CHRONICLES NARNIA C. S. LEWIS - Teacher's Notes for the KS3 English Framework
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
CHRONICLES NARNIA
C. S. LEWIS
Teacher’s Notes for the KS3
English Framework
• Enchanting fantasy and adventure guaranteed to
appeal to the whole class
• See inside for a broad selection of KS3 English
Framework activities providing stimulating ideas for
discussion and tasks
The Chronicles of Narnia: KS3 English Teacher's Notes
Contents
3 Introduction
To order The Chronicles of Narnia or
find out more about the diverse
range of titles available from Collins: 4 The Magician’s Nephew
Telephone:
0870 787 1612 4 The Lion, the Witch and the Wardrobe
Fax:
0870 787 1720
Email:
5 The Horse and His Boy
education@harpercollins.co.uk
Address: 5 Prince Caspian
Collins Education
HarperCollinsPublishers
FREEPOST GW2446 6 The Voyage of the Dawn Treader
GLASGOW
G64 1BR
6 The Silver Chair
or to find out about other ideas for
using The Chronicles of Narnia in the
classroom or to download these 7 The Last Battle
teacher notes visit
www.CollinsEducation.com
7 Order Form
Cover art by Cliff Nielsen, © 2003 by C.S.Lewis Pte. Ltd
Cover © 2003 by HarperCollinsPublishers
2
www.CollinsEducation.com ©HarperCollinsPublishers Ltd 2003The Chronicles of Narnia: KS3 English Teacher's Notes
Introduction
Dear Head of English,
Using The Chronicles of Narnia for study with KS3 English Pupils
Narnia is an enchanting world of fantasy and adventure. Each of the seven
Chronicles has its own unique character, whilst contributing to a clear and
compelling vision of humanity and our place within the universe. C.S. Lewis
tells stories which seek to inspire the imagination of children at the same
time as planting seeds of spiritual truth and challenging their moral views.
He draws on a variety of timeless themes: courage, honesty, power, belief and
love; and brings them vividly to life through an engaging array of wonderful
characters, brilliantly evocative settings and complex, involving plots.
The Chronicles of Narnia are as relevant today as they have been to
generations past, and are ideally suited to meeting the fictional objectives
in the English Framework, due to the richness of the text and the wide
range of structural and linguistic features.
Each of the seven texts are presented here with a selection of Reading,
Writing, and Speaking and Listening activities, matched to the
English Framework objectives, providing both ideas for discussion and
specific tasks for a range of abilities in Years 7 and 8. The activities can be
used either as the starting point for a detailed study of an individual text or
as the framework for a comparative study of several texts within the series.
There is a further degree of flexibility in that most of the activities can be
adapted to fit any of the texts.
Helen Backhouse
KS3 English Teacher
3
www.CollinsEducation.com ©HarperCollinsPublishers Ltd 2003The Chronicles of Narnia: KS3 English Teacher's Notes
The Magician’s Nephew The Lion, the Witch and
the Wardrobe
Reading Reading
Stop reading at various points in the story (e.g. having looked Read pages 37-47 where Edmund first encounters the White
at the front cover; when Digory tells Polly about Uncle Andrew Witch. What sort of character is she? How does she fit in well
(p13); when they go through the wrong door in the attic (p19) with her surroundings? Pick out the words used by the writer
etc) – for pupils to make brief notes about what they think will to describe her and the setting. What sort of character might
happen next and share these with the rest of the class. These one meet in Spring or Autumn? Try describing someone to fit
predictions should become increasingly detailed and accurate. into a seasonal setting.
(Y7 R6: active reading) (Y7 R12: character, setting and mood)
What makes this a fantasy adventure story? List the What clues are there that this story was written half a century
ingredients, including typical settings, plot, characters, themes ago? (children’s language, the clothes worn, evacuees, gender
and symbols that you might find in a fantasy. Follow up by roles etc.) Discuss how things have changed in 50 years. Are
exploring other genres and their conventions. some things still the same? Does it make any difference to a
(Y8 R14: literary conventions) modern reader?
(Y8 R15: historical context)
Writing
Read pages 135-143 where Aslan creates the animals and
Writing
other creatures (naiads, fauns, dwarfs etc). Some of these may Consider the character of Edmund and how he changes
be unfamiliar and pupils may need to use a dictionary or because of his experience. Make a list of 10 adjectives to
encyclopedia to find out what they are like. Write a ‘Guide to describe what he is like at the start of the story and another
the Creatures of Narnia’ to inform the reader about the list for when he has changed. In pairs, try to find some
different animals and other beings they might meet there. quotations as evidence of each of the words chosen. Write a
Pupils will need to decide what sort of language to use, and character study to explain how he changes, using the
how to organise and present their information in a final draft. quotations to validate the argument.
(Y7 Wr11: present information, Y8 Wr10: effective (Y7 Wr16: validate an argument, Y8 Wr17: integrate
information) evidence)
Read the section where Jadis runs riot in London (p105-115). Think about the different creatures in Narnia and how they all
Pupils could imagine that they are journalists who have have their own characteristics: mice are helpful and
witnessed these events for themselves. What are the key collaborative, beavers are hard-working and kind, robins are
events? Whom would you interview? What headline would cheerful and busy etc. Explain that these are stereotypes and
attract your readers? What picture would you choose to not necessarily true in real life. Ask pupils to write a short
illustrate the story? Write an article for a daily newspaper story, involving talking animals, where they deliberately subvert
with a detailed account of what happened. It could be a animal stereotypes, e.g. The Foolish Owl.
tabloid or broadsheet paper, or pupils could even try writing (Y8 Wr8: experiment with conventions)
both, having looked at the differences.
(Y8 Wr12: formal description)
Brainstorm phrases to describe the creation of Narnia. Add to
these adjectives and encourage pupils to use alliteration, Speaking and Listening
onomatopoeia, rhyme, similes and metaphors to make their Using a drama studio or open space, create a sombre
descriptions more vivid. Either as a class or individually, choose atmosphere with low level lighting. Arrange a table in the
some of these phrases to organise into an experimental poem. centre of the space, with a ‘body’ beneath a cloth, and place
(Y7 Wr8: visual and sound effects, Y8 Wr6: figurative candles around it. Play some funereal music and talk pupils
language) through the events leading up to the death of Aslan. Give each
pupil a character from the story and the opportunity to devise a
line of dialogue expressing their thoughts about the Lion’s
death. Act out a memorial scene.
Speaking and Listening (Y8 SL15: work in role)
In a studio or open space, work on movements, gestures and
expressions of animals, with each pupil choosing a specific
Narnian animal to focus on. Each pupil can develop their own
characteristics, a brief sequence of mimed action, and then go Links to other Chronicles
on to create a voice. Finish with a circle around Aslan (teacher Compare the way the female characters are portrayed in
in role), similar to the illustration on p138, as each animal in turn The Lion, the Witch and the Wardrobe with the way they are
moves forward into the circle in role to perform their mime and portrayed in The Horse and His Boy. Look in particular at Lucy
speak one line about themselves in an appropriate voice. and the White Witch as well as Aravis and Queen Susan. What
(Y7 SL15: explore in role, Y8 SL14: dramatic sort of roles do the female characters play? What are their
techniques) strengths and their weaknesses? Are they a fair representation
of girls and women?
(Y8 R16: cultural context)
4
www.CollinsEducation.com ©HarperCollinsPublishers Ltd 2003The Chronicles of Narnia: KS3 English Teacher's Notes
The Horse and His Boy Prince Caspian
Reading Reading
Read chapter 8 where Aravis overhears the secret meeting C.S. Lewis borrows characters from different cultural
between the Tisroc and Prince Rabadash. What are the values mythologies which adds to the richness of the text. Try
of the Calormen leaders? What do they think is important? undertaking some research to find out about some of the
How do we know whether the writer agrees with these views characters: Bacchus, Silenus, dryads, maenads etc. This could
or not? Make a chart to compare the values of the Calormens lead to further research on Greek or Roman Gods.
and the Narnians using abstract nouns such as: power, (Y8 R2: independent research)
honesty, freedom etc.
(Y7 R16: author attitudes, Y8 R7: implied and explicit Read pages 75-82 and the disagreements between
meanings) Trufflehunter and Nikabrik. Draw a spider diagram to show
what each believes in. Discuss how the reader can tell which
view is shared by the writer?
(Y7 R9: distinguish writer’s views)
Writing
Read pages 68-92 where Shasta is mistaken for Prince Corin.
Most of the story is narrated in the third person but it would be
possible to write Corin’s story from his own perspective. Pupils
Writing
need to imagine they are Corin and write a first person narrative Caspian may well have kept a secret diary when he was a
describing what happens after Shasta escapes and the child. Pupils should imagine they are the Prince and write a
adventures he has in Archenland. Much of the detail will need to record of his thoughts and feelings at two or three important
be made up. moments in his early years. For example, when his nurse is
(Y7 Wr7: narrative devices) dismissed, when Doctor Cornelius first talks to him of Old
Narnia, or when he realises his life is in danger.
Brainstorm some of the difficulties of life in Calormen for (Y7 Wr6: characterisation)
young people. Write a letter to the Tashbaan News protesting
against some of these laws and practices. The letter needs to Read the letter sent to Miraz by Peter the High King (p192-3).
be persuasive and written in typically formal Calormen style. Pick out phrases which sound particularly effective in creating a
(Y7 Wr15: express a view, Y8 Wr14: develop an majestic and authoritative tone. Pupils could then write their
argument) own letters to the Head Teacher using similar language, making
a proposal for a non-uniform day, for example. Ensure that the
Bree, Aravis, Shasta and Prince Rabadash are all taught a letters make the pupils sound as high and mighty as possible.
lesson by Aslan through the course of the story. Make notes (Y8 Wr7: establish the tone)
on each of these characters to show what they were
previously like, what lesson they learn, how they are punished
and how they react to the lesson. Use these notes as the
basis for an essay tracing the values held by Aslan and the
methods he uses to promote them. Speaking and Listening
(Y7 Wr19: reflective writing, Y8 R5: trace After the events of the story are over and Caspian has become
developments) King, set pupils the task of interviewing him. They will need to
prepare a range of questions to encourage him to give full
answers. In pairs, take it in turns to play the roles of
Interviewer and King. Write up the whole interview with both
Speaking and Listening questions and answers.
(Y8 SL15: work in role)
Set the pupils the following discussion and prioritising task: If
you were travelling across the desert and could choose only
one companion from the characters in The Horse and his Boy,
who would it be? Work in small groups to agree on a short list
of the top four choices and be prepared to justify the list with a Links with other Chronicles
detailed explanation. In Prince Caspian, Peter, Susan, Edmund and Lucy return to
(Y7 SL13: collaboration, Y8 SL10: hypothesis and Narnia. How have they changed since their first appearance in
speculation) The Lion, the Witch and the Wardrobe? How has the writer
shown the development of each of these characters? Have
they all changed for the better?
(Y7 R8: infer and deduce)
Links with other Chronicles
In The Silver Chair, there is a reference to the Ballad of
The Horse and His Boy, a poem retelling the story of Bree and
Shasta, Aravis and Hwin. Choose one or more of
The Chronicles of Narnia and retell the story in the form of a
ballad, having looked at a few examples and using the same
conventions. These could be formed into a whole class
compendium of ballads for future classes to add to and enjoy.
(Y7 Wr8: visual and sound effects)
5
www.CollinsEducation.com ©HarperCollinsPublishers Ltd 2003The Chronicles of Narnia: KS3 English Teacher's Notes
The Voyage of the The Silver Chair
Dawn Treader
Reading Reading
Keep track of the different places the voyagers discover by Read chapter 11 and search for clues to the real identity of the
making notes during reading. Note down the name of each Knight. Discuss how the writer uses lots of different ways to imply
island, some details of its geography and its inhabitants. that there is something not quite right about him. When does the
(Y7 R7: identify main ideas) reader recognise the Knight as being the real Prince Rilian? When
the Prince speaks from the silver chair, everything is turned upside
The notes on the places visited by the Dawn Treader can be down. How do we know that he is telling the truth now?
made in different ways. Experiment with flow charts, bullet (Y7 R8: infer and deduce, Y8 R4: versatile reading)
points, spreadsheets, lists, maps and boxed charts to find the
most effective way of collating the information.
(Y8 R3: note making formats)
Writing
King Caspian has done all he can to find his son Prince Rilian
Writing and bring him home. Many have been killed or never returned.
Write an advert trying to persuade people to take up the
Design a holiday brochure inviting people to visit the Islands of challenge. Think about how much information to provide, what
the Eastern Ocean. The brochure needs to be informative, reward to offer and what techniques to use to persuade them.
persuasive and descriptive. It could also include some (Y8 Wr13: present a case persuasively)
illustrations and maps.
(Y7 Wr14: evocative descriptions, Y8 Wr10: effective A Narnian magazine is publishing an article about the
information) disappearance of Rilian ten years ago. Pupils should write this
story explaining what happened at the time, providing some
Consider the characters of Edmund and Eustace. Read the background information about the Royal family and speculating
opening chapters of the story and make a chart to show the about the rumours that two children from another world have
differences in the attitudes and actions of these two been asking about the Prince.
characters. Write up these notes as a comparative character (Y7 Wr5: story structure)
study, using quotations occasionally to strengthen the
argument. Write a conclusion to show how the characters Design a board game called The Silver Chair. The board could be
develop throughout the course of the story. divided into Overland and Underland with players travelling
(Y7 Wr6: characterisation) between them. Each square could represent a meeting or event
from the story which goes well or badly, like snakes and ladders.
All ships have an official Log which records details of all the There could be questions to answer testing the players’ knowledge
events which take place on board ship, as well as recording the of the book. Pupils need to devise their own rules and write them
weather and other technical information about the condition of out very clearly before making the game itself from cardboard.
the boat. Write extracts for the Dawn Treader’s Log Book, (Y7 Wr13: instructions and directions, Y8 Wr11:
choosing five days from the entire voyage to record in detail. explain complex ideas)
The language should be simple, brief and impersonal.
(Y7 Wr10: organise text appropriately)
Speaking and Listening
Speaking and Listening Ask pupils to write questions which they would like to put to
some of the characters in the story. Suggest they phrase the
On the radio, dialogue and sound effects are the most questions to get the fullest answers by asking how, why,
important elements in conveying a story. Read the section where etc. Invite pupils to take the role of each of the
where the ship is attacked by the sea serpent (p130-135) and characters and carry out a hot-seating activity with the
work in groups to write a script for a radio recording of the remaining pupils posing the questions.
scene. The script should include dialogue (some lines may have (Y7 SL11: range of roles, Y8 SL12: varied roles in
to be added to make it clear to the listener what is happening) discussion)
and sound effects. These radio dialogues can then be recorded
with pupils taking the roles of the characters and making the
sound effects.
(Y7 SL16: collaborate on scripts, Y8 SL16: collaborative
presentation) Links with other Chronicles
Compare the villainous White Witch in The Lion, the Witch and
the Wardrobe with the evil Queen of Underland in The Silver
Chair. Create a chart to show the differences and similarities
between them, in terms of appearance, clothes, voice, powers,
desires, strategies and weaknesses. Choose one of the two
witches and design a Character Poster to illustrate with
images, quotations, comments, lists, symbols etc what has
been learnt about her character.
(Y7 R12: character, setting and mood)
6
www.CollinsEducation.com ©HarperCollinsPublishers Ltd 2003The Chronicles of Narnia: KS3 English Teacher's Notes The Last Battle Reading How does C.S. Lewis prepare the reader for the end of the story? There are plenty of clues: the title, the suggestion of a fatal train crash, the message in the stars etc. Make a list of these signs and recognise they build up to a climax at the end. (Y7 R15: endings) Read chapter 1 where Shift first persuades Puzzle to disguise himself as Aslan, with two pupils reading the words spoken by the animals. Each time Shift speaks, discuss what he really means and what this reveals about his character. How does the reader know what Shift really means? (Y7 R8: infer and deduce, Y8 R7: implied and explicit meanings) Writing The last battle and the disappearance of animals, people and other creatures into the Stable are witnessed by many and each character has a different perspective. Retell the story of the final battle (p143-162) through the eyes of different characters by shifting the narrative from one character to the next. For example, start with Eustace, then Griffle, Rishda, Farsight then Tirian, demonstrating their various points of view. (Y7 Wr7: narrative devices) Read the description of the ‘New Narnia’ in chapter 16. C.S. Lewis is trying to convey an experience which by its nature no- one living has ever known. This requires very imaginative use of language. Write descriptions of what the New Narnia or heaven might be like, using imagery and sound effects to help convey the sights, sounds and sensations. This could take the form of a poem. (Y8 Wr6: figurative language) Speaking and Listening The task is to choreograph a battle scene. Explain that there will be no need for any physical contact as pupils will mime the use of weapons: swords, spears, bows and arrows. Practise first the movements associated with these weapons and then work in pairs to devise a series of moves which will lead to one or both being killed. It helps in co-ordinating action if everything is done in slow motion. Try performing with everyone together in silence, then with as much noise as they can make. Which works best? (Y8 SL16: collaborative presentation) www.CollinsEducation.com ©HarperCollinsPublishers Ltd 2003
You can also read
