Year 7 – Fantasy Unit

Novel – The Lion, The Witch and The Wardrobe

The following sub-unit has been developed for a mixed ability Year 7 English class. I have structured this sub-unit so that core concepts and conventions of the
fantasy genre are introduced to students through a variety of texts that range from quality literature to Old-English legends such as Beowulf. Students revisit
these concepts when completing their novel study on C.S Lewis’ The Lion, The Witch and The Wardrobe. Students are given opportunities to experiment with
ideas, express personal point of view, give words and images to their imaginations and compose texts which are critical, imaginative and interpretive in nature,
further articulating their responses.

Throughout the sub-unit rote learning of the novel through chapter analysis questions is avoided, as this typically repels students away from the novel and forces
it to become a chore. The unit instead, allows students to imaginatively explore aspects of fantasy through imaginative recreations of literature gaining insights
into the quality and texture of life presented within the novel (Sawyer, Gannon, & Howie, 2009, p.53). English specific pedagogical approaches are evident within
the sub-unit to guide students to achieve syllabus outcomes at the highest levels of achievement. Approaches include; frontloading where students prior
knowledge is activated and built upon scaffolding comprehension and understanding, student voice, autonomy and agency where students are active participants
in their learning and the world in which they live in , social learning and collaborative intelligence such as Think, Pair and Square and Expert Group activities, self-
regulation and self-reflection activities via self-evaluation and peer marking activities, Inquiry-Based Learning through participation in research tasks, Problem-
Based Learning, analysing visuals and images, rich and culminating projects and utilising technology and ICT, just to name a few (Boas & Gazis, 2016).

The lessons throughout the sub-unit foster creativity and imaginative response as they challenge students to consider new perspectives. Students change the lens
by writing from different character perspectives for example The White Witch. Changing the narrative viewpoint allows students to predict character responses

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and attitudes based on their understanding. In turn, this is an effective means of allowing students to get inside the novel (Sawyer, Gannon, & Howie, 2009, p.53).
Students have ample opportunities to re-create imaginatively through re-writing parts of the novel from an alternative context, setting and character, utilising
diverse modes and mediums. These are evident learning experiences which develop new and improved understanding focussing on form and meaning (Sawyer,
Gannon, & Howie, 2009, p.54). Re-development of original ideas that are demonstrated through students composing diary entries, narrative openings, narrative
endings, climax’s, storyboards, letters and maps. Students further deepen their understanding of characters within The Lion, The Witch and The Wardrobe by
analysing their role in relation to the Christian context of the novel, for example Aslan representing Jesus Christ. This new layer of meaning allows students to
gain new ways of thinking about the text and unpacks deeper meaning. It is imperative within the study of genre in stage 4 for students to compare and contrast
texts paying close attention to structure, identifiable features, adaptation, context and conventional and non-conventional approaches. Further for students to
elucidate the relationships between texts, which conform or challenge the generic conventions of the fantasy genre (English Textual Concepts, 2018). Therefore,
the sub-unit concludes with a task that requires student to culminate their understanding of the fantasy genre through the development of their own fantasy
narrative. This task challenges students creatively to ensure that the fantasy conventions are employed throughout their narrative and to further reflect the
demands of the genre. The design of the sub-unit consequently reflects the Understanding by Design (UbD) framework where teachers, guide, support and
extensively scaffold student s through providing rich and meaningful learning experiences that are accessible to all students through differentiated learning tasks
(Mangelsdorf, 2013; Nayir, 2017, & Sumrall & Sumrall, 2018). Through careful and thoughtful design, students have the opportunity to evaluate their own
learning based on their ability to recall key information and apply it to different contexts. Students further develop the skills to draw upon connections between
texts, build upon their background knowledge and transfer that knowledge from experiences and settings, thus strengthening their understanding of fantasy
conventions.

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 Objectives
Through responding to and composing a wide
range of texts and through the close study of
texts, students will develop knowledge and
understanding and skills in order to:
 Communicate through speaking,
listening, reading writing, viewing
and representing
 Use language to shape and make
meaning according to purpose,
audience and context
 Think in ways that are imaginative,
creative, interpretive and critical
 Express themselves and their
relationships with others and their
world
 Learn and reflect on their learning
through their study of English
Outcomes
 EN4 – 1A: Responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
 EN4 – 2A: Effectively uses a widening range of processes, skills, strategies and knowledge for responding
to and composing texts in different media and technologies
 EN4 – 3B: Uses and describes language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts
 EN4 – 4B: Makes effective language choices to creatively shape meaning with accuracy, clarity and
coherence
 EN4 – 5C: Thinks imaginatively, creatively, interpretively and critically about information, ideas and
arguments to respond to and compose texts
 EN4 – 6C: Identifies and explains connections between and among texts
 EN4-7C: Demonstrates understanding of how texts can express aspects of their broadening world and
their relationships within it
 EN4-8D: Identifies, considers and appreciates cultural expression in texts
 EN4 – 9E: Uses, reflects on and assesses their individual and collaborative skills for learning
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 Lesson and Overview Resources Modifications/ Extension Opportunities for
Content Assessment and
Feedback
1 Introduction to fantasy  Genre Definition  Students to research  Through the
 EN4-6C Teacher to provide definition for  Fantasy Definition the definitions instead students Popplet
Categorise texts by ‘Genre’ and ‘Fantasy” as a genre.  Student and Teacher Devices of teacher providing concept map and
content, composer Students to highlight the key terms  Popplet http://popplet.com/ definitions. students’ verbal
and genre and phrases.  Google Classroom/Documents  Students to responses when
considering brainstorm using participating in
language forms, Teacher to ask students if they are butchers’ paper and the class
features and familiar with the fantasy genre and are marker instead of discussion, the
structures of texts prompted to share their reading/film Popplet. teacher is able to
experiences with a partner. Using gage student’s
 EN4-1A Popplet in pairs students to brainstorm prior knowledge
Apply increasing fantasy texts they are familiar with and and
knowledge of one element of fantasy within that text understanding in
vocabulary, text (e.g. Harry Potter and Magic). Other relation to the
structures and texts could include; Lord of the Rings, Genre Fantasy
language features Lion the Witch and the Wardrobe, and its features.
to understand the Avatar, Marvel, Avengers, Alice in  Through class
content of texts Wonderland, Thor, Mrs Peregrine’s discussion
Peculiar Children etc.) Students to teacher is able to
share with the class uploading to provide
google classroom. additional
information and
extend upon

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 Teacher to prompt questioning student
through class discussion in relation to responses with
the following: feedback.
 Why do you think people
watch/read fantasy?
 What attracts you personally to
fantasy?
 Why do you think fantasy is so
popular within the film industry
now?
 What are some common
features of fantasy?
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
2 Students explore common elements of  Common elements of fantasy  Extension Activity:  Collective
 EN4-2A fantasy through a kinaesthetic task words and descriptions Teacher to read out concept map
Consider and apply which involves students in groups to  Quality fantasy text openings alternative openings allows the
a range of correctly match common elements of  Fantasy scale handout (refer to of texts which consist teacher to
strategies to fantasy to its corresponding week 1 resources). of fantasy and non- formatively
improve their description. Elements of Fantasy  Peer feedback survey fantasy texts. Based assess if students
texts, including include; (refer to week 1 resources). on the openings, have taken the
editing by  Magic students either information
rereading and peer  Alternate worlds individually or in learnt about the
editing, checking  Low Technology groups are to stand up elements of
for accuracy and  Mythical creatures if they think the texts fantasy and have

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paragraphing,  Super Humans genre is fantasy based made a
grammar, spelling  Fantastic Objects on the first few lines connection to a
punctuation and  Good Vs. Evil and students to stay familiar example.
considering  Hero Vs. Villain seated if they think it  Through pair and
relevance for is not a fantasy text. group work
purpose, audience Students and teacher to create a Teacher to ask for teacher is able to
and context collective concept map on the justification of navigate around
whiteboard. Individually students to choices. the classroom
 EN4-1A approach the board and write an and prompt
Apply increasing example of text which they have questioning and
knowledge of previously read or seen that matches foster deeper
vocabulary, text the appropriate element of fantasy discussion.
structures and (students can refer to previously  Teacher can
language features developed list) to assist in building an assess student
to understand the understanding (E.g. Mythical creatures responses and
content of texts in Avatar). understanding
through pairs
As a class, teacher and students read identification of
short openings to chapters of quality fantasy elements
fantasy texts. in text openings.
Students in pairs rate the openings on  Teacher can
a fantasy scale to determine how the assess
genre is immediately clear or not understanding by
immediately clear to the audience in reading students
each opening. Openings could include, imaginative text
The Lord of The Rings, A Monster Calls, openings to see if

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Harry Potter, The Hobbit and Peter students have
Pan. Students to provide short grasped key
justification on their choice. Students concepts and
to identify which elements of fantasy elements that
are already presented to the reader were scaffolded
and share ideas with another set of above.
pairs. Collectively, groups report to  Through peer
class. marking students
Students to write their own are able to self-
imaginative opening of a text that reflect on
introduces key fantasy elements learnt principles they
above. Students to swap openings have learnt and
with the person next to them reading apply them to a
and recognising the fantasy qualities in new context.
other texts. Students to perform peer Students are able
feedback survey. Following peer to gage their
feedback survey students to re-read understanding
their response and make appropriate through
adjustments. recognising their
peers’ strengths
and weaknesses
and also
improving on
their own work.

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 Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
3 Students to are introduced to the Sub-  Student and teacher devices  Activity can be  Students are able
 EN4-9E Genres of Fantasy  Google Slides/PowerPoint adjusted and adapted to receive
Reflect on and  High fantasy scaffold (refer to week 1 in the form of a positive feedback
assess their own  Low fantasy resources) creative poster or from their peers
and others’  Heroic Fantasy  Peer marking rubric (refer to Infographic where through a peer
learning against  Medieval Fantasy week 1 resources) students are able to assessment as
specific criteria,  Urban/Modern Fantasy extend upon the same well as some
using reflection  Epic Fantasy inquiry-based skills via ideas on
strategies. E.g.  Cross World Fantasy ICT and creative improvement.
learning logs, In Groups of 4-6 students are to mediums.  Teacher can
blogs, discussions research and present a PowerPoint or formatively
with teachers and Google Slides in relation to assess students
peers. information about one of the genres. through informal
Teacher to present the following group
criteria in a PowerPoint scaffold to presentations
assist students in the development of where evidence
their presentations: of collective
collaboration,
 What is the definition of the understanding,
Sub-Genre? knowledge and
 What elements does the Sub- ideas can be
Genre involve? demonstrated.
 Perspective of the Sub-Genre?

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  Examples of the Sub-Genre
evident in a novel/film?
 Visuals to increase the
effectiveness of the
presentation.

Students to peer mark each

presentation through a peer marking
rubric out of /5. This will promote
engagement, concentration and
listening to the sub-genres.
PowerPoint presentations will be
shared on Google Classroom for
access.
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
4 Teacher introduces students to myths  Student and teacher Devices  Extension: a Myths vs  Through student
 EN4-9E and legends as ancestors to modern  Myths and Legends definitions Legends compare and collaboration
Understand the fantasy as a genre. Students are  Teacher copy of contrast table teacher can
roles and provided with definitions for myths vs The Story of Beowulf summary  Extension: Teacher navigate their
responsibilities of legends distinguishing the similarities  Student copies of can extend on this way around the
individuals in and differences between the two. The Story of Beowulf summary activity through classroom
groups, performing  Animations students analysing a prompting
and allocated Students to read a summary of the https://www.animaker different Myth and discussion,
responsibility in a medieval tale The Story of Beowulf. .com Legend such as Robin

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group and Through a student-lead class  Comic strip Hood and His Merry questioning and
assessing the discussion, students are to identify the www.stripcreator.com Men. Students are insight into ideas.
success of purpose of the tale.  Story Boards able to extend upon  Through
individual and https://www.storyboardthat. their knowledge and student’s
collaborative Students to form groups. Students to com/storyboard-creator skills within a differing imaginative
processes be allocated an element of fantasy text. recreation
within the group. Students break off  Instead of the teacher can grasp
into expert groups to link the elements imaginative recreation understanding of
of fantasy to the summary of Beowulf being a visual how students can
with examples within the text (E.g. component it can be think
Good vs Evil, Medieval, Supernatural, adjusted and adapted imaginatively via
Heroism, Mythical Creatures etc). to a writing different modes
Students return to original groups and component such as an and mediums.
share ideas, further linking the ideas imaginative recreation
discussed back to the underlying exploring The Story of
themes, morals, values, qualities and Beowulf with an
allegories that are presented in the alternative setting,
text (E.g. Revenge, Death, Retaliation, characters and/or
Conflict, Courage, Karma, Sacrifice, ending and how the
Power and Risk). values and morals of
the story would
Students to create their own design of change.
the characters in relation to the ideas
learnt above (swamp demon Grendel
and the protagonist Beowulf) in The

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 Story of Beowulf. Students can choose
creative mediums through;
 A poster
 Comic strip
 Story Board
 Illustration
 Animation

Students may conduct an internet

image search on Grendel and Beowulf
to assist students in their design.
Lesson and Resources Modifications/Extension Opportunities for
Overview
Content Assessment and
Feedback
5  Student and teacher devices  Modifications:  Comparative
Students are introduced to the
 EN4-6C concept of ‘adaption’.  Adaptation definition Teacher may want to table allows
Compose texts  Fairy tale before and after adjust number of teacher to assess
that make creative Students and teacher to visually adaptation images (refer to visual images analysed students written
connections with, analyse the following fairy tales that week 2 resources) based off ability of skills (literacy
adapt or transform have been adapted into picture form.  Comparative table class. skills).
other texts such as (E.g. novel  old film  modern  Extension: Teacher
the preparation of film). Students analyse the adaptions may prompt deeper
promotional through visual images of film covers evaluation through
material for a film using a similarities and differences questioning in relation
or book or table. Teacher and students to to meaning, audience,
perform the first image adaption reading experiences,

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narration for a analysis together and then students assumptions, context,
documentary may break off into pairs or individually focal points etc.
to complete the others. Students to  Extension: Students
 EN4-6C share ideas in class discussion. can evaluate their
Identify, compare adaption in a
and describe the  Rapunzel  Tangled comparison table
connection  Snow White Sydney White identifying the
between texts with Mirror Mirror  Snow White similarities and
similar subject The Fairest of them All differences between
matter, such as a the original text and
 Alice in wonderland Alice
book and its film their adaptation.
adaptation.  Collective Fairy tales  Once  Extension: Students
 EN4-2A upon a time to extend upon their
Use a range of adaption by changing
effective strategies Students are prompted to think about point of view, plot
a fairy tale that they are familiar with
for organising and/or any other
and create their own adaption of the
information, ideas, fairy-tale using their imagination (E.g. fantastic elements.
and arguments, Little Red Riding Hood, The Three Little  Extension: Students
e.g. clustering, Pigs, Cinderella). Responses to be to write an apology
mindmaps, listing, accompanied by a short paragraph letter from the
compare and describing what changes they made antagonist to the
with an updated image/illustration
contrast, semantic protagonist (E.g.
presenting the change. Students to
chains, graphic and think about adapting the setting (time Goldilocks apologising
diagram outlines. and place) or characters. to little bear for
breaking his chair).

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 Students may use their devices to
research further information about the
fairy-tale.

Lesson and Overview Resources Modifications/Extension Opportunities for

Content Assessment and
Feedback
6 Students to be distributed with the  Student and teacher devices Extension/Modification:  Formative
 EN4-8D Grimm’s version of Pinocchio. After a  Teacher Copy of Grimm’s fairy-tale Students may analyse assessment can be
Explore the ways class reading. Students will be Pinocchio Pinocchio, or any another assessed through
recurring stories provided with an information handout  Student copies of Grimm’s fairy- original vs adapted fairy-tale class discussions and
e.g. legends and exemplifying the characteristics of a tale Pinocchio and complete the student responses.
fairy stories have European/Western Fairy-tale. Students  European/Western fairy-tale characteristics without being  Teacher can assess
been written and will examine the essential characteristics handout scaffolded by the checklist. learning and
rewritten for characteristics in relation to Pinocchio  Characteristics checklist (refer to Modification: Students understanding
different contexts using a check list scaffold “Is there week 2 resources) research the characteristics through checklist and
and media. evidence of the following;” (E.g. Once  PEEL paragraph scaffold (refer to of a European/Western fairy- PEEL paragraphs.
Upon a time, enchanted elements, week 2 resources) tale using their devices  Teacher can assess
 EN4-2A fantasy and make-believe elements,  Teacher/Students copy of the extending upon inquiry-based student transference
Use a range of set in the past, defined complication contemporary adaption of learning. of information from
effective strategies and resolution, the overarching Pinocchio either in film or written one context to
for organising lesson/moral being taught etc). text another through the
information, ideas, imaginative
and arguments, Students to answer the following recreation task via
e.g. clustering, question in short response format the students use and
mindmaps, listing, using PEEL (Point, Example, evidence of
compare and Explanation, Link) paragraph scaffold

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contrast, semantic “how does the tale of Pinocchio previously learnt
chains, graphic and influence todays cultural norms, value elements.
diagram outlines. systems and storytelling traditions?”

Students to read/view a contemporary

adaption of Pinocchio and discuss the
changes compared to Grimm’s version
of Pinocchio through a class
discussion.

Students begin crafting their own

imaginative recreation of the fairy tale
Pinocchio. Teacher to provide starting
prompts in relation to the student’s
imaginative recreation. The
imaginative recreation could;
 Retell the fairy tale from a
different perspective
 Have a different setting – time,
place and environment
 Changes in theme or moral of the
story
 Be based on what you think
happened before or after the
original

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  Turn a minor character from the
original into the
protagonist/antagonist of your
own.
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
7 This lesson focuses on introducing  Student and Teacher devices Extension/Modification:  The character
 EN4-1A students to the concept of character  Character archetypes definition Students to choose one- archetype table
Recognise and archetypes. Definitions are to be  Specific Archetypes definitions character archetype and one allows the teacher to
analyse the ways provided for the following archetypes:  Archetype table (refer to week 2 familiar character that gage the students’
that  The Mentor resources) conforms to the archetype comprehension and
characterisation,  The Temptress and create a detailed understanding
events and settings  The Damsel in Distress character profile for them. through their ability
are combined in  The Villain Extension/Modification: to adapt and transfer
narratives and  The Hero Students to choose one information and
discuss the In pairs or as a class student to read character that conforms to a knowledge from one
purposes and through Terry Pratchett’s, Troll Bridge character archetype and to learning experience
appeal of different and identify the different character imaginatively recreate the to another.
approaches archetypes presented Students to character in the form of a  Teacher is able to
complete task through character different archetype. assess learning
archetype table. Students and Teacher through the
participate in class discussion about students’
the purpose of creating different PowerPoint/Google
character archetypes within a text. Slides presentations.

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 Further, students to research and  Teacher is able to
source their own example for each navigate around the
archetype and accompany each with classroom and depict
an explanation of how that specific students
character fits the profile. Students to understanding
present this information in the form of through student
a Google Slides or PPT presentation. responses during
informal discussion
Students to share their findings and conversation.
through class discussion.
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
8 This lesson aims to provide students  Teacher Device Extension/Modification:  Through students
 EN4-7D with the knowledge in relation to how  Alice in Wonderland Trailer Instead or additionally to the brainstorm teacher
Draw on Portals act as an element within the https://www.youtube.com/watch? film trailer of Alice in will check for
experiences to Fantasy Genre. reload=9&v=9POCgSRVvf0 Wonderland. Teacher to lead understanding and
consider the ways class reading of Chapter’s 1 transference of
the ‘real world’ is Teacher to show students the Alice In and 2 of Alice in Wonderland. knowledge between
represented in the Wonderland (2010) trailer on the Students to identify how texts.
imaginary worlds whiteboard. Teacher to prompt Lewis Carroll utilises a portal  Through students’
of texts, including students to pay close attention to the in the extracts from his novel. imaginative short
imaginative portal used to transport Alison into Extension: Students to story, the teacher is
literature, film, Wonderland (E.g. The Rabbit Hole). compare the Alice in able to assess
media and Teacher to follow this with class Wonderland portal in the film understanding and
multimedia texts. discussion on portals, specifically on trailer compared to the novel. learning of fantasy

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how fantasy stories often involve Extension/Modification: elements via their
everyday people being transported to Instead or additionally to portal narrative.
magical fantasy worlds. Students to Alice in Wonderland,
brainstorm about any other portals students to watch or read the
they are familiar with. experience of Harry and his
friends enter fantastic portals
(E.g. platform 9¾, portkeys,
Students are to then write a short the chamber of secrets).
narrative in first person narration
where they enter another world, by
stepping through a portal inside a
normal, everyday object - like Alice
entering through a rabbit hole.
In their narrative they should answer
the following questions:
 Describe your normal everyday
world - maybe your bedroom,
classroom or backyard.
 What every day object becomes a
portal to another world? Use your
imagination.
 Describe your feelings as you go
through the portal. Are you
scared? Excited? Curious?
Confused?

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  Where do you end up? Use your
imagination to describe a fantasy
world. What things do you
encounter when you first arrive?
How is it different to the world you
left behind?
Lesson and Overview
Content
9 Students are provided with the
 EN4-4B historical context of C.S Lewis’ novel
Explore and The Lion, The Witch and The Wardrobe
analyse the ways through a handout (E.g. evacuation of  Authorial Context Plickers Quiz
purpose, audience British children during WW2, Lewis’
and context affect living conditions during WW2, Lewis’
a composer’s inspirations for the Tumnus the Faun
choices of content, and Aslan the Lion, Lewis’
language forms Goddaughter, Loss of Lewis’ wife,
and features and Lewis’ religious journey etc.) Students
structures to texts to think, pair and share how the
to creatively shape authorial context might have impacted
meaning. the plot of the novel.
 EN4-5C As a class, students to play the
Critically analyse “Authorial Context Quiz” on Plickers to
the ways test their knowledge and
Mia Katar 17432825
Resources
 C.S Lewis Authorial Context
Handout (refer to week 3
resources)
https://get.plickers.com/ (refer to
week 3 resources)
 If Teacher is unsure about how
Plickers operates teacher to watch
“Teacher tech tips- Plickers” on
YouTube
https://www.youtube.com/watch?
time_continue=92&v=HCM9nqikcjs
Modifications/Extension Opportunities for
Assessment and
Feedback
Modification: Students to  Through Plickers
research the context of C.S teacher is able to
Lewis either in pairs or in individually identify
groups and collectively create students learning
an Author Profile. strengths and
weaknesses in
Extension: To enhance relation to
students imaginative writing comprehending and
skills students to revise their grasping concepts by
vignette and add sensory analysing test scores.
imagery into their text.  Through think, pair
and share and class
discussion teacher is
able to gage learning
through student
responses,
participation and
P a g e 18 | 43
experience, understanding with some peer-friendly engagement in the
knowledge, values competition. discussion.
and perspectives  Through the vignette
can be Students to revisit chapter one where students are able to
represented Lucy is inquisitive about the wardrobe. identify elements of
through Students to write a vignette from fantasy in an
characters, Lucy’s point of view regarding her alternative text and
situations and initial thoughts, feelings, discoveries reflect upon their
concerns in texts and her encounters upon entering the transference of
and how these wardrobe. Students are prompted to knowledge via the
affect responses to write in first person. Students to swap utilisation of fantasy
texts. vignettes and then annotate/highlight elements.
the fantasy elements presented within
their peers’ text (E.g. fantastic objects,
evidence of entering the portal, the
alternate world experience, the
mythical creature, fantastic setting).
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
10 During this lesson students revisit the  The Lion The Witch and The Extension: Students to  Teacher is able to
 EN4-6C feature of portals in fantasy texts. Wardrobe Novel compare and contrast the assess learning
Understand and Students skim back through the experiences of the characters formatively through
explain the way in identified chapters below and track entering the wardrobe to question responses
which the use of each character’s different experience characters experiences and analysis of
detail, perspective character

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and choice of as they enter the wardrobe. Students entering a portal within experiences using
vocabulary may want to revisit Lucy in Chapter 1. another text. literary techniques to
connect texts  Edmund – Chapter 3 support responses.
 Peter & Susan – Chapter 6 Extension: Students to
For each identified chapter students compare and contrast
answer the following questions: fantastic elements in each of
- What prompts the character/s the characters Lucy, Edmund,
to enter the wardrobe? Peter and Susan’s
- What are the characters initial experiences of entering the
reactions upon realising the wardrobe.
wardrobes fantastic ability?
- How does Lewis convey the
details about the character
experience of entering the
wardrobe? (literary techniques
to be used to support
response).

Lesson and Overview Resources Modifications/Extension Opportunities for

Content Assessment and
Feedback
11 Open up class discussion or create a  The Lion, The Witch and The Extension: Students to  Mind map or Class
 EN4-2A collective class concept map by asking Wardrobe novel narrate a short story where Discussion
Use processes of students what kind of obstacles they  Student Devices themselves or a character contributions allow
representation might encounter on a quest (plot twist encounters a plot twist or teacher to provide
including creative or complication) (E.g. getting lost, complication and how their feedback to extend

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use of symbols, being kidnapped, cannot cross over a use of a fantastic utility upon student ideas
images, icons, bridge or through a forest, presence of assisted them to overcome in order to foster
cliché’s, people, antagonist encounter, loss of the obstacle. deeper creative
stereotypes, important object, sacrifice). Teacher to thinking.
connotations and prompt discussion through asking  Students use of
particular aural, students what utilities might help symbolism in the
visual and/or them overcome these difficulties (E.g. shield recreation.
digital techniques. the ability to read minds, magical map,
 EN4-2A invisibility, superpowers, increased
Use a range of strength, to fly, run quickly etc).
effective strategies
for organising Students are introduced to the role of
information, ideas, gifts in fantasy texts and attention is
and arguments, drawn to Chapter 10 of The Lion, The
e.g. clustering, Witch and The Wardrobe when Santa
mind maps, listing, Claus arrives on Christmas Day and
compare and gives a dagger and a bottle of healing
contrast, semantic potion to Lucy, a sword and shield to
chains, graphic and Peter and a bow and arrow and horn
diagram outlines. to Susan. Students to participate in a
class reading of the chapter followed
by discussion on foreshadowing and
symbolism.

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 Students identify the gifts within the
chapter and analyse their use in the
continuation of the novel.

After discussion on the symbolism of

the shield (historical context, colour,
images) students draw conclusions on
the meaning behind Peter’s shield and
draw or create their own shield using a
medium of their choice. Students are
provided with examples of colour and
symbolic imagery.

Lesson and Overview Resources Modifications/Extension Opportunities for

Content Assessment and
Feedback
12 Throughout this lesson students will  Character wheel scaffold (refer to  Extension: Students to  Through the
 EN4-2A revisit ideas from a previous lesson on week 3 resources) narrate a writing task character wheel
Reflect on ideas character archetypes. In groups  The Lion, The Witch and The which is from the point on teacher is able to
and opinions about students are to complete character Wardrobe novel view of Edmund. Students assess student
characters, setting, wheels for the following characters: to begin by using the learning and
events in literary Peter, Susan, Lucy, Edmund, Faun, starting sentence “I know understanding by
texts, identifying Aslan, White Witch. Students may that I can be mean to taking a previously
areas of want to allocate roles within the sibling especially my sister learnt element and
agreement and group. Students to use previous learnt Lucy and I know that I transferring the
difference with notes on character archetypes to have betrayed them, but knowledge into the
others and identify the role of each character it is all an act to hide…”. related text to create

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justifying a point of within the novel. Students to justify meaning and
view. their choices with quotes from the purpose.
text.  Through diary entry
of the White Witch
Students to complete the following the teacher is able to
writing task individually from the point informally assess
of view of the White Witch. In the student’s ability to
story, the narrator gives information change point of view
about the White Witch to make us feel in an imaginative and
that she is an evil person. Here is your creative way.
opportunity to tell the story from the
White Witch’s point of view. Begin
your response with, “I know that
everyone thinks that I am a cruel and
dangerous witch. That is/is not true at
all; let me make this clear and tell you
my side of the story . . .”
Students may agree or disagree with
the White Witch’s characterisation.
Students to justify the point of view
they chose, from the perspective of
the White Witch within their response.

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 Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
13 Introduce students to the religious  C.A Lewis’ religious connotations Modifications: If students are  Through class
 EN4-8D context of the novel through a handout unable to culturally access discussion and
Consider the ways handout that will be read collectively  Allegory definition and scaffold the religious allegory, teacher reciprocal
culture and as a class.  Ven Diagram scaffold (refer to to instead discuss other uses communication
personal Based on C.S Lewis’ Christian week 4 resources) of symbolism throughout the through student
experience upbringing it is understood by many novel (the lamppost, the responses guided by
position readers that The Lion, The Witch and The stone table etc). Teacher to the teacher, the
and viewers and Wardrobe is an allegory of the passion focus on what ideas/values students can be
influence and resurrection of Jesus Christ. they represent and how they assessed on their
responses to and Provide students with a definition of add to the fantastic element ability to identify
composition of allegory and some examples. Teacher of the text. Students to literary tropes in
texts to assist students in analysation and source evidence from the texts which shift and
the unpacking of different layers of novel to support ideas. uncover a new layer
 EN4-8D meaning the text presents to the of meaning.
Identify and audience by referring to Biblical events  Through the Ven
explain cultural and examples throughout the text. Diagram teacher is
expressions in able to see student
texts including Students to draw connections and competence in
those about parallels between the story of Christ comparing and
gender, ethnicity, and the character of Aslan via a Ven contrasting ideas
religion, youth, Diagram. presented within a
age, sexuality, text through a

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disability and different form of
social class. evaluation.

 EN4-2A
Use a range of
effective strategies
for organising
information, ideas,
and arguments,
e.g. clustering,
mindmaps, listing,
compare and
contrast, semantic
chains, graphic and
diagram outlines.
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
14 This lesson focuses at enhancing  The Lion The Witch and The Extension: Students to then  Through the oral
 EN4-1A students’ literacy skills. Students to Wardrobe Extracts participate in a writing task reading activity
Recognise that focus on how C.S Lewis uses setting to  Imagery Table where they begin rewriting students are able to
vocabulary choices enhance the reading experience in the extracts with different kinaesthetically
contribute to the Chapters 3, 7 and 9. adjectives. Students to share experience how
specificity, their responses. language serves a
abstraction and Students are provided with extracts purpose within a text
style of texts from the novel and are asked to to create meaning.

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 identify the setting created in each. Through student
 EN4-3B Students document in table form the responses utilising a
Understand how imagery that is created in their mind as PEEL paragraph, the
modality is they read the setting. Students to teacher can see how
achieved through recognise, identify and describe the students can link
discriminating introduction of fantasy elements their Point, Example
choices in modal within the extracts that visually and Explanation
verbs, adverbs, enhance the setting. Emphasis is together.
adjectives and placed on the specific words that are
nouns. used to create these images.
Teacher to prompt students to
underline the adjectives throughout
and complete an activity where they
read the passage aloud ignoring the
adjectives. Students to respond
through PEEL paragraph about how
imagery serves a purpose in providing
a deep and pleasurable reading
experience for the reader.
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
15 Students will view the film adaption of  Film adaption of The Lion, The Extension: Students to  The Novel vs Film
 EN4-1A The Lion, The Witch and The Witch and The Wardrobe compare and analyse the organiser scaffold
Explore and Wardrobe. Students to maintain a  Viewing Log films adaption of the novel in allows the teacher to
explain the ways viewing journal that identifies the the form of an essay. Teacher assess students’

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authors combine similarities and differences between  Novel vs Film Organiser Scaffold to scaffold students through ability to draw from
different modes the film and the novel. This (refer to week 4 resources) revising features of analytical the text to compare
and media in information is to be transformed into a writing (register, paragraphs, and contrast
creating text and Novel vs Film organiser to scaffold ideas, structure). elements, ideas,
the impact of students understanding. events, characters,
these choices on setting and plot.
the Students to use the scaffold above to  Letter to the director
viewer/listener. write a letter to the director of the allows the teacher to
 EN4-6C film. Throughout the letter students to see how students
Identify, compare express their response to the film have adapted a
and describe the adaption of the text further concept learnt into a
connection highlighting the similarities and differing context
between texts with differences presented and how these through the
similar subject adaptions uncover a different layer of development of
matter, such as a meaning. connections.
book and its film
adaptation.
 EN4-2A
Use a range of
effective strategies
for organising
information, ideas,
and arguments,
e.g. clustering,
mindmaps, listing,
compare and

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contrast, semantic
chains, graphic and
diagram outlines.
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
16 Teacher to lead discussion on the  Teacher and Student Devices Extension: Students to design  Through students’
 EN4-1A importance of maps within fantasy  Map examples their own map of Narnia and imaginative
Use increasingly texts. Students to discuss the benefit  A3 paper annotate the map with recreation of a map
sophisticated of authors including maps within their quotes of where the the teacher is able to
verbal, aural, visual texts. Provide examples of maps such significant places within a assess students
and/or written as Hogwarts, Narnia, Land of Oz and setting are mentioned in the understanding in
techniques e.g. Middle Earth. Teacher to identify text. Students to provide reference to the
imagery, figures of features on the maps such a key (E.g. page numbers to support the purpose and key
speech, selective representing mountains, bodies of credibility of their map. features of a map in
choice of water, rainforest, etc.), a compass a text acting as an
vocabulary, showing the four cardinal directions, element of the
rhythm, sound names for any mountains, rivers, lakes, fantasy genre.
effects, colour and houses such as Gobi Desert, Amazon
design to compose River, etc.
imaginative texts
for pleasure Students are to then design their own
imaginary world in the form of a map
on A3 paper. They must support their
map with a written component that

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 describes the physical geography of
their location.
Lesson and Overview Resources Modifications/Extension Opportunities for
Content Assessment and
Feedback
17 Students recall the plot of the novel to  Narrative Structure Scaffold Extension/Modification:  Through the two
 EN4-1A assist them in answering the key Handout (refer to week 5 Students to story board the scaffolds provided by
Apply increasing question features below. Students are resources) plot of the novel in the form the teacher it allows
knowledge of introduced to the narrative structure  Fantasy Genre Evaluation Scaffold of a timeline on an A3 paper. the students to be
vocabulary, text to assist in their breakdown of the If desired students may guided through the
structures and plot. accompany the story board important elements
language forms via images within the film when constructing
and features to Students are prompted through the which represent the an essay response.
understand the narrative structure scaffold though the significant moments in time The teacher will be
content of texts following questions; the Orientation, able to gage students
Complication, Climax and understanding and
 EN4-2A  What is the story about Resolution occurs. ability to compose an
Use (events)? essay through the
comprehension  What happens in the responses and
strategies to Orientation (introduction) information quality
interpret and phase? presented on the
evaluate texts by  What Complication (problem to scaffolds. Teacher
reflecting on the be solved) occurs? can then scaffold the
validity of content  What is the Climax (high point students more
and credibility of of the action)? extensively the
sources, including following lesson

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finding evidence in  What is the Resolution (the focussing on
the texts for the solution)? students struggles.
author’s point of
view. fs Students are provided with an
evaluation scaffold. The scaffold allows
the students to evaluate how well The
Lion The Witch and The Wardrobe
follows or rejects the conventions of
fantasy. Students to use the scaffold to
compose a response where students
draw connections to other fantasy
texts studied throughout the term.
Lesson and Overview Resources Modifications/Extension Opportunities for
Outcomes Assessment and
Feedback
18 Students compose a narrative of a  Elements of a narrative Extension: Students to  Through students
 EN4-1A modern-day fantasy story using scaffold/PowerPoint respond to the following undertaking their
Respond to and themes that characterise this essay question “In reference own narrative writing
compose particular genre. Revise to C.S Lewis’ The Lion The task the teacher is
imaginative, elements/structure of narrative paying Witch and The Wardrobe able to assess how
informative and close attention to conflict, setting, discuss the different well the students
persuasive texts theme, character and plot conventions of the fantasy understood key
for different development. Genre”. Students to be concepts of the
audiences, scaffolded through revising Genre Fantasy and
purposes and Students are to accompany their essay structure and how they transfer
contexts for narrative with a justification that and adapt key

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understanding, identifies what sub-genre of fantasy brainstorm ideas prior to elements within their
interpretation, their narrative conforms to and what beginning. own composed text.
critical analysis, other fantastic elements are evident
imaginative within their narrative (character
expression and archetypes, setting, maps, portals etc).
pleasure
This will allow students to apply their
Recognise and knowledge of the fantasy genre,
analyse the way consequently allowing them to identify
characterisation, what they have learned.
events and settings
combine in
narratives and
discuss the
purpose and
appeal of different
approaches

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Week 1 Resources

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Week 2 Resources

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Week 3 Resources

Mia Katar 17432825 P a g e 37 | 43

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Week 4 resources

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Week 5 resources

Mia Katar 17432825 P a g e 42 | 43

 Reference List

Boas, E., & Gazis, S. (2016). The Artful English Teacher. The Australian Association for the

Teaching of English.

Edwards-Groves, C. (2012). Interactive Creative Technologies: Changing learning practices

and pedagogies in the writing classroom. Australian Journal of Language and

Literacy, 35(1), 99-113.

English Textual Concepts. (2018). Genre. Retrieved from

http://englishtextualconcepts.nsw.edu.au/content/genre

Mangelsdorf, N. (2013). Understanding by design. TNL Journal, 20(1), 38-39.

Nayir, F. (2017). The Relationship between Student Motivation and Class Engagement

Levels. Eurasian Journal of Educational Research, 17(71), 59-78.

doi:10.14689/ejer.2017.71.4

Sawyer, W., Gannon, S., & Howie, M. (2009). Charged with Meaning: Re-viewing English.

Sumrall, K., & Sumrall, W. (2018). Understanding by design. Science and Children, 56(1), 48-

54.

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