A Peek Inside the Wardrobe: Lesson Plan

Bachelor of Secondary Education Major in English 1-A

College of Education
West Visayas State University

Amado, Kent Renmar

Bacalangco, Alexis Mae
Gallego Rose Camelle
Liquigan Pia Jovel
Pajanoy, Ma. Elaysha Irish

Children and Adolescent Literature

February 9, 2021
 Lesson/Story Plan
I. Intended Learning Outcomes/Objectives:
At the end of the lesson, students must have:
A. Identify and understand the underlying symbolism from the story The Chronicles of
Narnia: The Lion, the Witch, and the Wardrobe.
B. Discuss the roles of good and evil and from where they draw their power.
C. Define difficult words through context clues.
D. Generate own story plot incorporating the concept of good vs evil.
II. Content/Subject Matter
A. Topic:
 The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe

B. Reference:
 https://www.bu.edu/ccsr/files/2011/08/the-lion-the-witch-and-the-wardrobe-lesson
plan.pdf
 https://www.edgalaxy.com/journal/2013/1/14/lesson-plan-identifying-the-
symbolism-from-narnia
 https://grace-in-narnia.weebly.com/plot-summary.html
 https://www.youtube.com/watch?v=0Uu6KBIDlcI

C. Materials:

 Projector
 Portable speakers
 Manila Papers
 Marker pens
 Cut out pictures

C. Value/s Focus:
 Good and Evil, Responsibility, Forgiveness, and Trust

III. Procedure/teaching and Learning Activities

A. Developing Genuine Love for Reading (DGLG)

Pre-reading
 Conduct an informal class vote before presenting the story “The Lion, the Witch, and
the Wardrobe”. Ask them who among them are the eldest? The youngest? The middle?
An only child? What are their responsibilities?

 Inform the students that the story they are about to unfold is about four siblings who
love each other, fight with each other, have adventures together, and have different
responsibilities.
 Direction: Present a glimpse of the story they are about to unravel

This story follows four siblings who stumble upon an enormous wardrobe which
transports them to the mystical world of Narnia. Here they realized that it was fated
and they must now unite with Aslan to defeat an evil queen.

 “Do you want to dive into the world of Narnia?” Inform the students that they will
listen to a faun, Mr. Tumnus’ flute play. Instruct them Prepare their selves to listen
and read the given poem at the same time in order to travel into the world of Narnia.
Play the music through the speakers.

Secrets of the Spare Room

-Anonymous
“Fetch your warmest sweaters or robes, and perhaps an extra cloak
For I heard that it is chilly inside, the enchanted timber wardrobe.

Behind the rags and hung up clothes, a luminous lamp post glows,
Turning the frosty floor beneath, into shiny white velvet pillows.

One can only stare in awe, at the realm that looks serene
But not for long as soon enough, your journey will truly begin.

Be cautious and be wary of the ones you stumble upon,

Could it be a beaver? or is it a fox? or a cozen witch paragon?

Pace your way through frozen rains until you reach the end,
Latch on to the red lion skin, do your damnedest to defend.

Myriad wonders of a world unknown, covered by wooden doors

Do you wish to leave or would you explore? The gamble is all yours.”

 Ask the student if the story that you will tackle about rings a bell. Introduce the main
characters with accompanied pictures on the projector, and Invite them to pay attention
to the different choices they make.

 “Are you ready to delve more into the story?” as the teacher successfully pique their
interest, introduce first what is symbolism before reading the short version of the story.

“Symbolism is a literary device. In literature, symbolism is used to produce an impact,

which it accomplishes by attaching additional meaning to an action, object, or name.
All symbolism is united by the concept of a word or object representing something
beyond its literal meaning.”
 Approximate Time: 15 minutes

During Reading

 Instruct them that as the teacher read the story, make them take note of what could
possibly be the different symbolism present in the story.

 Start reading aloud the short version of the story with accompanied visual aids
through projectors and instruct the students to read along silently. Make the student
take turns in reading aloud from time to time.

 The teacher will use the Directed Reading Thinking Activity

1st paragraph – “Who found the enormous wardrobe?”

2nd paragraph – “Who met the White Witch?”
3rd paragraph – “Who told the siblings about an ancient prophecy?”
4th paragraph – “Who betrayed the siblings?”
5th paragraph – ““Who rose from the dead?”
6th paragraph – “Who used the magic elixir to heal the wounded?”

Approximate time: 20 minutes

B. Developing Critical Thinking Stage (DCTS)

Post-reading

 After reading The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe,
entertain their queries about the story. If none, let them respond to this:

“’What do you think are the symbols that were depicted in the story?”

 If unstated, present flashcards of names of objects, characters, place, and events in

the story that has underlying symbols. Instruct the student to make a critical analysis
of their symbolic meanings, and enlighten them afterwards.

Symbolism presented in the story:

Biblical Symbols

1. Narnia – symbolizes paradise

2. Aslan – a symbol of strength, power, and kingship. He symbolizes Jesus Christ and
the power of good
3. Stone table - Narnian equivalent to the cross Jesus was crucified on.
4. Queen Jadis - the White Witch who represents the power of Satan or evil in the
world.
5. Aslan's Sacrifice - Christ's Crucifixion
  Have the students to ponder in answering the following questions orally:

1. Why does Aslan allow himself to be killed?

2. Why does the Witch want to kill Edmund?

3. Why do you think the author has the characters return to the real world at the end
of the book?

4. Which character did you like the best? What do you think are the lessons that you
have learned from these characters?

5. Do you think someone could be good and evil at the same time?

Approximate Time: 10 minutes

C. Grammar and Oral Language Development (GOLD)

 Students can learn how to use context clues to determine the meaning of words and to gage
the extent to which their vocabulary skills have expanded, and to know if their
understanding of words is correct, the moment they use the words in constructing their own
sentences.

 Read the following sentences from the story. Randomly pick students to Identify the
meaning of the underlined words in the way they are used in the sentences, share and
discuss it with their pair.

1. Wherever the Robin alighted a little shower of snow would fall off the branch.
2. “Quite right, quite right,” said the Beaver. “Here is my token.”
3. Even now he hardly dared to touch it, but at last he put out his hand, very quickly, and
did. It was cold stone. He had been frightened of a mere statue!
4. “In this bottle,” he said, “there is a cordial made of the juice of one of the fire- flowers
that grow in the mountains of the sun. If you or any of your friends is hurt, a few drops of
this will restore them.”
5. “There’s sure to be a row if we’re heard talking here.”
6. "I wonder is that more moth-balls?" she thought, stooping down to feel it with her hands.
7. It was a beautiful face in other respects, but proud and cold and stern.
8. Edmund did not like this arrangement at all, b%ut he dared not disobey; he stepped on to
the sledge and sat at her feet, and she put a fold of her fur mantle around him and tucked
it well in.
9. "And I do hope you won't get into dreadful trouble on my account."
10. "Mr. Tumnus! Mr. Tumnus!" said Lucy in great distress. "Don't! Don't! What is the
matter?

Approximate Time: 5 minutes

 D. Transfer Stage (TS)
“When you see red roses growing in a garden, what comes to mind? Perhaps you think
literally about the rose—about its petals, stem, and thorns, but perhaps your mind goes
elsewhere and starts thinking about topics like romance. The reason, of course, is that over
the course of many generations, a rose’s symbolic meaning has evolved to include amorous
concepts. Symbols inhabit every corner of our daily life.”

 In this juncture, try thinking or wander in your surroundings and list name of objects, name
of people, and events which symbolizes something in your own perceptions. In 100 words,
write an essay explaining the meaning behind those symbols. Write your essay in a paper
to be kept inside your wardrobe or closets after checking.

IV. Assessment/Evaluation

A. Group the pupils into four. Each group will have a corresponding activity.
Group 1- In the story, the characters’ adventures in Narnia lead them to difficult tests and
even challenged their relationship as siblings and most importantly their inner self. Make
a character chart showing how their changes and the events that changed them as they go
along their adventures.
Lucy – “Lucy the Valiant”
Peter – “Peter the Magnificent”
Edmund – “Edmund the Just”
Susan – “Susan the Gentle”
You –You

Group 2- Write an acrostic poem using the word “NARNIA”. The acrostic poem must talk
about the things that you have learned after watching and reading the story.
Group 3- Choose one of the siblings from the story and compare it with yourselves. Then,
create a Venn diagram showing both of your differences and similarities. You can change
your diagram based on the aesthetic of your choosing.
Group 4- The teacher will provide pictures of the characters from the story. Put an (angel
emoji) if you think that the following characters are good and put (devil emoji) if
otherwise. You can also put a (upside-down emoji) if you think the character is
both good and evil. Then, write the reason why do you think they are the emoji
that you have chosen.
Approximate time: 15 minutes
V. Assignment/Agreement
 “You have read the story, Narnia: The Lion, the Witch, and the Wardrobe; now it is your
turn to create your own magical good and evil story. “

 Instruct the students to make use of their worldly imaginations to generate a creative
plot/storyline or just a synthesis of the story. In a short-sized document, put ideas into
writing. Be sure to include a detailed description of the characters, settings, and the
conflicts in the story. Take note also the concept of Good vs evil, and do not forget what
is learned about symbolism to convey your ideas in a poetic way and make an impact to
your readers.

 Closing

 Before the class ends, share with the students a simple chant that will help them
remember the excitement of delving into the story of Narnia and lessons they harvested
from it.

“Bring me to a world of endless possibilities

Be friends with faun and talking animals
Fight the evil and its beasts
Take me to Narnia
Color my life with fantasy
Take me to Narnia
And let us all be happy!”