The Lion, The Witch, & The Wardrobe - Unit Plans - Ch. 1-3 With Resources

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.


Day Two A Presentation on The Magician’s Nephew
A PRESENTATION ON THE MAGICIAN”S NEPHEW
Day Two
Objectives
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: Printed on the back of the handout.
1. 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.
Listening for sequence: Plot Summary of The Magician’s Nephew

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: Printed on the back of the handout.
1. 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.


Day Three Silent Reading: Chapter One
SILENT READING: CHAPTER ONE

Day Three
Objectives
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.
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.

Day Four Ch. 1 Discussion / Grammar: Adverbs (Adjectives & Adverbs)
CH. 1 DISCUSSION / GRAMMAR: ADVERBS (ADJECTIVES & ADVERBS)

Day Four
Objectives
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.
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. The "old Professor" is Digory (from The Magician’s Nephew). Why are the children sent to
stay with him?

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
Homework
Complete the Oxford Practice Grammer: Basic, Activity # 73 (Adverbs: Adjectives & Adverbs).

Day Five Comparison: Ch. 1 (Text, Audio, Film)
COMPARISON: CH. 1 (TEXT, AUDIO, FILM)

Day Five
Objectives
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
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.
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
Comparing the Text & Film Presentations of Chapter1 15 Minutes
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.
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?
5. How did Jack spend his nineteenth birthday?
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:
definition ‐
splendid:
definition ‐
1
parcel:
definition ‐
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?
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
Event: Event: Event:
Quote: Quote: Quote:
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
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: Author: Class:
Book # Condition Student Name Signature

WHAT LUCY FOUND THERE (CHAPTER 2)
Standards
Reading
and point of view
Writing
Speaking
Listening
as appropriate
English: Eighth Grade 1 What Lucy Found There (Chapter 2)

Day One Reading: Chapter Two
SILENT READING: CHAPTER TWO

Day One
Objectives
Forecast a possible continuation of a story, based upon previous reading.
Sustain silent reading for an extended period.
Transform a written description of a character into a sketch drawing.
Warm-Up 10 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.“
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 – Guided Reading Questions
Wrap-Up 10 Minutes
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)


Day Two & Three Grammar: Modifiers
GRAMMAR: MODIFIERS
Day Two & Three
Objectives
Demonstrate competency in the correct use of modifiers concerning basic adjectives and adverbs of frequency,
manner, place, & time
Warm-Up 10 Minutes
Correct the student’s guided questions from Chapter 2 of The Lion, The Witch, & The Wardrobe.
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:

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.
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.

Day Four Listening: Chapter Two
LISTENING: CHAPTER TWO

Day Four
Objectives
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
Stamp, correct, collect, record & return the student’s grammar worksheets.
Resource: Answer Key, Oxford Practice Grammar: Basic, Activity #’s 74 & 75
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, Timeline of Events
Wrap-Up 5 Minutes
Review of Listening Activity
Share answers and correct the LWW, Comparison Form
Homework
None

Day Five Writing: Chapters One & Two
WRITING: CHAPTERS ONE & TWO

Day Five
Objectives
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.
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, 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, 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.

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:
definition ‐
stoop:
definition ‐
kettle:
definition ‐
trickle:
definition ‐
1 From: Raar! & Comprehension Questions and Vocabulary
sob:
definition ‐
wretched:
definition ‐
journey:
definition ‐
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?
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)
Standards
Reading
and point of view
Writing
Speaking
Listening
as appropriate
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
Read out loud in a group setting.
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.
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.
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


Day Two Grammar: Comparative & Superlative Adjectives
GRAMMAR: COMPARATIVE & SUPERLATIVE ADJECTIVES

Day Two
Objectives
Demonstrate competency in the correct use of comparative and superlative adjectives.
Warm-Up 15 Minutes
Correct the student’s guided questions from Chapter 3 of The Lion, The Witch, & The Wardrobe.
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. Use the following Venn diagram to compare and contrast Lucy and Edmund’s
experiences inside the wardrobe.

Day Two Grammar: Comparative & Superlative Adjectives
Edmund Lucy
1. Edmund meets the 1. They both meet 1. Lucy meets Mr. Tumnus

Queen, the White Witch someone.
2. Both the queen &
Mr. Tumnus are
unsure what they
are.

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.
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.

Day Three Listening/Watching: Chapter Three
LISTENING/WATCHING: CHAPTER THREE

Day Three
Objectives
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
Stamp, correct, collect, record & return the student’s grammar worksheets.
Resource: Answer Key, Oxford Practice Grammar: Basic, Activity #’s 71 & 72
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.
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.
Wrap-Up 5 Minutes
Review of Listening Activity
Share answers and correct the LWW, Comparison Form
Homework
Study for test.

Day Five Test: Ch. 1-3 / Adjectives & Adverbs
TEST: CH. 1-3 / ADJECTIVES & ADVERBS

Day Five
Objectives
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.
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


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:
definition ‐
rapped:
definition ‐
hoax:
definition ‐
spiteful:
definition ‐
sulking:
definition ‐
bathing:
definition ‐
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.
__________________________
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. being out of the ordinary
4. ____ sulking D. a wrapped bundle
5. ____ bathing E. a gloomy state of mind
F. to bend the body or a part of the body forward and downward sometimes simultaneously
6. ____ inquisitive
bending the knees
7. ____ row
G. a metallic vessel usually used for boiling liquids
8. ____ splendid
H. to flow in a thin gentle stream
9. ____ parcel
I. to cry or weep with convulsive catching of the breath
10. ____ melancholy
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
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. They thought that maybe she was just making
up a story to be entertaining
b. Edmund had prepared the others by telling
them Lucy would be making up a story about d. They knew the door to the wardrobe was
a magical land 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
1
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 d. It was their fate
holiday
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. He appears to be nice, but really he’s an evil
man
b. He is setting Lucy up to bring her brothers &
sister into Narnia to capture them as well d. He doesn’t know how to entertain guests
a. His brother died c. His mother died
b. His father died d. He died
a. Not enough sports c. Too much homework
b. Itchy uniforms and a cruel headmaster d. He actually really loved boarding school
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. He wanted to entertain the children in his
neighborhood
b. He was a professional storyteller in a minstrel
show 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)

3

The Lion, The Witch, & The Wardrobe - Unit Plans - Ch. 1-3 With Resources

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The Lion, The Witch, & The Wardrobe - Unit Plans - Ch. 1-3 With Resources

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LOOK INTO THE WARDROBE (CHAPTER 1)

English: Eighth Grade 1 Look into the Wardrobe (Chapter 1)

AN INTRODUCTION TO C.S. LEWIS

Board Preview 3 Minutes

Read C.S. Lewis’ Biography 35 Minutes

English: Eighth Grade 2 Look into the Wardrobe (Chapter 1)

A PRESENTATION ON THE MAGICIAN”S NEPHEW

Collect & Correct Homework

Listening for sequence: Plot Summary of The Magician’s Nephew

English: Eighth Grade 3 Look into the Wardrobe (Chapter 1)

Correct Listening Guide

English: Eighth Grade 4 Look into the Wardrobe (Chapter 1)

SILENT READING: CHAPTER ONE

Silent Reading with Guiding Questions & Vocabulary 40 Minutes

English: Eighth Grade 5 Look into the Wardrobe (Chapter 1)

CH. 1 DISCUSSION / GRAMMAR: ADVERBS (ADJECTIVES & ADVERBS)

Return Graded Work

Correct Homework/Discussion on Chapter 1 25 Minutes

English: Eighth Grade 6 Look into the Wardrobe (Chapter 1)

English: Eighth Grade 7 Look into the Wardrobe (Chapter 1)

COMPARISON: CH. 1 (TEXT, AUDIO, FILM)

Collect & Correct Homework 5 Minutes

Board Preview 5 Minutes

Listening to Audio Book of Chapter 1 10 Minutes

Comparing the Text & Film Presentations of Chapter1 15 Minutes

Timeline of Events for Chapter1 10 Minutes

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Book # Condition Student Name Signature

English: Eighth Grade 1 What Lucy Found There (Chapter 2)

SILENT READING: CHAPTER TWO

Board Preview 3 Minutes

Silent Reading with Guiding Questions & Vocabulary

English: Eighth Grade 2 What Lucy Found There (Chapter 2)

English: Eighth Grade 3 What Lucy Found There (Chapter 2)

English: Eighth Grade 4 What Lucy Found There (Chapter 2)

LISTENING: CHAPTER TWO

English: Eighth Grade 5 What Lucy Found There (Chapter 2)

WRITING: CHAPTERS ONE & TWO

English: Eighth Grade 6 What Lucy Found There (Chapter 2)

Focused Free Write

English: Eighth Grade 1 Edmund and the Wardrobe (Chapter 3)

READER’S THEATRE: CHAPTER THREE

Collect & Stamp Homework

Guided Reading Questions

English: Eighth Grade 2 Edmund and the Wardrobe (Chapter 3)

GRAMMAR: COMPARATIVE & SUPERLATIVE ADJECTIVES

English: Eighth Grade 3 Edmund and the Wardrobe (Chapter 3)

1. Edmund meets the 1. They both meet 1. Lucy meets Mr. Tumnus

English: Eighth Grade 4 Edmund and the Wardrobe (Chapter 3)

LISTENING/WATCHING: CHAPTER THREE