Chapter One: Lucy Looks into a Wardrobe

Vocabulary:
shaggy, splendid, enormous
Discussion Questions:
1. Draw a picture showing the brief journey Lucy takes from the
wardrobe entrance to the lamppost. (applying)
2. In Chapter 1, what keeps the children from playing outside
their first day at the Professors House? (remembering)
Activity: Probable Passage
The probable passage activity will occur in 4 phases. To prevent
students from jumping ahead, each phase will be introduced to
the students on a new slip of paper. Each student will be given
one manipulative that contains a quote from the book. The
manipulatives are leveled so that the teacher can give passages
that are appropriate for students at every level.
- In phase 1, students will read their quote and answer the
question on their slip of paper
- During phase 2, students will share their quotes with other
students that have the same colored manipulative. There
can be no talking
- Students will independently fill in the phase 2 slip
- During phase 3, the students will circulate the room to read
the other passages. This is still a silent activity
- Students will then independently fill out the phase 3 slip
- During phase 4, students will independently draw a picture
depicting what they think will happen in the story
- The teacher should then engage the students in a discussion
about the predictions they made

Chapter Two: What Lucy Found There

Vocabulary:
parcels, inquisitive, eternal, melancholy
Discussion Questions:
1. Why was Tumnus so upset during his first visit with Lucy?
(understanding)
2. Critique Lucys decision to go to Mr. Tumnus house.
(evaluating)
Activity: Bell Ringer
Use this activity at the beginning of the class to focus the
students attention on the story and get them excited for reading
the next chapter. Hand out the wardrobe manipulative for
students to write their answers. The prompt can be placed on the
board. This activity should go no longer than 5 minutes.
Prompt:
Narnia is the exciting world discovered on the other side of the
wardrobe by Lucy. Imagine what you would include if you created
a world like the one in The Lion, the Witch, and the Wardrobe. For
the next five minutes, write about the world you would create on
the wardrobe cutout provided. Use complete sentences and be
creative! Work quietly and independently.

Chapter Three: Edmund and the Wardrobe

Vocabulary:
batty, hoax, unexpectedly, ordinary
Discussion Questions:
1. Who does Edmund encounter in Narnia? (remembering)
2. How would you feel and react if you met the Queen of
Narnia? (applying)
Activity: Frayer Model
The Frayer Model is typically used after reading, but this particular
activity will be done after the students have completed chapter
three. They will try to complete the activity independently, but
they can use a dictionary or the internet.
The model will require students to provide a definition,
characteristics, examples, and non-examples for the word
wardrobe. Students should have something written in every
category, although they may include pictures to enhance their
understanding.

Chapter Four: Turkish Delight

Vocabulary:
dominions, sledge, mantle, patience
Discussion Questions:
1. How was Edmunds first visit to Narnia different than Lucys?
(analyzing)
2. Why did Edmund fail to realize the Queen was very
interested in him and his siblings? (understanding)
Activity: Vocabulary Cluster
Students will work in small groups on the activity. They will work
together using the example words and the passage to determine
the target word. Students should use their knowledge of the text
and chapter to guess the target word. After they have agreed on
their guess, the teacher will bring the class together to discuss all
of the guesses. They will then talk about the target word and look
at it in the text.
Example Words: painful, evil bad, nasty, awful, scary
Text Passage: "As she spoke these words she rose from her seat
and looked Edmund full in the face, her eyes flaming; at the same
moment she raised her wand. Edmund felt sure that she was
going to do something _______ but he seemed unable to move."
(p. 35)
Target Word: dreadful

Chapter Five: Back on this Side of the Door

Vocabulary:
queer, frightful, jeering, nagging
Discussion Questions:
1. Defend Edmunds actions and attitudes after visiting Narnia.
Why was he so mean? (evaluating)
2. Compare and contrast the Professors reaction to Lucys tales
to her siblings reaction of her stories about Narnia.
(analyzing)

Activity: Cloze Procedure

The Cloze Procedure for chapter 5 should be completed in class
by students independently after they have read the chapter. This
is a vocabulary activity, but the emphasis should not be on filling
in the blanks correctly. Model for students the ways in which the
students can use context and their knowledge of the text to fill in
the blanks (before they attempt the activity). Below is the
passage with the blanks filled in:
And now we come to one of the nastiest things in the story. Up to
that moment Edmund had been feeling sick, and sulky, and
annoyed with Lucy for being right, but he hadnt made up his
mind what to do. When Peter suddenly asked the question he
decided all at once to do the meanest and most spiteful thing he
could think of. He decided to let Lucy down.
Tell us, Ed, said Susan.
And Edmund gave a very superior look as if he were far older than
Lucy (there was really only a years difference) and then a little
snigger and said,

Oh yes, Lucy and I have been playing pretending that all her
story about a country in the wardrobe is true.

Chapter Six: Into the Forest

Vocabulary:
camphor, sensible, fraternizing, dazzlingly
Discussion Questions:
1. Who gets the attention of the children after they discover
Tumnus has been arrested? (remembering)
2. Why was Mr. Tumnus arrested? (understanding)
Activity: Passport
Have students create a passport for any of the Pevensie children.
They can create the passport on the computer or can use other
craft materials. The passport should be completed after the
students have read the chapter.
Remind students that their passport should include:
-

A picture of the character

Character name and description
Home location
Stamps for recent travels

They can also be creative and use different elements from the
story to add unique or fun details.

Chapter Eight: What Happened After Dinner

Vocabulary:
gloomy, peddlers, hatchet, treacherous
Discussion Questions:
1. Wrong will be right, when Aslan comes in sight, At the
sound of his roar, sorrows will be no more, When he bares his
teeth, winter means death, And when he shakes his mane,
we shall have spring again. Analyze the meaning of this
poem that Mr. Beaver recites to the children (analyze)
2. How is the White Witch different from a Daughter of Eve or
Son of Adam? (remembering and understanding)
Activity: Text Coding
Students will code the text as they read chapter 8. The teacher
can print the entire chapter out if the students cannot write
directly in the text. There are 3 notations that students should
use as they read the text. The teacher should explain the
notations and model how to code text before having the
students code chapter 8 independently.
Symbols for coding chapter 8:
?- puzzles/confuses you
A- answers a question you had
??- really confuses you

Chapter Nine: In the Witchs House

Vocabulary:
spires, ventured, spectacles, lithe
Discussion Questions:
1. How does Edmund convince himself that he was right to go
to the Witchs house? (understanding)
2. Compare and contrast Edmunds expectations about visiting
the Witch with what actually happened. (analyzing)
Activity: Character Social Media Account
After reading chapter 9, students should work in small groups to
develop a profile on social media for the White Witch. They should
use descriptions of the Witch from chapter 9 as well as their
knowledge of her from previous chapters. The group should
decide if they would like to create a blog, a facebook page, or a
twitter account. Students can get creative with the profile, as long
as their ideas align with the Witchs descriptions in the book.
Profiles should include (at minimum):
- An image or picture to represent the character
- A description of the character from the point of view of the
character
- At least 5 posts (statuses, blog entries, or tweets)

Chapter Thirteen: Deep Magic From Before the Dawn of

Time
Vocabulary:
shudders, traitor, bargaining, scornfully
Discussion Questions:
1. Why does the Witch demand a presence with Aslan?
(understanding)
2. How do you think Aslan settled matters with the Witch?
(applying)
Activity: Wanted Flyer/Poster
Each student should create a Wanted poster or flyer for the
character of Edmund. They should use their understanding of
chapter 13 to create the poster.
The poster/flyer needs to include:
- A photo or drawing of the character
- Description of the criminal
- Explanation of why the criminal is wanted and what crime
they committed

Chapter Fourteen: The Triumph of the Witch

Vocabulary:
campaign, pavilion, siege, magnificent
Discussion Questions:
1. Aslan takes Edmunds place at the Stone Table. What theme
does this action best reveal? Why? (evaluating)
2. If Aslans behavior after meeting with the White Witch is the
cause, list some effects as a result of that behavior.
(understanding)
Activity: Semantic Map
Chapter 14 has a lot of important plot points that can be difficult
to follow. After reading the chapter, have students work in small
groups to identify 6 sequential plot points. After all groups have
developed their semantic map, engage the class in discussion
about the plot points they chose. Then, create a semantic map as
a class. You can also show them the semantic map below, and
explain how these 6 events best summarize the chapter.
1) Aslan declares that his army must move camp. He then
discusses battle strategies with Peter
2) During the last part of their journey to a new camp, Susan and
Lucy notice Aslan seems sad and quiet. His mood affects
everyone
3) Susan and Lucy cannot sleep because they are worried about
Aslan. They follow him into the woods
4) Aslan allows Susan and Lucy to hold his mane and walk with
him. He stops them and continues to the Stone Table alone
5) Susan and Lucy watch as Aslan is muzzled, bound, mocked,
and shaved. Aslan does not fight back
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6) The White Witch kills Aslan

Chapter Fifteen: Deeper Magic From Before the Dawn of

Time
Vocabulary:
vermin, spitefulness, incantation, nibbling, gnawed
Discussion Questions:
1. Compare and contrast the Witchs reaction to the children
with Aslans reaction to the children. (analyzing)
2. Compare and Contrast Aslan and the White Witch.
(analyzing)
Activity: Exit Slip
This activity should be given after students have read chapter 15
and used as an exit slip from class. Give students time before the
end of class to fill out the exit slip. Students should complete the
activity silently and independently. The teacher can use the exit
slip to gauge the class comprehension and understanding of a
key story component. This can be used to guide further
instruction.
Prompt:
How did Aslan come back to life? Describe the "deeper magic"
that Aslan said the White Witch did not know.

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Chapter Seventeen: The Hunting of the White Stag

Vocabulary:
companion, cordial, graver, horrid
Discussion Questions:
1. Write a paragraph that could start the beginning of the next
book (create).
2. How did the children get back through the wardrobe to the
Professors house? (remembering)
Activity: RAFT
The RAFT should be completed after the students have finished
reading the entire book. R stands for the role of the writer. A
identifies the audience for the writer. F means format, which is the
way in which the writer will communicate their ideas. T is the
topic that the writer is writing about. Make sure to model how to
complete a RAFT paper.
For this RAFT:
R- Aslan is the writer or the White Witch is the writer
A- The audience is the Pevensie children
F- Thank you note (Aslan) or complaint letter (White Witch)
T- The outcome of the final battle and the future of Narnia

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