The Chronicles of Narnia: The Lion, the Witch and the Wardrobe is an engaging and enjoyable film that has appeal to 7th grade students, while also being relevant to several areas of the North Carolina Standard Course of study. Some subject areas addressed in this guide include Language Arts and Social Studies. This guide is organized to clearly connect scenes to state standards. For example, the ELA Objective 1.02 states that students should respond to expressive materials that are read, heard, and/or viewed by making connections between works, self and related topics, and by drawing inferences/conclusions. The classroom activities in this guide are developmentally responsive and appeal to many different types of learners. The Association for Middle Level Education's This We Believe was used as a guideline to form these lessons. The lessons focus on young adolescents developmental needs, including but not limited to, cognitive-intellectual development skills such as decision making, and on moral development issues such as the transition from self-centered to others-centered. Peter, Susan, Edmund and Lucy all reflect different elements of these dimensions as they face various challenges in the story.
Using this Guide
This guide has been developed based on a concept called A.I.M.E.; the amount of invested mental energy or effort, developed by Gavriel Salomon. This movie guide is divided into short scenes that are designed to promote student engagement and help students interpret how they think and feel about the scene being viewed. Techniques and strategies like A.I.M.E. have been proven to increase student recall and comprehension if students are given clues and cues of what to focus on during the viewing scene.
“Lucy discovers Narnia”
During World War II the Pevensie siblings are sent to live with a mysterious Professor in the country. Although the children are hesitant to leave their mother, when they arrive at the Professors mansion, they start to see the potential for adventure. On a rainy day game of hide-and-seek, little Lucy Pevensie hides in a wardrobe, but finds herself in a snowy parallel world. From the moment Lucy meets Mr. Tumnus in Narnia, the Pevensie sibling’s lives are changed.
They find themselves in the middle of a long winter, in which Narnia has been ruled by Jadis, the evil White Witch. There is a prophecy in Narnia, which says that two sons of Adam and two daughters of Eve will defeat the White Witch and end the winter. The siblings go through many challenges, emotional and physical, while on their journey to meet Aslan, the King of Narnia, who provides them with guidance and confidence to help win the war. The children find the strength to overcome all their difficulties and are successful in defeating the White Witch.
Peter is the oldest of the Pevensie children. As the eldest, he serves the role of the father and is often there to comfort and console his younger siblings. The leadership role he plays for his family in the ordinary world shines through in Narnia as well. He is brave as well as humble and is ultimately crowned King Peter the Magnificent
Susan is the second oldest of the Pevensie children. She is younger than Peter, but still very mature and pragmatic. During the sibling’s travels in Narnia, they are greeted by Father Christmas, who gives Susan arrows, which come in handy later during the war. She also is a witness of Aslan's death and resurrection. After many challenges, Susan is named Queen Susan the Gentle.
Edmund is the troublemaker of the bunch. He is the second youngest and often feels neglected being the middle child. He is the first of the children to meet the White Witch who bribes him with candy to reveal information about his family. Edmund is the most dynamic character in The Chronicles of Narnia. At the end of the film he is declared King Edmund the Just.
Lucy is portrayed by the actress Georgie Lucy is the youngest of her siblings. She was the first to discover Narnia and fell in love with the new world, as well as her friend Mr. Tumnus, who tried to turn her in to the White Witch. Lucy was distraught when her siblings did not believe her about Narnia, but was pleased to share it when they all made their way through the wardrobe. The siblings faced many struggles, and Lucy learned that she could be brave and had the courage do things that her older siblings could not. In the end, she was named Queen Lucy the Valiant.
Mr. Tumnus is portrayed by actor James McAvoy. Mr. Tumnus is the first Narnian Character we meet, when Lucy makes her way through the wardrobe. He is kind to Lucy, but has been ordered by the White Witch to capture any human who makes their way to Narnia. The fear of the Witch overwhelms him, but Lucy’s kindness overpowers the fear and he lets her escape. Mr. Tumnus takes a stand to side with Aslan and is thrown into jail for not obeying the Witch’s orders.
Mr. & Mrs. Beaver’s voices are given by Ray Winstone and Dawn French. The beavers are a friendly, trustworthy face to the Pevensie children when they discover Mr. Tumnus has been arrested. Mr. Beaver leads them back to the Beaver’s home, where they meet Mrs. Beaver. The children are then told of the prophecy that they have come to fulfill, and take Narnia back from the White Witch. The Beaver’s are the children’s guide to Aslan, where they regroup to take on the White Witch and her armies.
Aslan is the wise and powerful lion who befriends the Pevensie children. Actor Liam Neeson voices Aslan. Aslan is a magical and mysterious character who represents all that is good and just in Narnia. Aslan contrast the evil motives of the White Witch, and he seeks to dethrone her. Even though the Pevensie children feel an initial sense of anxiety when encountering Aslan, they quickly form a strong bond with the lion ruler. The children love Aslan because he is their protector and friend. When Edmund betrays Aslan, the lion offers his own life to save Edmund. After being tortured and killed by the White Witch, Aslan returns to life to help lead his army to victory over the evil forces of the witch.
The White Witch is portrayed by actress Tilda Swinton. The White Witch is a representation of everything that is sinister in the world. As self-proclaimed Queen of Narnia, the Witch has cursed the land with one hundred years of winter. The Witch controls Narnia with the help of her evil army. The Witch lures Edmund with delicious Turkish Delight and the promise that he will have authority over his siblings if he delivers them to her castle. The Witch develops a blood lust for the Pevensie children and attempts to capture them throughout the film. The Witch is the mortal enemy of Aslan and engages his army in battle in the last parts of the film.
English Language Arts 6th and 7th Grade Some of the ELA standards used in this movie guide are:
Objective 3.02 Explore and analyze the problem-solution process
Studying problems and solutions within various texts and situations
Utilizing the problem-solution proves within various contexts/situations
Objective 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences
Chapter 1: This is home, for a while
7:07-12:25 ELA Objective 5.01
“Waiting for the Professor”
Before the movie have a short discussion on fundamentals of literature, which consists of defining terms such as mood, characterization, plot, etc. Also, make the students aware that problems are found in literature and usually have to be solved for the story to conclude.
Instruct the students to carefully watch the scene and find the mood(s) of the scene, and clues that address the mood. They must also watch the interaction between the siblings, and find how their attitudes effect the situation.
As a class, discuss the different mood(s) that the students observed, ask them what aspects of the scene had them come to this realization, and make a list on the board. Ask them how the sound/music affected the mood, as well as how the characters attitudes/actions affected the mood.
Next, have students look at the characters: break the students up into groups of two or three, and assign them a character. The students will focus on their sibling and discuss the characters outlook and attitude about being at the professor’s house, how they react to the rules, and how they feel about finding ways to entertain themselves.
After they have concluded discussing their character, students will create a game they could play if they were in the same situation as the Pevensie siblings. This allows the students relate to the siblings by being in their shoes. Remind students that there were not computers or video games during WWII, so they need to use their imagination, with limited resources. They will create a rulebook, with the name of their game on the front, with a picture if they choose, and a list of five rules. They will share their game with the class, and demonstrate if they wish.
Chapter 2 The Wardrobe
12:45-14:35 7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
“Lucy discovers wardrobe”
Discuss some basic elements of writing and film such as character development and story setting. Explain that setting has a major impact on how the characters of a story will act and react.
Pay attention to the makeup of the country of Narnia. Watch Lucy’s reaction to entering a new world and jot down some her reactions.
Discuss Lucy’s reactions and explain some of the feelings Lucy might have had when discovering Narnia.
Instruct the students to write a fictional story in which they develop a setting and characters. Students can write about a character in a small town, big city, fantasy world, or a time and place in the past. Explain that students should use vivid language to describe how the setting of their story affects their fictional character.
Chapter 3: Lullaby
18:25-22:03 ELA Objective 1.01 Narrate an expressive account, which engages the reader/listener by establishing a context and creating a point of view.
ELA Objective 1.02 Respond to expressive materials that are read, heard, and/or viewed by creating an artistic interpretation that connects self and/or society to the selection
“Mr. Tumnus’s House”
Inform the students of the newfound friend that Lucy has found, giving them an idea about how this scene ties to the rest of the movie.
Have the students to pay careful attention to the fire.
Have the students look at the following piece of dialogue from the scene:
Tumnus: My father went away to war too... but that was a very long time
ago... before this dreadful winter.
Lucy: Winter isn't all bad. There's ice skating and snow ball fights.
Oh! And Christmas!
Tumnus: We haven't had Christmas in a hundred years here.
Lucy: (shocked) No presents for a hundred years?
Tumnus: But, oh, you would have loved Narnia in spring! The Dryads and
the Fauns would dance all night... but we never got tired. And oh, the
music! Such music. Would you... like to hear some now?
Lucy: yes please
Tumnus: (gets flute out) Now, are you familiar with the Narnia
Lucy: (shakes her head): No, I'm afraid I'm not
Tumnus: Good, because this probably won't sound anything like one.
Have the students fold a piece of paper in half, and on one side label winter, and the other label Christmas. Have the students list, or draw if they wish, what comes to mind when they think of either winter or Christmas. Then they will compare and contrast the two different topics, as well as comparing their ideas to their classmates.
Next, have the students create a story that reflects what the fire revealed while the Narnia lullaby played. How did the song contribute to the story? Would the fire have been as intriguing without the music? Why? Then have a few students share their fables.
Chapter 4: The Professor
34:55-38:07 ELA Objective 1.02 Respond to expressive materials that are read, heard, and/or viewed by making connections between works, self and related topics, and by drawing inferences/conclusions.
“The Professor talks to Susan and Peter”
Before playing the clip, tell the students to pay close attention to the conversation that Peter and Susan have with the Professor.
Have the class keep in mind a time that they argued with someone or upset someone and did not know how to handle it.
Ask the class about the dialogue between Peter, Susan and the Professor. Have they ever experienced a similar situation? What advice were they given? Do you think the Professor gave good advice, why or why not? What do you think Peter and Susan are going to do about Lucy now, after talking with the professor?
Chapter 5 The World of Narnia
39:30-44:50 7.RIT.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Explain to students that you are going to read a portion of The Lion, The Witch, and The Wardrobe. Instruct the students to pay attention to the language and the story of the book. Read parts of chapter six (Into the Forest) to the class.
Play scene with subtitles. Instruct students to pay attention to the language that is used in the film version of The Lion, The Witch, and The Wardrobe. Call attention to dialogue:
Peter reads: The Former occupant of these premises, the Faun Tumnus, is under arrest and awaiting his trial on a charge of High Treason against her imperial Majesty Jadis, Queen of Narnia, Chatelaine of Cair Paravel, Empress of the Lone Islands, also to comforting her said Majesty's enemies, harbouring spies and fraternizing with Humans. signed Maugrim, captain of the Secret Police, Long live the Queen.
Susan: Now we should really go.
Lucy: But we have to help him!
Peter: It's out of our hands now Lu.
Lucy: You don't get it do you? I'm the human!!! He helped ME!
Peter: Maybe we should call the police
Susan: These are the police!
Edmund: Besides, he's a criminal!
Peter (to Lucy): Don't worry Lucy, we'll think of something
On the white board or Smart Board, make two lists. One list should be labeled Similarities, the other Differences. Ask students to explain several similarities and differences from the text and the film.
Assign an activity in which students will research another book that has been made into a film (ie. Hunger Games, Sisterhood of the Traveling Pants, Holes, etc). Students will create a book/movie review listing both similarities and differences from their selected book/movie.
Chapter 6: The World of Narnia
39:30-42:24 ELA Objective 2.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through exploring a variety of sources from which information may be attained.
Have a class discussion about travel brochures that they have seen before. Ask them what made the place in the brochures so desirable. It would probably be good to have a few brochures on hand to pass around to the class.
Have the students take notes on the land of Narnia, its landmarks, weather, etc.
This clip doesn't show all the travel destinations of Narnia, so you should allow students to do research on the movie to see if there are any other places they would like to include. There will be a map of Narnia at the back of this guide. Students will be split into groups with whom they will work on making a Narnia travel brochure. They will need to include at least two destinations, information about the type of clothes to wear, what the people are like in Narnia, and the places to stay away from. These brochures can be made my hand or on a program such as Microsoft Publisher.
For this activity, a map of Narnia is included at the end of the movie guide.
Chapter 7: Prophecy
46:51- 51:00 ELA Objective 2.01 Respond to informational materials that are read, heard, and/or viewed by drawing conclusions
“Dinner at the Beaver’s House”
Discuss the importance of turning points in stories, books, and movies. Often without a specific scene, the plot would be completely different from what actually happens.
Students are to focus on the children’s reactions to the tale of the prophecy.
Have the students predict what they think will happen next based on what they heard from the prophecy. They can use storyboards, charts, lists, or write a story to express their thoughts.
Next, switch the scenario on them. Ask them to finish the story if Edmund had not left the beaver’s house to go reunite with the White Witch. How might have it turned out? What experiences could the children have missed out on? Etc. encourage them to be creative.
Chapter 8: Behold the Queen's Castle
50:47-53:52 ELA Objective 4.03 Recognize and develop a stance of a critic by constructing a critical response/review of a work/topic.
Tell the students that they will be critics for the scene that they are about to view. Give background by letting them know that they will be introduced to the Queen's Castle for the first time in the film. Talk briefly about vocabulary such as mood, directors choice and purpose, and how sound and visuals can affect mood.
Have the student's take notes on how they feel and what parts of the clip are making them feel that way.
The students will write a movie critique of this scene, so it would be helpful to show them a few critiques similar to what they are expected to write. The critique needs to include how they feel about the choices the director made to create that certain mood, the director’s purpose, and whether they feel he was successful. They may also include what they would have changed or what they really enjoyed about the scene. Have them use Microsoft Publisher, or similar program, to create a newspaper page to put their assignment on.
Chapter 9: Aslan’s death
1:35:18-1:42:34 ELA Objective 4.01 Analyze the purpose of the author or creator by examining any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
“The Stone Table”
Discuss with the students about film language and how different aspects of film can denote hidden messages, symbolism, like Point of View, Framing, Props, etc.
Have students try to locate specific points in the clip that the recognized from the discussion.
Allow the students to share what they saw. After they have had a chance to share, have several stills from the clip on a power point and discuss them.
Have the students’ pair up and hand out a worksheet, which can be found at the end of this movie guide, of still that have stills from other movies and have them discuss the images with their partner.
Chapter 10 Battle for Narnia
1:49:10-1:52:36 7.RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Discuss the various elements of writing such as setting, plot, character development, structure, and theme. Explain to students that film, like writing, has its own set of elements. Discuss cinematography, dialogue, sound, and director’s purpose. Make a connection between the writing of C.S. Lewis and the film The Lion, The Witch, and The Wardrobe by describing the goals of an author and the goals of a movie director.
Students should take notes on the various film techniques used in the clip. Point out shots, angles, sound, and dialogue in the battle sequence.
Students will work in groups to create their own movie of no more than ten minutes. For their films, students will report on a topic that concerns them in the school. Before filming, students should submit their topic and a script. The final product should incorporate many of the techniques used by professional filmmakers. Encourage students to utilize a range of camera shots and angles in addition to dialogue, sound, and editing. Students will then present their work making connections between their script and their movie.
Social Studies 6th and 7th Grade
Some of the Social Studies objectives used in this movie guide are:
7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions). Chapter 1: Introduction
0:35-5:25 Objective 7.H.2.1
“Photo of a German Bomber”
Begin the activity by using a PowerPoint presentation to show a map of Europe during World War II. Point out both Great Britain and Germany and discuss their relative proximity. Talk to the class about the social, political, and military conflict that occurred in Europe during World II. Specifically, focus on the conflict between Great Britain and Nazi Germany. Next, show photos of the Battle of Britain and the devastation it caused. Show pictures of German aircraft and explain the reasons civilians were forced to seek shelter or leave London. Explain the Battle of Britain, its consequences, and the impact of the battle on British civilians. Tell students that they are about to see a clip set during this time period and instruct them to be aware of what is occurring in the scene.
Cue students to the unfamiliar language used by the bomber pilots in the opening scene. Make the students aware of the accents of the civilian family in the scene that is occurring inside the house. Direct a class to pay attention to the actions, emotions, and dialogue of the civilians. Point out the setting, characters (military and civilian), and the propaganda posters in the train terminal.
Ask questions about what country the bombers belong to and how do the students know this.
Ask questions about what country the civilian family is from, and why are they being bombed.
Discuss the role of propaganda in wartime and point out the scene where it is shown in the train terminal. Use the PowerPoint presentation to show several examples of propaganda posters. Discuss the social, political, and military purpose of propaganda during wartime.
Chapter 2: Evacuation
2:58-7:12 SS Objective 4.01 Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.
Discuss what WWII was like in London, and how it was dangerous. Show the students a few propaganda posters about evacuation, and ask them to interpret them. Once you feel that they all have a grasp on what evacuation was, show the clip
Instruct the students to watch carefully and write down aspects of the clip that show evacuation. Clues could include their possessions, how many people there are at the station, etc.
Have the students share what they saw. Then pass out a worksheet available in the back of the guide, and give the students time to read it. It is a story of evacuation in WWII, giving facts and other important details. Have them answer the questions, and after they are finished discuss why leaders in London thought that evacuation was needed, and the importance of the migration of the children.
Chapter 3: Welcome Christmas
1:06:28-1:11:33 SS Objective 11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.
“Santa makes it to Narnia”
Split the class into four groups and pass out pictures of four different "Santa's". Let the class know that you will be watching a clip of the movie that involves Santa Claus. (The pictures and names of other "Santa's are included in the index.)
Make sure students pay attention to Santa and his role in the lives of the Pevensie children.
The groups will be given the name of the "Santa" in their photo. They will be instructed to find five facts about him, including what country recognizes him. Each group will make a small poster using their information and a picture of their character and present them to their class. This will help the students see a difference between cultures.
Chapter 4 Aslan’s Camp
1:18:56-1:26:42 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).
“Peter Being Knighted”
Begin by asking students what they know about the differences in government power structures. Explain the differences between monarchs, dictators, elected officials, anti-governmental groups and religious, political factions. Inform students that they will see a scene depicting the workings of a monarchy. Make the students aware of Aslan’s role of king and Peter’s role as prince.
Write down or draw some things that indicate that Aslan is a king. Instruct students to pay close attention to words, actions, and ceremonies that suggests Narnia is a monarchy:
Peter: (To Oreius) We have come to see Aslan.
(Tent starts to blow in breeze and everyone kneels. Aslan comes from
the tent and the children kneel)
Aslan: Welcome Peter Adam's son, Welcome Susan and Lucy daughters-of-
Eve. Welcome Beavers. You have my thanks, but where is the fourth.
Peter: That's why we are here.
Susan: We had a little trouble along the way.
Peter: He's been captured by the White Witch
Mr. Beaver: He betrayed them your Excellence!
Oreius: Then he has betrayed us all
Aslan: Peace Oreius.
Split students into groups assigning each group a label (ie. monarchs, elected officials, anti-government, political faction, etc). Supply each group with a definition and an example of the government structure they will be representing. Give students time to discuss the characteristics of their group and then have the students explain their group’s power structure with the rest of the class. Students will be encouraged to write rules, decrees, or statements for their group. Groups will also be instructed to draw an appropriate symbol or flag to represent their government.
ELA Ch 3 – Map of Narnia
ELA: chapter 9 – media stills
Look at the following movie stills and describe media/film techniques, like camera angles, that you may see, and its significance in the image.
SS Chapter 2
Social Studies Chapter 2: Evacuation
The evacuation of Britain's cities at the start of World War Two was the biggest and most concentrated mass movement of people in Britain's history. In the first four days of September 1939, nearly 3,000,000 people were transported from towns and cities in danger from enemy bombers to places of safety in the countryside.
Most were schoolchildren, who had been labeled like pieces of luggage, separated from their parents and accompanied instead by a small army of guardians - 100,000 teachers. By any measure it was an astonishing event, a logistical nightmare of co-ordination and control beginning with the terse order to 'Evacuate forthwith,' issued at 11.07am on Thursday, 31 August 1939. Few realized that within a week, a quarter of the population of Britain would have a new address.
Talking to evacuees now about the events of those days in 1939 recalls painful memories that have been deeply hidden for 60 years, exposing the trauma of separation and isolation and the tensions of fear and anger. Most were unaware of where they were going, what they would be doing and all were wholly ignorant of when they would be coming back.
The fear of air attack from German bombers at the start of hostilities encouraged parents to send their children to safety. There were predictions of 4,000,000 civilian casualties in London alone, and, as early as 1922 - after the air threat from Zeppelins - Lord Balfour had spoken of 'unremitting bombardment of a kind that no other city has ever had to endure'.
The Government had stockpiled coffins, erected masses of barrage balloons and planned, at least in outline, for the mass evacuation of British cities before 1939. But it is now revealed that these plans were hopelessly flawed.
In the first place, the estimates of casualties were grossly over-exaggerated and the subsequent Government propaganda caused near panic rather than controlled movement. In addition, the man in charge of evacuation, Sir John Anderson, was a cold, inhuman character with little understanding of the emotional upheaval that might be created by evacuation.
Prest, D. ( February 17, 2011). Evacuees in World War Two- The Real Story. BBC History. Retrieved March 28, 2012, from http://www.bbc.co.uk/history/british/britain_wwtwo/evacuees_01.shtml
According to this article, who was in charge of the evacuations? What was his personality?
How many people were escorted out of the city? Who made up the majority of that number?
How were the evacuees treated?
Why did the government feel evacuation was important?
Was the evacuation worth it in the end? Why or why not?
SS Chapter 3
Ded Moroz (Grandfather Frost) – Russia Babbo Natale – Italy
Saint Nicholas of Myra – Greece Papai Noel – Brazi