LOOK INTO THE WARDROBE (CHAPTER 1) The Lion, the Witch, and the Wardrobe : Book 2 of The Chronicles of Narnia Standards Reading
Read to acquire information ⋅
Identify and explain information, main ideas, and organization found in a variety of informational passages
Read, interpret, and critically analyze literature ⋅
Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view
⋅
Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature
Writing
Create or produce writing to communicate with different audiences for a variety of purposes. ⋅
Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation
⋅
Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience
Speaking
Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. ⋅
Share brief impromptu remarks about topics of interest to oneself and others
Listening
Listen to and comprehend oral communications. ⋅
Summarize and explain the information conveyed in an oral communication, accounting for the key ideas, structure, and relationship of parts to the whole
⋅
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate
⋅
Recall significant details and sequence accurately
English: Eighth Grade
1
Look into the Wardrobe (Chapter 1)
Day One
An Introduction to C.S. Lewis
AN INTRODUCTION TO C.S. LEWIS Day One
Objectives At the end of this lesson students will be able to:
Recall specific details about the life of the author, C.S. Lewis. Use their imaginations to give life to a drawing of C.S. Lewis.
Warm-Up
10 Minutes
Board Preview
3 Minutes
List a group of names that are related to The Chronicles of Narnia on the board (Edmund, Mr. Tumnus, Lucy, Clive Staples, Aslan, etc.) and have them covered by a piece of paper. Uncover each word one at a time, asking the students to try and guess how these names are related. If they cannot guess TCoN then give them hints to help to lead them there. Show Movie Trailer
7 Minutes
Show the students the trailer from the movie The Lion, the Witch, & the Wardrobe. Use it motivate the students. Resource:
Downloaded trailer clip from The Lion, the Witch, & the Wardrobe
Activities
35 Minutes
Read C.S. Lewis’ Biography
35 Minutes
Have the students read the biography of C.S. Lewis and answer the questions at the end of the bio on their own sheet of paper. Do not let them write on the paper. This way, you can retain the copies for the next class or time you teach this lesson again. Resource:
“A Boy Named Jack” by Heather Kopp from Roar!
Wrap-Up
5 Minutes
Use this time to check out the books to the students.
Homework
5 Minutes
Without using any outside resources, such as the internet, sketch a picture of what you think C.S. Lewis might have looked like. Using text boxes, describe why you chose to include whichever feature that you did. Ex., “I gave him a big nose because his nose would have always been in a book.”
This assignment is worth 10 points.
English: Eighth Grade
2
Look into the Wardrobe (Chapter 1)
Day Two
A Presentation on The Magician’s Nephew
A PRESENTATION ON THE MAGICIAN”S NEPHEW Day Two
Objectives At the end of this lesson students will be able to:
Listen for, recall, and record the important details of a sequence.
Warm-Up
10 Minutes
Collect & Correct Homework Correct the student’s questions from “A Boy Named Jack”. Questions: 1.
Printed on the back of the handout. How did C.S. Lewis come to be known as Jack? According to the biography, the “C.S.” stands for Clive Staples, which the author refers to as “an unfortunate name.” In an attempt to fix his name, C.S. announced to everyone in the family that his name was now “Jacksie”. He went by that until he eventually went to boarding school at age nine and wanted a more grown‐up name: Jack.
2.
What was the skill that Lewis’ father possessed? C.S. Lewis’ father was a lawyer by trade, and a good one at that as he made a good living to support his family. But the skill that he possessed was the ability to tell stories.
3.
What terrible event shaped Lewis’ childhood? When Lewis was a young boy, younger than nine years old, his mother became ill and died. This was a background reason for Lewis being sent with to a boarding school as his brother Warren had been before.
4.
Why didn’t Jack like boarding school? Jack did not like boarding school because the headmaster “Oldie” would beat the students. As well, Jack and his brother Warren slept on mattresses without springs and would have to wash in cold water, even during the winter months.
5.
How did Jack spend his nineteenth birthday? Jack spent his nineteenth birthday in the middle of the Battle of Somme in France during World War I. He had joined a year before having left his studies at Oxford University.
6.
What other famous author was Lewis a colleague to at Oxford University? After the war ended, Lewis returned to Oxford to study and eventually took a position there as a professor. One of his colleagues at the university was J.R.R. Tolkien, author of The Lord of the Rings series.
7.
What was the background reason that Lewis made up the Narnia stories in the first place? Lewis and his brother Warren took three children into their home during World War II when many parents would send their children from the city to live in the country, where they thought it to be safer. To entertain the kids from time to time Lewis would make up stories. Those stories eventually became The Chronicles of Narnia.
Collect the students’ homework: their drawing of C.S. Lewis. Stamp and record and return. The assignment is worth 10 points.
Activities
30 Minutes
Listening for sequence: Plot Summary of The Magician’s Nephew
English: Eighth Grade
3
Look into the Wardrobe (Chapter 1)
Day Two
A Presentation on The Magician’s Nephew
Give the students 2‐3 minutes to review the listening guide to know what it is that they are to be listening for. Read the following description to the students while students follow along with their listening guide. Resource:
Plot Summary of The Magician’s Nephew Listening guide for Plot Summary of The Magician’s Nephew
Wrap-Up
10 Minutes
Correct Listening Guide Correct the listening guide questions together as a class. Questions: 1.
Printed on the back of the handout. What did Andrew Ketterly create with the dust left over from when the world was new? Magic rings
2.
What happened when Digory and Polly put on the rings? They vanished
3.
What was the name of the dead city that they found themselves in? Charn
4.
What was singing? A lion
5.
According to Genesis, what did God create on the first day? Light
6.
According to The Magician’s Nephew, what was the first thing the Lion created? The stars
7.
When the Lion’s song changed, what did it make the humans want to do? “…run and jump and climb.”
8.
After the Lion created the animals, he would go up to two of them (always two at a time) and touch their noses, what gift was the Lion giving the animals? The gift of speech
9.
What did Aslan send Digory and Polly to retrieve? An apple
10.
Aslan gave Digory one of the apples from the magic tree to cure his sick mother. What did Digory do with the seeds of the apple and the magic rings? He planted them
11.
Years later, what did then Professor Digory Kirke do with the wood from the tree? Had a wardrobe made from them
Homework
None.
English: Eighth Grade
4
Look into the Wardrobe (Chapter 1)
Day Three
Silent Reading: Chapter One
SILENT READING: CHAPTER ONE Day Three
Objectives At the end of this lesson students will be able to:
Sustain silent reading for an extended period. Answer questions that gauge the understanding of what is read. Demonstrate knowledge of new vocabulary words.
Warm-Up
10 Minutes
Board Preview Have the following quote from Roar! on the board when the students arrive: Sometimes there’s just one step between the mundane and the magic. Directions: Write for two or three minutes what you think will happen in the first chapter. Bridge the gap
between what was read from The Magician’s Nephew and what you think will happen in LWW.
Activities
45 Minutes
Silent Reading with Guiding Questions & Vocabulary
40 Minutes
Students should read silently the chapter one of The Lion, The Witch, & The Wardrobe and answer any guided reading questions and vocabulary words. Resource: LWW, Chapter 1 Resource: LWW, Chapter 1 – Guided Reading Questions
Wrap-Up
10 Minutes
If all the students finish reading early, correct the Guided Reading Questions together as a class.
Homework Finish the Guided Reading Questions using a dictionary and the internet.
English: Eighth Grade
5
Look into the Wardrobe (Chapter 1)
Day Four
Ch. 1 Discussion / Grammar: Adverbs (Adjectives & Adverbs)
CH. 1 DISCUSSION / GRAMMAR: ADVERBS (ADJECTIVES & ADVERBS) Day Four
Objectives At the end of this lesson students will be able to:
Discuss the content, sequence, and characters presented in Ch.1 of LWW Recognize adjectives & adverbs in a sentence Modify adjectives to become adverbs
Warm-Up
10 Minutes
Return Graded Work This would be a good time to return all graded work from the previous semester.
Activities
45 Minutes
Correct Homework/Discussion on Chapter 1
25 Minutes
Begin by comparing adverbs and adjectives on the board. Resource: LWW, Chapter 1 – Guided Reading Questions – Answers inquisitive:
sentence from book ‐ Lucy felt a little frightened, but she felt very inquisitive and excited as well. definition ‐
1. given to examination or investigation 2. inclined to ask questions; especially : inordinately or improperly curious about the affairs of others
row: sentence from book ‐ "Hadn't we all better go to bed?" said Lucy. "There's sure to be a row if we're heard talking here." definition ‐
to engage in a row : have a quarrel
splendid: sentence from book ‐ "We've fallen on our feet and no mistake," said Peter. "This is going to be perfectly splendid. That old chap will let us do anything we like." definition ‐
being out of the ordinary
parcel: sentence from book ‐ 1. One of his hands, as I have said, held the umbrella: in the other arm he carried several brown‐paper parcels. 2. What with the parcels and the snow it looked just as if he had been doing his Christmas shopping. 3. And when he saw Lucy he gave such a start of surprise that he dropped all his parcels. definition ‐
a wrapped bundle
Questions 1.
Who are the main character introduced in Chapter 1 and how are they related to one another? The main characters introduced in Ch. 1 are Susan, Edmund, Peter & Lucy. They are brothers and sisters.
2.
English: Eighth Grade
The "old Professor" is Digory (from The Magician’s Nephew). Why are the children sent to stay with him? 6
Look into the Wardrobe (Chapter 1)
Day Four
Ch. 1 Discussion / Grammar: Adverbs (Adjectives & Adverbs) The children were sent to live with Professor Digory during WWII as many parents would send their children to the country from the city for their protection. This is modeled after Lewis’ own life, where he had three girls live with him during the war. 3.
After breakfast, what do the children set off to do? After breakfast the children set off to explore the huge house they would be living in.
4.
What does Lucy find that connects this book directly with the end of The Magician’s Nephew? While exploring, Lucy finds a large wardrobe in a spare room.
5.
Describe the connection from question 4. The wardrobe that Lucy found in the spare room was the same wardrobe that Professor Digory had made at the end of The Magican’s Nephew with the wood from the magic tree that had fallen over in a storm.
6.
Whom does Lucy first meet inside Narnia? Mr. Tumnus (not identified by name yet)
7.
What kind of creature is it? A faun
8.
How is the creature described? “He was only a little taller than Lucy herself… From the waist upwards he was like a man, but his legs were shaped like a goat's (the hair on them was glossy black) and instead of feet he had goat's hoofs. He also had a tail... He had a red woollen muffler round his neck and his skin was rather reddish too. He had a strange, but pleasant little face, with a short pointed beard and curly hair, and out of the hair there stuck two horns, one on each side of his forehead.”
Grammar Lesson: Adverbs (Adjectives & Adverbs)
10 Minutes
Before giving the students the worksheet to work on, demonstrate the typical alterations that must be made to adjectives (words that describe the noun) in order to make them adverbs (words that describe verbs). Most words: ‐ly; words that end with –y, change to –ily; words that end in –ble, change to –bly; irregular words, such as good are changed altogether, such as here with good becoming well; some words are both adverbs & adjectives, such as fast or hard, and can be determined by their context in the sentence. Resource: Oxford Practice Grammer: Basic, Activity # 73 (Adverbs: Adjectives & Adverbs)
Wrap-Up
0 Minutes
If all the students finish reading early, correct the Guided Reading Questions together as a class.
Homework Complete the Oxford Practice Grammer: Basic, Activity # 73 (Adverbs: Adjectives & Adverbs).
English: Eighth Grade
7
Look into the Wardrobe (Chapter 1)
Day Five
Comparison: Ch. 1 (Text, Audio, Film)
COMPARISON: CH. 1 (TEXT, AUDIO, FILM) Day Five
Objectives At the end of this lesson students will be able to:
Listen for added details and correct pronunciation of key words from Ch. 1 of The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe Draw comparisons between the story of The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe when presented in multiple formats: text, audio & film Record key events and quotes from Ch. 1 The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe
Warm-Up
10 Minutes
Collect & Correct Homework
5 Minutes
Resource: Oxford Practice Grammar: Basic, Activity # 73 (Adverbs: Adjectives & Adverbs) – Answer Key Board Preview
5 Minutes
Have the following the board when the students arrive: In your journals, record two or three reasons that a filmmaker might make adjustments to a book when they turn it into a movie. Review their responses.
Activities
35 Minutes
Listening to Audio Book of Chapter 1
10 Minutes
Students will listen to the Chapter 1 of The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe audio book with Michael York narrating to help them to have greater exposure to the text, as well as to give them better understanding at the correct pronunciation of the particularly difficult words in the chapter. Stop the playback as needed to have the students practice and repeat the difficult words. Resource: Audio File, Chapter 1 ‐ The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe 15 Minutes
Comparing the Text & Film Presentations of Chapter1
Students will watch the first section of The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe, the movie produced by Disney to see where the movie deviates from the book. What does the movie leave out? What does it rearrange? What does it add to the film. Resource: Video File, Section One ‐ The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe Resource: Handout, LWW – Comparison of the Text & Film Timeline of Events for Chapter1
10 Minutes
Students will watch record three key events and quotes from the first chapter of The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe. Resource: Book. Chapter 1 ‐ The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe Resource: Handout, LWW – Timeline of Events
Wrap-Up
5 Minutes
Do a quick review with the students, asking them to name the key events from Chapter 1 of The Chronicles of Narnia: The Lion, The Witch, & The Wardrobe.
Homework
5 Minutes
Finish the Timeline of Events for Chapter 1 on the handout provided. English: Eighth Grade
8
Look into the Wardrobe (Chapter 1)
Guided Reading Questions: Using complete sentences with the information deriving from the article, answer the questions below: 1. How did C.S. Lewis come to be known as Jack?
2. What was the skill that Lewis’ father possessed?
3. What terrible event shaped Lewis’ childhood?
4. Why didn’t Jack like boarding school?
5. How did Jack spend his nineteenth birthday?
6. What other famous author was Lewis a colleague to at Oxford University?
7. What was the background reason that Lewis made up the Narnia stories in the first place?
RESOURCE Plot Summary of The Magician’s Nephew interjected with excerpts from the book and the Bible In the year 1900, in London, England, a self‐styled magician named Andrew Ketterly created magic rings out of dust left over from when the world was new. Fearing to experiment with the rings, he tricked his young nephew Digory and friend Polly into putting on the rings. The children vanished from the world entirely. They found themselves in the Wood Between Worlds, a nexus of sorts, with small pools leading to many different worlds. They explored the first, and found themselves in the dead city of Charn, under a dying red sun. The Queen of Charn, Jadis, managed to follow the children back to the Wood, and back to London, where she enchanted Andrew and plotted to rule Earth. As she started a brawl on a London street, armed with the cross‐bar of a lamp‐post, the children used the rings once more to draw Jadis, Andrew, a cabby and his horse Strawberry into the Wood again, then into a pool leading to a newly formed world, with a bright young sun. The world was dark, but a wondrous voice began to sing the song of creation, bringing the stars, the trees, animals and birds into the new world. The singer turned out to be a great Lion, pacing back and forth, drawing closer to the children and adults. Genesis 1:1‐25 (The Bible: NIV) 1 In the beginning God created the heavens and the earth. 2 Now the earth was [a] formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. 3 And God said, "Let there be light," and there was light. 4 God saw that the light was good, and He separated the light from the darkness. 5 God called the light "day," and the darkness he called "night." And there was evening, and there was morning—the first day. 6 And God said, "Let there be an expanse between the waters to separate water from water." 7 So God made the expanse and separated the water under the expanse from the water above it. And it was so. 8 God called the expanse "sky." And there was evening, and there was morning—the second day. 9 And God said, "Let the water under the sky be gathered to one place, and let dry ground appear." And it was so. 10 God called the dry ground "land," and the gathered waters he called "seas." And God saw that it was good. 11 Then God said, "Let the land produce vegetation: seed‐bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds." And it was so. 12 The land produced vegetation: plants bearing seed according to their kinds and trees bearing fruit with seed in it according to their kinds. And God saw that it was good. 13 And there was evening, and there was morning—the third day. 14 And God said, "Let there be lights in the expanse of the sky to separate the day from the night, and let them serve as signs to mark seasons and days and years, 15 and let them be lights in the expanse of the sky to give light on the earth." And it was so. 16 God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17 God set them in the expanse of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day. 20 And God said, "Let the water teem with living creatures, and let birds fly above the earth across the expanse of the sky." 21 So God created the great creatures of the sea and every living and moving thing with which the water teems, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, "Be fruitful and increase in number and fill the water in the seas, and let the birds increase on the earth." 23 And there was evening, and there was morning—the fifth day. 24 And God said, "Let the land produce living creatures according to their kinds: livestock, creatures that move along the ground, and wild animals, each according to its kind." And it was so. 25 God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good. CHAPTER EIGHT: THE FIGHT AT THE LAMP‐POST (The Magician’s Nephew) In the darkness something was happening at last. A voice had begun to sing. It was very far away and Digory found it hard to decide from what direction it was coming. Sometimes it seemed to come from all directions at once. Sometimes he almost thought it was coming out of the earth beneath them. Its lower notes were deep enough to be the voice of the earth herself. There were no words. There was hardly even a tune. But it was, beyond comparison, the most beautiful noise he had ever heard. It was so beautiful he could hardly bear it. The horse seemed to like it too; he gave the sort of whinney a horse would give if, after years of being a cab‐horse, it found itself back in the old field where it had played as a foal, and saw someone whom it remembered and loved coming across the field to bring it a lump of sugar…
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…Then two wonders happened at the same moment. One was that the voice was suddenly joined by other voices; more voices than you could possibly count. They were in harmony with it, but far higher up the scale: cold, tingling, silvery voices. The second wonder was that the blackness overhead, all at once, was blazing with stars. They didn't come out gently one by one, as they do on a summer evening. One moment there had been nothing but darkness; next moment a thousand, thousand points of light leaped out ‐ single stars, constellations, and planets, brighter and bigger than any in our world. There were no clouds. The new stars and the new voices began at exactly the same time. If you had seen and heard it, as Digory did, you would have felt quite certain that it was the stars themselves which were singing, and that it was the First Voice, the deep one, which had made them appear and made them sing… …The Voice on the earth was now louder and more triumphant; but the voices in the sky, after singing loudly with it for a time, began to get fainter. And now something else was happening. Far away, and down near the horizon, the sky began to turn grey. A light wind, very fresh, began to stir. The sky, in that one place, grew slowly and steadily paler. You could see shapes of hills standing up dark against it. All the time the Voice went on singing… …The eastern sky changed from white to pink and from pink to gold. The Voice rose and rose, till all the air was shaking with it. And just as it swelled to the mightiest and most glorious sound it had yet produced, the sun arose. Digory had never seen such a sun… You could imagine that it laughed for joy as it came up. And as its beams shot across the land the travellers could see for the first time what sort of place they were in. It was a valley through which a broad, swift river wound its way, flowing eastward towards the sun. Southward there were mountains, northward there were lower hills. But it was a valley of mere earth, rock and water; there was not a tree, not a bush, not a blade of grass to be seen. The earth was of many colours: they were fresh, hot and vivid. They made you feel excited; until you saw the Singer himself, and then you forgot everything else. It was a Lion. Huge, shaggy, and bright, it stood facing the risen sun. Its mouth was wide open in song and it was about three hundred yards away. CHAPTER NINE: THE FOUNDING OF NARNIA (The Magician’s Nephew) The Lion was pacing to and fro about that empty land and singing his new song. It was softer and more lilting than the song by which he had called up the stars and the sun; a gentle, rippling music. And as he walked and sang the valley grew green with grass. It spread out from the Lion like a pool. It ran up the sides of the little hills like a wave. In a few minutes it was creeping up the lower slopes of the distant mountains, making that young world every moment softer. The light wind could now be heard ruffling the grass. Soon there were other things besides grass. The higher slopes grew dark with heather. Patches of rougher and more bristling green appeared in the valley… …There was certainly plenty to watch and to listen to. The tree which Digory had noticed was now a full‐grown beech whose branches swayed gently above his head. They stood on cool, green grass, sprinkled with daisies and buttercups. A little way off, along the river bank, willows were growing. On the other side tangles of flowering currant, lilac, wild rose, and rhododendron closed them in. The horse was tearing up delicious mouthfuls of new grass… …The Lion was singing still. But now the song had once more changed. It was more like what we should call a tune, but it was also far wilder. It made you want to run and jump and climb. It made you want to shout. It made you want to rush at other people and either hug them or fight them.. But what the song did to the two humans was nothing compared with what it was doing to the country. Can you imagine a stretch of grassy land bubbling like water in a pot? For that is really the best description of what was happening. In all directions it was swelling into humps. They were of very different sizes, some no bigger than mole‐hills, some as big as wheel‐barrows, two the size of cottages. And the humps moved and swelled till they burst, and the crumbled earth poured out of them, and from each hump there came out an animal. The moles came out just as you might see a mole come out in England. The dogs came out, barking the moment their heads were free, and struggling as you've seen them do when they are getting through a narrow hole in a hedge. The stags were the queerest to watch, for of course the antlers came up a long time before the rest of them, so at first Digory thought they were trees. The frogs, who all came up near the river, went straight into it with a plop‐plop and a loud croaking. The panthers, leopards and things of that sort, sat down at once to wash the loose earth off their hind quarters and then stood up against the trees to sharpen their front claws. Showers of birds came out of the trees. Butterflies fluttered. Bees got to work on the flowers as if they hadn't a second to lose. But the greatest moment of all was when the biggest hump broke like a small earthquake and out came the sloping back, the large, wise head, and the four baggy‐trousered legs of an elephant. And now you could hardly hear the song of the Lion; there was so much cawing, cooing, crowing, braying, neighing, baying, barking, lowing, bleating, and trumpeting. But though Digory could no longer hear the Lion, he could see it. It was so big and so bright that he could not take his eyes off it. The other animals did not appear to be afraid of it. Indeed, at that very moment, Digory heard the sound of hoofs from behind; a second later the old cab‐horse trotted past him and joined the other beasts. (The air had apparently suited him as well as it had suited Uncle Andrew. He no longer looked like the poor, old slave he had been in London; he was picking up his feet and holding his head erect.) And now, for the first time, the Lion was quite silent. He was going to and fro among the animals. And every now and then he would go up to two of them (always two at a time) and touch their noses with his. He would touch two beavers among all the beavers, two leopards among all the
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leopards, one stag and one deer among all the deer, and leave the rest. Some sorts of animal he passed over altogether. But the pairs which he had touched instantly left their own kinds and followed him. At last he stood still and all the creatures whom he had touched came and stood in a wide circle around him. The others whom he had not touched began to wander away. Their noises faded gradually into the distance. The chosen beasts who remained were now utterly silent, all with their eyes fixed intently upon the Lion. The cat‐like ones gave an occasional twitch of the tail but otherwise all were still. For the first time that day there was complete silence, except for the noise of running water. Digory's heart beat wildly; he knew something very solemn was going to be done… …The Lion, whose eyes never blinked, stared at the animals as hard as if he was going to burn them up with his mere stare. And gradually a change came over them. The smaller ones ‐ the rabbits, moles and such‐like grew a good deal larger. The very big ones ‐ you noticed it most with the elephants ‐ grew a little smaller. Many animals sat up on their hind legs. Most put their heads on one side as if they were trying very hard to understand. The Lion opened his mouth, but no sound came from it; he was breathing out, a long, warm breath; it seemed to sway all the beasts as the wind sways a line of trees. Far overhead from beyond the veil of blue sky which hid them the stars sang again; a pure, cold, difficult music. Then there came a swift flash like fire (but it burnt nobody) either from the sky or from the Lion itself, and every drop of blood tingled in the children's bodies, and the deepest, wildest voice they had ever heard was saying: "Narnia, Narnia, Narnia, awake. Love. Think. Speak. Be walking trees. Be talking beasts. Be divine waters." Jadis flung the bar from the lamp‐post at the Lion, then fled in terror, while the children were captivated the Lion's voice. Aslan, the Lion, called the new world Narnia, and chose two of each animal (including Strawberry the horse) and gifted them with the power of speech. Uncle Andrew was terrified, and became a helpless heap, while Aslan made the cabby the new King of Narnia, and brought his wife from London to be Queen. Aslan sent Digory and Polly on Strawberry (who grows wings and the name "Fledge") to the Western Wilds to bring back a magical apple. They encountered once more the witch Jadis, who stole an apple for herself, and told Digory that the apple would heal his sick mother back on Earth. Digory stayed true to his world, and brought the apple back to Aslan, where it was planted nearby the newly grown Lamppost, sprung from Jadis' discarded weapon. Aslan let it be known that the tree that quickly grew from the apple would protect Narnia from the evil Jadis. Once the tree was grown, and the new King and Queen had been crowned, Aslan gave one of the apples from the tree, already mature, to Digory to cure his mother. The children were returned to Earth by magic, and that apple did indeed heal Digory's mother. The seeds of the tree were carefully planted, surrounded by the magic rings, and the tree which grew there was more one of Narnia than of Earth. Many years later, when the tree was blown down in a storm, Professor Digory Kirke had the wood made into an elegant wardrobe, which he kept in a spare room in his estate. From from http://www.calormen.com/Calormen/mushwelcome.htm
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LISTENING GUIDE Plot Summary of The Magician’s Nephew interjected with excerpts from the book and the Bible 1.
What did Andrew Ketterly create with the dust left over from when the world was new?
2.
What happened when Digory and Polly put on the rings?
3.
What was the name of the dead city that they found themselves in?
4.
What was singing?
5.
According to Genesis, what did God create on the first day?
6.
According to The Magician’s Nephew, what was the first thing the Lion created?
7.
When the Lion’s song changed, what did it make the humans want to do?
8.
After the Lion created the animals, he would go up to two of them (always two at a time) and touch their noses, what gift was the Lion giving the animals?
9.
What did Aslan send Digory and Polly to retrieve?
10. Aslan gave Digory one of the apples from the magic tree to cure his sick mother. What did Digory do with the seeds of the apple and the magic rings?
11. Years later, what did then Professor Digory Kirke do with the wood from the tree?
1
GUIDED READING QUESTIONS THE LION, THE WITCH, AND THE WARDROBE, CHAPTER 1
Quick Facts Did You Know? During World War II a lot of children in London were sent by their parents to stay with other families because the city was under attack by German airplanes. To escape the bombings, some schoolgirls came to stay with Lewis near Oxford. He was a middle‐aged professor by then, who lived in a big, drafty house in the country. Look it Up Lucy was drawn toward the light ahead. Light makes us feel safer, doesn’t it? Who does the Bible say is the light of our world? And what is a lamp to our feet? Check out these two Bible verses:
John 8:12 ‐
When Jesus spoke again to the people, he said, "I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life."
Psalm 119:105 ‐ Your word is a lamp to my feet and a light for my path.
Uncle Jack Says “I believe in Christianity as I believe that the sun has risen: not only because I see it, but because by it I see everything else.”
Vocabulary Blue‐bottle: A kind of housefly Faun: A creature from Roman mythology with a man’s body, horns, pointed ears, and a goat’s tail. wireless: A radio inquisitive: sentence from book ‐
definition ‐
1st language word ‐
row: sentence from book ‐
definition ‐
1st language word ‐
splendid: sentence from book ‐
definition ‐
1
1st language word ‐
parcel: sentence from book ‐
definition ‐
1st language word ‐
Questions 1.
Who are the main character introduced in Chapter 1 and how are they related to one another?
2.
The "old Professor" is Digory (from The Magician’s Nephew). Why are the children sent to stay with him?
3.
After breakfast, what do the children set off to do?
4.
What does Lucy find that connects this book directly with the end of The Magician’s Nephew?
5.
Describe the connection from question 4.
6.
Whom does Lucy first meet inside Narnia?
7.
What kind of creature is it?
8.
How is the creature described?
From http://www.oxfordtutorials.com/LewisSQ2LWW.htm
2
THE CHRONICLES OF NARNIA: THE LION, THE WITCH, & THE WARDROBE TIMELINE OF EVENTS WITH KEY QUOTES
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Chapter 1
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Chapter 2
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Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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Chapter 7
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THE CHRONICLES OF NARNIA: THE LION, THE WITCH, & THE WARDROBE COMPARISONS OF TEXT & FILM
Book
Movie
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Book Checkout Book:
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Book #
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WHAT LUCY FOUND THERE (CHAPTER 2) The Lion, the Witch, and the Wardrobe : Book 2 of The Chronicles of Narnia Standards Reading
Read to acquire information ⋅
Identify and explain information, main ideas, and organization found in a variety of informational passages
Read, interpret, and critically analyze literature ⋅
Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view
⋅
Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature
Writing
Create or produce writing to communicate with different audiences for a variety of purposes. ⋅
Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation
⋅
Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience
Speaking
Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. ⋅
Share brief impromptu remarks about topics of interest to oneself and others
Listening
Listen to and comprehend oral communications. ⋅
Summarize and explain the information conveyed in an oral communication, accounting for the key ideas, structure, and relationship of parts to the whole
⋅
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate
⋅
Recall significant details and sequence accurately
English: Eighth Grade
1
What Lucy Found There (Chapter 2)
Day One
Reading: Chapter Two
SILENT READING: CHAPTER TWO Day One
Objectives At the end of this lesson students will be able to:
Forecast a possible continuation of a story, based upon previous reading. Sustain silent reading for an extended period. Answer questions that gauge the understanding of what is read. Demonstrate knowledge of new vocabulary words. Transform a written description of a character into a sketch drawing.
Warm-Up
10 Minutes
Board Preview
3 Minutes
Have the following quote from the end of Ch. 1 of The Lion, the Witch, & The Wardrobe on the board. Ask students to forecast or guess what is going to happen in the next chapter. “He was a Faun. And when he saw Lucy he gave such a start of surprise that he dropped all his parcels. "Goodness gracious me!" exclaimed the Faun.“
Activities
45 Minutes
Silent Reading with Guiding Questions & Vocabulary Students should read silently the chapter one of The Lion, The Witch, & The Wardrobe and answer any guided reading questions and vocabulary words. Resource: LWW, Chapter 2 Resource: LWW, Chapter 2 – Guided Reading Questions
Wrap-Up
10 Minutes
If all the students finish reading early, correct the Guided Reading Questions together as a class.
Homework
3 Minutes
Character Drawings Using the description from the excerpt provided, sketch a drawing (in color) of the character described. Resource: LWW, Character Drawings – Mr. Tumnus
“He was only a little taller than Lucy herself and he carried over his head an umbrella, white with snow. From the waist upwards he was like a man, but his legs were shaped like a goat's (the hair on them was glossy black) and instead of feet he had goat's hoofs. He also had a tail, but Lucy did not notice this at first because it was neatly caught up over the arm that held the umbrella so as to keep it from trailing in the snow. He had a red woollen muffler round his neck and his skin was rather reddish too. He had a strange, but pleasant little face, with a short pointed beard and curly hair, and out of the hair there stuck two horns, one on each side of his forehead. One of his hands, as I have said, held the umbrella: in the other arm he carried several brown‐paper parcels. What with the parcels and the snow it looked just as if he had been doing his Christmas shopping. He was a Faun.” (Ch. 1, The Lion, The Witch, & The Wardrobe) English: Eighth Grade
2
What Lucy Found There (Chapter 2)
Day Two & Three
Grammar: Modifiers
GRAMMAR: MODIFIERS Day Two & Three
Objectives At the end of this lesson students will be able to:
Demonstrate competency in the correct use of modifiers concerning basic adjectives and adverbs of frequency, manner, place, & time
Warm-Up
10 Minutes
Collect & Correct Homework Correct the student’s guided questions from Chapter 2 of The Lion, The Witch, & The Wardrobe. Resource: LWW, Chapter 2 – Guided Reading Questions – Answers Vocabulary melancholy: sentence from book ‐ "Ah!" said Mr Tumnus in a rather melancholy voice, "if only I had worked harder at geography when I was a little Faun, I should no doubt know all about those strange countries. It is too late now." definition ‐ a gloomy state of mind, esp. when habitual or prolonged;
depression. stoop: sentence from book ‐ Then Mr Tumnus stooped and took a flaming piece of wood out of the fire with a neat little pair of tongs, and lit a lamp. definition ‐ to bend the body or a part of the body forward and downward
sometimes simultaneously bending the knees kettle: sentence from book ‐ "Now we shan't be long," he said, and immediately put a kettle on. definition ‐ a metallic vessel usually used for boiling liquids trickle: sentence from book ‐ But a moment later she asked, "Mr Tumnus! Whatever is the matter?" for the Faun's brown eyes had filled with tears and then the tears began trickling down its cheeks, and soon they were running off the end of its nose; and at last it covered its face with its hands and began to howl. definition ‐ to flow in a thin gentle stream sob: sentence from book ‐ But the Faun continued sobbing as if its heart would break. And even when Lucy went over and put her arms round him and lent him her hand kerchief, he did not stop. He merely took the handker chief and kept on using it, wringing it out with both hands whenever it got too wet to be any more use, so that presently Lucy was standing in a damp patch. definition ‐ to cry or weep with convulsive catching of the breath wretched:
English: Eighth Grade
3
What Lucy Found There (Chapter 2)
Day Two & Three
Grammar: Modifiers
sentence from book ‐ "And if I don't," said he, beginning to cry again "she's sure to find out. And she'll have my tail cut off and my horns sawn off, and my beard plucked out, and she'll wave her wand over my beautiful clove hoofs and turn them into horrid solid hoofs like wretched horse's. definition ‐ being or appearing mean, miserable, or contemptible journey: sentence from book ‐ The journey back was not at all like the journey to the Faun's cave; they stole along as quickly as they could, without speaking a word, and Mr Tumnus kept to the darkest places. Lucy was relieved when they reached the lamp‐ post again. definition ‐ an act or instance of traveling from one place to another
Questions 1.
What does Faun say that makes Lucy realize she has entered a different world? "Good evening, good evening," said the Faun. "Excuse me ‐ I don't want to be inquisitive ‐ but should I be right in thinking that you are a Daughter of Eve?" "But you are ‐ forgive me ‐ you are what they call a girl?" said the Faun. "You are in fact Human?"
2.
An allusion is when you refer to a person or event from another book or story. What allusion can you find in this chapter? …and sometimes Bacchus himself, and then the streams would run with wine instead of water and the whole forest would give itself up to jollification for weeks on end. "
3.
What can you tell about Faun based on what he does in this chapter? The Faun show shows repentance for his actions in this chapter. He realizes when he is wrong and seeks to correct it.
4.
What words best describe how Lucy felt during her visit? Some words that describe how Lucy felt during her visit might be: pleasant, troubled, scared, happy
5.
Why does Faun decide to let Lucy return? What influenced his decision? The Faun decides to let Lucy return home because he realizes what he was doing was wrong. Lucy’s kindness most likely influenced his decision.
Activities
30 Minutes
Lecture and Practice Give an oral teaching and practice on the basics of the modifiers: adjectives & adverbs. Resource:
Grammar Lesson ‐ Modifiers
Resource:
Oxford Practice Grammer: Basic, Activity #’s 65, 66, 67, 74, & 75
Wrap-Up
5 Minutes
Review Review the material using a few sentences on the board.
Homework
Practice Worksheet Complete worksheets #’s 65, 66, 67, 74, & 75 for practice.
English: Eighth Grade
4
What Lucy Found There (Chapter 2)
Day Four
Listening: Chapter Two
LISTENING: CHAPTER TWO Day Four
Objectives At the end of this lesson students will be able to:
Listen for added details and correct pronunciation of key words from Ch. 2 of The Lion, the Witch, & the Wardrobe Listen for specific details regarding special vocabulary from Ch. 2 of The Lion, the Witch, & the Wardrobe Record key events and quotes from Ch. 2 of The Lion, the Witch, & the Wardrobe Compare and contrast the events that occur in a book and a film of the same name
Warm-Up
15 Minutes
Collect & Correct Homework Stamp, correct, collect, record & return the student’s grammar worksheets. Resource:
Answer Key, Oxford Practice Grammar: Basic, Activity #’s 74 & 75
Activities
35 Minutes
Watching
20 Minutes
With the handout, LWW, Comparison Form before them, students will watch the clip from the film, The Lion, the Witch, & the Wardrobe. They will record the differences between the film and the book. Resource:
Video File, Chapter 2 – The Lion, the Witch, & the Wardrobe.
Resource:
Handout, LWW, Comparison Form
Listening
15 Minutes
Students will listen to the audio version of The Lion, the Witch, & the Wardrobe. Students will use this time to continue the LWW, Comparison Form handout, as well as the LWW, Timeline of Events handout. Resource:
Audio File, Chapter 2 – The Lion, the Witch, & the Wardrobe.
Resource:
Handout, LWW, Comparison Form
Resource:
Handout, LWW, Timeline of Events
Wrap-Up
5 Minutes
Review of Listening Activity Share answers and correct the LWW, Comparison Form
Homework None
English: Eighth Grade
5
What Lucy Found There (Chapter 2)
Day Five
Writing: Chapters One & Two
WRITING: CHAPTERS ONE & TWO Day Five
Objectives At the end of this lesson students will be able to:
Combine details learned into a summary of the first two chapters of The Lion, the Witch, & the Wardrobe Properly revise and edit a summary, correcting all spelling, usage, sentence & paragraph structure mistakes Use concise writing techniques, reducing a longer summary to be shorter one
Warm-Up
5 Minutes
Focused Free Write Begin by focusing your thoughts on Ch.’s 1 & 2 of The Lion, the Witch, & the Wardrobe, and then do a focused free write for five minutes.
Activities
45 Minutes
Outlining
20 Minutes
Using the free write from the warm‐up, both of the chapters studied, and the timeline of events construct a detailed outline of the first two chapters of The Lion, the Witch, & the Wardrobe. Break the outline down into several sections and write starter sentences for each one. Resource:
Chapters 1 & 2 – The Lion, the Witch, & the Wardrobe.
Resource:
Handout, LWW, Timeline of Events
Resource:
Handout, LWW, Outline Guide for Ch. 1 & 2
st
Writing – 1 Draft
25 Minutes
Using the outline constructed, with the starting or topic sentences for each section, write a first draft of a summary of the first two chapters of The Lion, the Witch, & the Wardrobe. The draft should be handwritten or typed, but should equate to 1 ½ to 2 pages typed, double spaced at TNR or Calibri, size 11 font with 1 inch margins. Resource:
Outline for Chapter 1 & 2 of The Lion, the Witch, & the Wardrobe.
Resource:
Chapters 1 & 2 – The Lion, the Witch, & the Wardrobe.
Resource:
Handout, LWW, Timeline of Events
Resource:
Handout, LWW, Outline Guide for Ch. 1 & 2
Wrap-Up
5 Minutes
Homework Instructions Give detailed instructions concerning the homework.
Homework Writing – 2nd Draft
1 Day nd
Write a complete, printed out revised an edited 2 Draft. Make sure to check every single sentence for proper sentence structure (subject, object, etc.), as well as punctuation, word order, and paragraph structure. Strip the summary of needless words and phrases, shrinking it to a 1 to 1 ½ page paper. Break
1 Day
Take a full days rest from writing the paper. Do not look at it at all this day. Writing – Final Draft
1 Day
Write a final draft to be turned in. Again, check every word and sentence for anything that might be out of place. Consider if you used the correct tense. Check for spelling and grammar. Once again, strip out needless words and phrases. Replace ten words with two words. Print it out and physically write on the page, making corrections to every single sentence. Prove that you have made edits to each and every sentence for each draft.
English: Eighth Grade
6
What Lucy Found There (Chapter 2)
GUIDED READING QUESTIONS THE LION, THE WITCH, AND THE WARDROBE, CHAPTER 2
Quick Facts The Story Lucy enjoys a delightful tea in the cave‐home of Mr. Tumnus. He tells her about life in Narnia, then bursts into tears. All along, he confesses, he’s been planning to turn her over to the White Witch. But now that he’s met Lucy, he realizes he can’t Instead he leads her home Grown Up Thoughts One of the titles on the faun’s bookshelf is, Is Man a Myth? Here in Narnia we encounter a world where creatures of our imagination – nymphs, naiads, dryads, and Fauns – are real, and a man himself is rumored to be a myth. No wonder the Faun is startles to actually meet a “Daughter of Eve”! Before Lewis became a Christian, he described all religions as mythologies – “merely man’s own invention.” After his conversion, he used myths to teach eternal truth. From the Word “Godly sadness causes us to turn away from our sins and be saved.” ~ 2 Corinthians 7:10 (NIRV)
Vocabulary melancholy: sentence from book ‐ definition ‐ 1st language word ‐ stoop: sentence from book ‐ definition ‐ 1st language word ‐ kettle: sentence from book ‐ definition ‐ 1st language word ‐ trickle: sentence from book ‐ definition ‐ 1st language word ‐
1
From: Raar! & Comprehension Questions and Vocabulary
sob: sentence from book ‐ definition ‐ 1st language word ‐ wretched: sentence from book ‐ definition ‐ 1st language word ‐ journey: sentence from book ‐ definition ‐ 1st language word ‐
Questions
1.
What does Faun say that makes Lucy realize she has entered a different world?
2.
An allusion is when you refer to a person or event from another book or story. What allusion can you find in this chapter?
3.
What can you tell about Faun based on what he does in this chapter?
4.
What words best describe how Lucy felt during her visit?
5.
Why does Faun decide to let Lucy return? What influenced his decision?
2
From: Raar! & Comprehension Questions and Vocabulary
WRITING: SUMMARY The Lion, The Witch, & The Wardrobe – Chapters 1 & 2
Focused Free Write Begin by focusing your thoughts on Ch.’s 1 & 2 of The Lion, The Witch, & The Wardrobe, and then do a focused free write for five minutes.
Outlining Using the free write from the warm‐up, both of the chapters studied, and the timeline of events construct a detailed outline of the first two chapters of The Lion, The Witch, & The Wardrobe. Break the outline down into several sections and write starter sentences for each one.
Writing – 1st Draft Using the outline constructed, with the starting or topic sentences for each section, write a first draft of a summary of the first two chapters of The Lion, The Witch, & The Wardrobe. The draft should be handwritten or typed, but should equate to 1 ½ to 2 pages typed, double spaced at TNR or Calibri, size 11 font with 1 inch margins.
Writing – 2nd Draft Write a complete, printed out revised an edited 2nd Draft. Make sure to check every single sentence for proper sentence structure (subject, object, etc.), as well as punctuation, word order, and paragraph structure. Strip the summary of needless words and phrases, shrinking it to a 1 to 1 ½ page paper.
Break Take a full days rest from writing the paper. Do not look at it at all this day.
Writing – Final Draft Write a final draft to be turned in. Again, check every word and sentence for anything that might be out of place. Consider if you used the correct tense. Check for spelling and grammar. Once again, strip out needless words and phrases. Replace ten words with two words. Print it out and physically write on the page, making corrections to every single sentence. Prove that you have made edits to each and every sentence for each draft.
1
EDMUND AND THE WARDROBE (CHAPTER 3) The Lion, the Witch, and the Wardrobe : Book 2 of The Chronicles of Narnia Standards Reading
Read to acquire information ⋅
Identify and explain information, main ideas, and organization found in a variety of informational passages
Read, interpret, and critically analyze literature ⋅
Identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view
⋅
Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature
Writing
Create or produce writing to communicate with different audiences for a variety of purposes. ⋅
Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation
⋅
Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience
Speaking
Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. ⋅
Share brief impromptu remarks about topics of interest to oneself and others
Listening
Listen to and comprehend oral communications. ⋅
Summarize and explain the information conveyed in an oral communication, accounting for the key ideas, structure, and relationship of parts to the whole
⋅
Distinguish among purposes for listening, such as gaining information or being entertained, and take notes as appropriate
⋅
Recall significant details and sequence accurately
English: Eighth Grade
1
Edmund and the Wardrobe (Chapter 3)
Day One
Reader’s Theatre: Chapter Three
READER’S THEATRE: CHAPTER THREE Day One
Objectives At the end of this lesson students will be able to:
Read out loud in a group setting. Answer questions that gauge the understanding of what is read. Demonstrate knowledge of new vocabulary words. Participate in a discussion regarding the themes of The Lion, the Witch, and the Wardrobe. Recognize the themes discussed in The Lion, the Witch, and the Wardrobe.
Warm-Up
10 Minutes
Collect & Stamp Homework Spend a few minutes going over the summaries that the students were to write. Read a few sections out loud. Resource: Student Work, Summary, The Lion, the Witch, and the Wardrobe.
Activities
40 Minutes
Reader’s Theatre Have student’s sit in a school circle and read aloud Chapter 3 of The Lion, the Witch, and the Wardrobe using the “reader’s theatre” technique, where each student reads just one line. Resource: LWW, Chapter 3
Wrap-Up
0 Minutes
None
Homework
5 Minutes
Guided Reading Questions Have the student’s answer questions and vocabulary words. Resource: LWW, Chapter 3 ‐ Guided Reading Questions
English: Eighth Grade
2
Edmund and the Wardrobe (Chapter 3)
Day Two
Grammar: Comparative & Superlative Adjectives
GRAMMAR: COMPARATIVE & SUPERLATIVE ADJECTIVES Day Two
Objectives At the end of this lesson students will be able to:
Demonstrate competency in the correct use of comparative and superlative adjectives.
Warm-Up
15 Minutes
Collect & Correct Homework Correct the student’s guided questions from Chapter 3 of The Lion, The Witch, & The Wardrobe. Resource: LWW, Chapter 3 – Guided Reading Questions – Answers Vocabulary batty: sentence from book ‐ "Batty!" said Edmund, tapping his head. "Quite batty." definition ‐ crazy rapped: sentence from book ‐ Peter went in and rapped his knuckles on it to make sure that it was solid. definition ‐ A knocking or tapping sound. hoax: sentence from book ‐ "A jolly good hoax, Lu," he said as he came out again; "you have really taken us in, I must admit. We half believed you." definition ‐ An act intended to deceive or trick. spiteful: sentence from book ‐ The two elder ones did this without meaning to do it, but Edmund could be spiteful, and on this occasion he was spiteful. definition ‐ Filled with, prompted by, or showing spite; malicious. sulking: sentence from book ‐ "Just like a girl," said Edmund to himself, "sulking somewhere, and won't accept an apology." definition ‐ to be silent and moody as a way of showing anger or resentment bathing: sentence from book ‐ The weather was fine and they were out of doors from morning to night, bathing, fishing, climbing trees, and lying in the heather. But Lucy could not properly enjoy any of it. And so things went on until the next wet day. definition ‐ swimming
Questions 1.
English: Eighth Grade
Use the following Venn diagram to compare and contrast Lucy and Edmund’s experiences inside the wardrobe.
3
Edmund and the Wardrobe (Chapter 3)
Day Two
Grammar: Comparative & Superlative Adjectives
Edmund
1. Edmund meets the Queen, the White Witch
Lucy
1. They both meet someone. 2. Both the queen & Mr. Tumnus are unsure what they are.
1. Lucy meets Mr. Tumnus
2.
Why don’t the others believe Lucy when she tells them about what she found in the wardrobe? They thought that maybe she was just making up a story to be entertaining.
3.
Using your own words, in a complete sentence describe the White Queen? The White Queen is tall, very white with red lips, and very scary.
Activities
35 Minutes
Lecture and Practice Give an oral teaching and practice on comparative & superlative adjectives Resource:
Grammar Lesson – Comparative & Superlative Adjectives
Resource:
Oxford Practice Grammar: Basic, Activity #’s 71 & 72
Wrap-Up
5 Minutes
Review Review the material using a few sentences on the board.
Homework
Practice Worksheet Complete worksheets #’s 71 & 72for practice.
English: Eighth Grade
4
Edmund and the Wardrobe (Chapter 3)
Day Three
Listening/Watching: Chapter Three
LISTENING/WATCHING: CHAPTER THREE Day Three
Objectives At the end of this lesson students will be able to:
Listen for added details and correct pronunciation of key words from Ch. 3 of The Lion, the Witch, & the Wardrobe Listen for specific details regarding special vocabulary from Ch. 3 of The Lion, the Witch, & the Wardrobe Record key events and quotes from Ch. 3 of The Lion, the Witch, & the Wardrobe Compare and contrast the events that occur in a book and a film of the same name
Warm-Up
15 Minutes
Collect & Correct Homework Stamp, correct, collect, record & return the student’s grammar worksheets. Resource:
Answer Key, Oxford Practice Grammar: Basic, Activity #’s 71 & 72
Activities
35 Minutes
Watching
20 Minutes
With the handout, LWW, Comparison Form before them, students will watch the clip from the film, The Lion, the Witch, & the Wardrobe. They will record the differences between the film and the book. Resource:
Video File, Chapter 3 – The Lion, the Witch, & the Wardrobe.
Resource:
Handout, LWW, Comparison Form
Listening
15 Minutes
Students will listen to the audio version of The Lion, the Witch, & the Wardrobe. Students will use this time to continue the LWW, Comparison Form handout, as well as the LWW, Timeline of Events handout. Resource:
Audio File, Chapter 3 – The Lion, the Witch, & the Wardrobe.
Resource:
Handout, LWW, Comparison Form
Resource:
Handout, LWW, Timeline of Events
Wrap-Up
5 Minutes
Review of Listening Activity Share answers and correct the LWW, Comparison Form
Homework Study for test.
English: Eighth Grade
5
Edmund and the Wardrobe (Chapter 3)
Day Five
Test: Ch. 1-3 / Adjectives & Adverbs
TEST: CH. 1-3 / ADJECTIVES & ADVERBS Day Five
Objectives At the end of this lesson students will be able to:
Demonstrate comprehension of learned skills and materials based on testing.
Warm-Up
5 Minutes
Testing Procedures
Remind students of correct testing procedures. Absolutely no talking or moving during the test will be tolerated.
Activities
45 Minutes
Test Have the students complete a test on the first three chapters of The Lion, the Witch, & the Wardrobe. Resource: Handout, Test – English 8 – LWW Ch. 1‐3 / Adj. & Adv.
Wrap-Up
5 Minutes
Collect tests.
Homework
0 Minutes
None
English: Eighth Grade
6
Edmund and the Wardrobe (Chapter 3)
GUIDED READING QUESTIONS The Lion, the Witch, and the Wardrobe, Chapter 3
Quick Facts The Story Poor Lucy! No one believes her story about what happened inside the wardrobe. Edmund is the worst – he teases her unmercifully. Then one day he too finds himself in Narnia – alone, and face‐to‐face with a Witch. Grown Up Thoughts In some fairy tales, there are good witches as well as bad ones. But in Narnia, and in the Bible, there’s no such thing as a good witch. The White Witch is evil and heartless. She spreads only fear, oppression, and death. The endless winter she draped over Narnia suggests a dead or dormant place. “Always winter and never Christmas” can become a memorable picture of the spiritual deadness people experience before they find new life in Jesus. From the Word “The thief comes only to steal, kill and destroy. I have come so they can have life... in the fullest possible way.” ~ Jesus, in John 10:10 (NIRV)
Vocabulary batty: sentence from book ‐ definition ‐ 1st language word ‐ rapped: sentence from book ‐ definition ‐ 1st language word ‐ hoax: sentence from book ‐ definition ‐ 1st language word ‐ spiteful: sentence from book ‐ definition ‐ 1st language word ‐
1
From: Raar! & Comprehension Questions and Vocabulary
sulking: sentence from book ‐ definition ‐ 1st language word ‐ bathing: sentence from book ‐ definition ‐ 1st language word ‐
Questions
1.
Use the following Venn diagram to compare and contrast Lucy and Edmund’s experiences inside the wardrobe.
2.
Why don’t the others believe Lucy when she tells them about what she found in the wardrobe?
3.
Using your own words, in a complete sentence describe the White Queen.
2
From: Raar! & Comprehension Questions and Vocabulary
__________________________ Name
Date
TEST: ENGLISH 8 The Lion, the Witch, & the Wardrobe / Adjectives & Adverbs
Vocabulary Match the following vocabulary words with the correct definition on the right by writing the corresponding letter in the blank provided. 1.
____ rapped
A. given to examination or investigation
2.
____ hoax
B. have a quarrel
3.
____ spiteful
C.
4.
____ sulking
D. a wrapped bundle
5.
____ bathing
E.
a gloomy state of mind
6.
____ inquisitive
F.
to bend the body or a part of the body forward and downward sometimes simultaneously bending the knees
7.
____ row
8.
____ splendid
9.
____ parcel
being out of the ordinary
G. a metallic vessel usually used for boiling liquids H. to flow in a thin gentle stream I.
to cry or weep with convulsive catching of the breath
J.
being or appearing mean, miserable, or contemptible
11. ____ stoop
K.
A knocking or tapping sound.
12. ____ kettle
L.
An act intended to deceive or trick.
13. ____ sob
M. Doing something mean or cruel purposely
14. ____ wretched
N. to be silent and moody as a way of showing anger or resentment
15. ____ trickle
O. swimming
10. ____ melancholy
Multiple Choice Please circle the letter corresponding to the correct answer. 16. Why don’t the others believe Lucy when she tells them about what she found in the wardrobe? a.
Lucy would often lie to the others
c.
b.
Edmund had prepared the others by telling them Lucy would be making up a story about a magical land
They thought that maybe she was just making up a story to be entertaining
d.
They knew the door to the wardrobe was permanently shut
17. What words might one use to describe the Queen? a.
Kind, loving, beautiful
c.
Scary, grey, magical
b.
Short, fat, powerful
d.
Tall, white, scary
18. Using dust leftover from when the world was created, what did Andrew Ketterly create? a.
A magic carpet
c.
A magic wardrobe
b.
Magic rings
d.
A mud pie
19. What were the names of the two children transported to the world of Narnia in The Magician’s Nephew a.
Digory & Polly
c.
Lucy & Edmund
b.
Adam & Eve
d.
Jadis & Alsin
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20. What was the gift that Aslin the Lion gave to each of the animals he had created? a.
The ability to do math
c.
A portion of Narnia
b.
The gift of speech
d.
Clothing
21. What did Professor Digory do with the wood leftover from when the magical tree blew over in a storm? a.
He burned it in his fireplace
c.
He built a wardrobe
b.
He built a small house to live in
d.
He built a table & chairs
22. What are the names of the main characters (the children)? _____________
_____________
_____________
_____________
23. Why were the children sent to stay in the countryside? a.
To protect them from the war
c.
To learn to get along together
b.
To visit their Uncle Digory during summer holiday
d.
It was their fate
24. What does Lucy find that connects this book directly with the end of The Magician’s Nephew? a.
A magic ring
c.
Magic bed
b.
Magic dust
d.
Magic wardrobe
25. What is the name of the first creature Lucy meets inside of Narnia? a.
Mr. Tumlus
c.
Mr. Numtus
b.
Mr. Tumnus
d.
Mr. Tummus
26. What can you tell about Faun based on how he treats Lucy? a.
He is willing to admit a mistake and correct it
c.
b.
He is setting Lucy up to bring her brothers & sister into Narnia to capture them as well
He appears to be nice, but really he’s an evil man
d.
He doesn’t know how to entertain guests
27. What terrible event shaped Lewis’ childhood? a.
His brother died
c.
His mother died
b.
His father died
d.
He died
28. Why didn’t Jack like boarding school? a.
Not enough sports
c.
Too much homework
b.
Itchy uniforms and a cruel headmaster
d.
He actually really loved boarding school
29. What other famous author was Lewis a colleague to at Oxford University? a.
Lewis Carroll
c.
Charles Dickens
b.
Beatrice Potter
d.
J.R.R. Tolkien
30. What was the background reason that Lewis made up the Narnia stories in the first place? a.
There was no TV
c.
b.
He was a professional storyteller in a minstrel show
He wanted to entertain the children in his neighborhood
d.
He wanted to entertain the children that were staying with him
Fill in the Blank Fill in the blank with the correct answer – be careful to use the correct tense of the word. 31. The map was (confuse) _____________ and I got lost. 32. Everyone else thought she was funny, but I don’t think she was (amuse) _____________ at all. 33. The boys were (surprise) _____________ by the sudden noise overhead. 2
34. Every I sat down in front of the TV I became (consume) _____________ for hours. 35. I never thought that I would say this, but it has been a (thrill) _____________ experience to see you again. Write the correct spelling of the number on the line provided. Remember to use a dash (‐) for any numbers that require it. 36. ______________________________________ (49) 37. ______________________________________ (1,054) 38. ______________________________________ (12) 39. ______________________________________ (123) 40. ______________________________________ (3,000,000) Convert the following adjectives into comparative adjectives 41. _________________ (fantastic) 42. _________________ (good) 43. _________________ (sweet) 44. _________________ (lovely) 45. _________________ (cool) Convert the following adjectives into superlative adjectives 46. _________________ (intelligent) 47. _________________ (honest) 48. _________________ (fine) 49. _________________ (tasty) 50. _________________ (smelly)
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