ALEX Lesson Plan

     

From Here to Narnia

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  This lesson provided by:  
Author:Beth Glasgow
System: Shelby County
School: Shelby County Board Of Education
  General Lesson Information  
Lesson Plan ID: 518

Title:

From Here to Narnia

Overview/Annotation:

This lesson will provide eighth grade Language Arts students with an inquiry-based research project based on C. S. Lewis' classic, The Lion, the Witch and the Wardrobe. The student will determine the author's purpose in writing this story. This will be accomplished by researching material using the Alabama Virtual Library and Gale Resources.

 Associated Standards and Objectives 
Content Standard(s):
Information Literacy
IL (1998)
Grade: K-12
1 ) The student who is information literate accesses information efficiently and effectively.

•  Recognizes the need for information.
•  Recognizes that accurate and comprehensive information is the basis for intelligent decision making.
•  Formulates questions based on information needs.
•  Identifies a variety of potential sources of information.
•  Develops and uses successful strategies for locating information.
Information Literacy
IL (1998)
Grade: K-12
2 ) The student who is information literate evaluates information critically and competently.

•  Determines accuracy, relevance, and comprehensiveness.
•  Distinguishes among fact, point of view, and opinion.
•  Identifies inaccurate and misleading information.
•  Selects information appropriate to the problems or question at hand.
Information Literacy
IL (1998)
Grade: K-12
3 ) The student who is information literate uses information accurately and creatively.

•  Organizes information for practical application.
•  Integrates new information into one's own knowledge.
•  Applies information in critical thinking and problem solving.
•  Produces and communicates information and ideas in appropriate formats.
Information Literacy
IL (1998)
Grade: K-12
5 ) The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

•  Is a competent and self-motivated reader.
•  Derives meaning from information presented creatively in a variety of formats.
•  Develops creative products in a variety of formats.
Technology Education
TC2 (2009)
Grade: 6-8
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

Technology Education
TC2 (2009)
Grade: 6-8
5 ) Use basic features of word processing, spreadsheets, databases, and presentation software.

Examples: word processing—reports, letters, brochures

-  spreadsheets—discovering patterns, tracking spending, creating budgets

-  databases—contact list of addresses and telephone numbers

-  presentation software—slideshow

Technology Education
TC2 (2009)
Grade: 6-8
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

English Language Arts
ELA2015 (2015)
Grade: 6
2 ) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]

English Language Arts
ELA2015 (2015)
Grade: 6
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4]

Local/National Standards:

 

Primary Learning Objective(s):

After reading C. S. Lewis' book, The Lion, the Witch and the Wardrobe, eighth grade Language Arts students will examine the life of C. S. Lewis and elements of his work to determine the author's intent in writing the story.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Novel - The Lion, The Witch and The Wardrobe, by C. S. Lewis, research worksheet, whiteboard and markers

Technology Resources Needed:

Computers with Internet access, PowerPoint or other presentation software, computer projection device

Background/Preparation:

Students will have read C. S. Lewis' novel, The Lion, the Witch and the Wardrobe. Students should be familiar with the Harry Potter books and/or a film based on the Rowling books for the extension activities.

The teacher, based on his/her individual class requirements, should create a targeted research questionnaire to help students identify key points from the database results.

  Procedures/Activities: 
1.)Engaging Activity: The teacher will ask students if they have read or seen any of the Harry Potter books/films. A list will be made on the whiteboard consisting of characters, objects, and activities in the book/film.

2.)Comparison activity: Students will use the list from the whiteboard and generate ideas to match them to a character, object, or activity in C. S. Lewis' The Lion, The Witch and The Wardrobe. (See attachment - comparison activity.)

3.)Students will divide into small groups for Internet research. Each member will focus on one element to determine C. S. Lewis' intent in writing The Lion, The Witch and The Wardrobe. Elements: 1)religious background, 2)personal relationships, 3)childhood interests, 4)education, 5)hobbies/pastimes.
(Alabama Virtual Library)
The following Gale Group databases from the Alabama Virtual Library were used with C. S. Lewis as the keyword in the search box: InfoTrac Web: Junior Edition, Contemporary Authors, Literature Resource Center, & General Reference Center Gold.

4.)Group members will share the information collected and make a group decision to present to the entire class as to whether C. S. Lewis wrote his book to: entertain, persuade, inform, or evaluate.

5.)Each group will prepare a three-slide PowerPoint presentation giving its findings. (See attachment, "Narnia Presentation," for the PowerPoint format to be used.)

6.)A class discussion will be conducted concerning each element of intent after each group has presented its findings. The class will then vote on what it believes to be C. S. Lewis' intent in writing his novel.


Attachments:
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  Assessment  

Assessment Strategies

Evaluation of group research worksheet
Rubric evaluating the group presentations on topic research
Class vote on author's intent

Acceleration:

1) The class could compare C. S. Lewis’ intent in writing The Lion, the Witch and the Wardrobe to J.K. Rowling’s intent in writing Harry Potter and the Sorcerer’s Stone.
2) Students could be led in a discussion on aspects that make a book a "classic" such as Lewis' book. Students could then evaluate the possibility of the Harry Potter series becoming a classic such as the "The Chronicles of Narnia" series.
3) Students could write a short story from the point of view of one of the characters.
4) Students could write a story line for the 'next' book in the series by creating a original portal for time/dimension travel.
5) Students could develop a time line to illustrate events in the story that correlate with events in Lewis' life.
6) Information about the author could be featured in a newsletter, brochure, or card.
7) An Internet scavenger hunt could lead students to websites that answer questions about C. S. Lewis.

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.