What do you remember about The Hobbit?

 Talk with your shoulder partner about and fill the chart with your ideas:

What is it about?
Who is your favourite character?
Have you enjoyed it?

PLOT PROTAGONIST CHARACTERS MAIN EVENTS

 The whole class exchanges thoughts.

Reading Worksheet
 Now you are going to read five different fragments from the novel.
Read them carefully and answer the questions below. NOT ALL THE
QUESTIONS ARE RELATED TO ONE OF THESE FRAGMENTS. If you need
more information, you can look up in the book and see if you can find this
fragment.

Fragment 1:

Then something Tookish woke up inside him, and he wished to go and see the great
mountains, and hear the pine-trees and the waterfalls, and explore the caves, and wear a
sword instead of a walking-stick. He looked out of the window. The stars were out in a dark
sky above the trees. He thought of the jewels of the dwarves shining in dark caverns. Suddenly
in the wood beyond The Water a flame leapt up—probably somebody lighting a woodfire—
and he thought of plundering dragons settling on his quiet Hill and kindling it all to flames. He
shuddered; and very quickly he was plain Mr. Baggins of Bag-End, Under-Hill, again.

Fragment 2:

Three very large persons sitting round a very large fire of beech-logs. They were toasting
mutton on long spits of wood, and licking the gravy off their fingers. There was a fine
toothsome smell. Also there was a barrel of good drink at hand, and they were drinking out of
jugs. But they were trolls. Obviously trolls. Even Bilbo, in spite of his sheltered life, could see
that: from the great heavy faces of them, and their size, and the shape of their legs, not to
mention their language, which was not drawing-room fashion at all, at all.

Fragment 3:

The master of the house was an elf-friend (…) he was as noble and as fair in face as an elf-lord,
as strong as a warrior, as wise as a wizard, as venerable as a king of dwarves, and as kind as
summer. His house was perfect, whether you liked food, or sleep, or work, or story-telling, or
singing, or just sitting and thinking best, or a pleasant mixture of them all. Evil things did not
come into that valley.

Fragment 4:

There was a most specially greedy, strong and wicked worm called Smaug. One day he flew up
into the air and came south. The first we heard of it was a noise like a hurricane coming from
the North, and the pine-trees on the Mountain creaking and cracking in the wind. (…) Then he
came down the slopes and when he reached the woods they all went up in fire. By that time all
the bells were ringing in Dale and the warriors were arming.

Fragment 5:

He had many hardships and adventures before he got back. The Wild was still the Wild, and
there were many other things in it in those days beside goblins; but he was well guided and
well-guarded—the wizard was with him, and Beorn for much of the way—and he was never
in great danger again.
Now answer the following questions

-Can you remember the name of Bilbo’s hillside home?

-How many dwarves visited Bilbo?

-Along his journey Bilbo and the dwarves face many dangers and enemies. Can you identify
which is the first enemy that they meet? What happened?

- What is the name of the evil wolf-like creatures that support the goblins?

- What does Bilbo name his sword?

-Do you remember why the dwarves wanted from Bilbo?

-Without looking, can you list the names of the dwarves in the order they arrived at Bilbo’s
house?

-BONUS: What do you now about the Hero’s Quest?

-
 Play Time! Who’s who?
I am going to hand you a set of cards, some of them with a picture of a character from
the book and others with an accurate definition for each character. You will walk
around the class and when I say “stop” those of you who have the card with a
definition will face a classmate and ask him/her questions about the character
his/her card. If you happen to find another classmate with a definition card, swap
places with someone else. Keep the cards with you at the end of the game.

Who am I?

I am a small thin creature,

Name: Bilbo Baggins.
stealthy and nimble. I have big,
hairy feet, and I am beardless. I
am a happy folk and I enjoy
having people around abut I
don’t like thing out of the
ordinary. I love food and
smoking and smoking from a
pipe.

Age: 50 years old.

Height: 4ft and 2in tall.

Eye/hair colour: Brown.

Who am I?

I am brave, stubborn, proud and

greedy for gold. I am a wonderful
warrior and a leader for my
people. I am a king who has no
kingdom.

Name: Thorin Oakenshield.

Age: 195 years old.

Height: 4ft and 10in tall.

Eye/Hair colour: Blue eyes and

black hair.
 Let’s write a review!
Now is time for you to write a review of the book. Individually, write a
review about the book, giving your opinion and including a “would
recommend/wouldn’t recommend” section. Write between 200 250
words (you can go up to 300 if you feel like it, but it is not compulsory).

Here are some tips!

1. - Begin with a hook that catches the reader’s attention, it could even be a question!

2. - Give essential information about the book so that your readers can get the gist of it
but DO NOT make spoilers!

3. - Give your opinion, whether you liked to book or not, and say why. You can also rate
the book

4. – Would you recommend the book? Say why or why not!

REMEMBER TO PROOFREAD THE REVIEW

Now is time to write!

 Introducing the Final Project.

This project has 6 different stages. Along the lessons we will be working with
different features of language and literature. You will be acquiring the knowledge and
creation the material needed for the final project. So, what is this final project?

 You are going to be creating a Field Diary. A collaborative and creative group
project that will involve the whole class.

 In groups of 4 I will assign you different stages of the Hero’s Journey so each
group will be writing the part of the story corresponding to that stages.

 How will be the groups created? They already are. Check the cards from the
who’s who game and you will see that have a colour spot. Those classmates with

the same colour spot as are your team mates. Choose a name for your
group!
 Each member of the group has a role COACH, WRITER, FACILITATOR and
RECORDER. These roles will be assigned by the teacher. I will give you role cards
with your functions explained.

 What does this project consist of? Along the lessons you will be
acquiring the knowledge and creating the materials that you will need for the final
project.
 The project: Lessons through lessons.

In lesson 1 we have:
-Refreshed our knowledge about the novel.

-Play a game and get to know the different characters of the

novel.

-Created the groups for the final project.

-Written a review of the novel.

-Understand the learning unit and the final project.

In lesson 2 we will:

-Learn to identify and use pragmatic devices.

-Identify and understand those devices within the novel and
in a conversation.

-Learn how they are useful for literature.

-In groups, create a dialogue using those devices to proof

that we have understood them.

-Act out the dialogue.

In lesson 3 we will:
-Talk about literary genres, both from the movie and the
book.

-Define the different genres we associate with the novel and

establish its characteristics.

-Talk about the structure of the novel.

-Understand the Hero’s Journey and learn to identify the

different stages.

-Define what a hero is.

In this lesson the teacher will assign each group 2

different stages of the Hero’s Journey. They will create
that part of the story.
 In lesson 4 we will:
-Learn about the different types of narrator-

-Identify who is narrating the story.

-Discuss if the narrator of the novel is the same that

narrates the opening monologue from the movie.

-Learn to identify the different narrators.

-Create the protagonist of our story and decide what

our story is going to be about.

In lesson 5 we will:
-Agree on one storyline, plot and event with the help of
a Mind Map.

-Write a first draft of the story.

-Solves doubts and questions.

In lesson 6 we will:
-Present the draft to the rest of the class.

-Make suggestions and modifications.

-Proofread peer’s draft.

-Write the final version of the story.

-Choose a cover for the Diary.

In lesson 7 we will:

-The members of each group would

present their part of the story.

-Students would fill a peer assessment

worksheet, a questionnaire about the
lesson and about the teaching process.