when they get to Narnia?

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. What has happened to Mr. Tumnus?

______________________________________________________________

______________________________________________________________

______________________________________________________________

5. Whose side is Maugrin on? Whose side are the Beavers on?

______________________________________________________________

______________________________________________________________

______________________________________________________________

6. What do the children decide to do after leaving Tumnus’ cave?

______________________________________________________________

______________________________________________________________

______________________________________________________________

7. Who is Aslan? How do the children react to the mention of his name?

______________________________________________________________

______________________________________________________________

______________________________________________________________

Comprehension Check

Chapters 9-11 1. Does Edmund get to eat more Turkish Delight when he gets to the Witch’s house? Why or why

not?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. Why do the Beavers and the other three children run away when they discover that Edmund is

missing?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. Describe Father Christmas. Why is his appearance a sign that the Witch’s spell is breaking?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

4. What gifts does Father Christmas give? To whom?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5. Where is the Witch taking Edmund? Why?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

6. What does the Witch do when she meets a party of squirrels, satyrs, a dwarf, and a dog-fox?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

7. What changes are happening in the weather? Why?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

8. Is Edmund ever going to be King of Narnia? Why?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Comprehension Check Chapters 12-14

1. Describe Aslan and the creatures at this side.

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. What does Aslan show Peter? Why?

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. How did Peter “win his spurs?”

______________________________________________________________

______________________________________________________________

______________________________________________________________

4. List all the creatures siding with the Witch.

______________________________________________________________

______________________________________________________________

______________________________________________________________

5. What does the Witch prepare to do with Edmund?

______________________________________________________________

______________________________________________________________

______________________________________________________________

6. What is the deep magic from the dawn of time?

______________________________________________________________

______________________________________________________________

______________________________________________________________

7. What does Aslan do to save Edmund?

______________________________________________________________

______________________________________________________________

______________________________________________________________

8. Who are the last two people to see Aslan alive?

______________________________________________________________

______________________________________________________________

Comprehension Check

Chapters 15-17 1. What was the deeper magic from before the dawn of time?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. What do Aslan, Susan, and Lucy do after Aslan revives? Where do they go?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. Explain what happens at the Witch’s house. How is Aslan’s power the opposite of the Witch’s?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

4. Where do Aslan and the “statues” go when they leave the Witch’s house? How do they get out?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5. What is the decisive moment of the battle?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

6. How does Edmund prove to be a hero in the battle? Who tells Aslan about this?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

7. After the battle, what new positions do the children assume?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

8. How do the children get back to the professor’s house in England?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

47

Works Cited Baumann, J., Ware, D., & Edwards, E. C. (2007). Bumping Into Spicy, Tasty Words That Catch Your Tongue. The Reading

Teacher , 108-122.

Blachowicz, C., & Obrochta, C. (2005). Vocabulary Visits: Virtual Field Trips. The Reading Teacher , 262-268.

Flinn, P. (1994). Literature Circle Guide: The Lion, Witch and Wardrobe. Scholastic.

Harvey, S., & Daniels, H. (2009). Comprehension and Collaboration: Inquiry Circles in Action. Portsmuth, NH: Heinemann.

Kieffer, M. J., & Lesaux, N. (2007). Breaking down words to build meaning. The Reading Teacher , 134-144.

Shepherd, M. (1992). A Guide for Using the Lion, the Witch, and the Wardrobe. Westminster, CA: Teacher Created

Resources, Inc.