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The Lion, the Witch, and the Wardrobe. By - Sarah McConnell. Analyze Learners. Upper level 6 th grade students 11 – 12 years of age Analyzing literature through critical thinking Enhance literary comprehension Class discussion. State Objectives.

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Presentation Transcript
analyze learners
Analyze Learners
  • Upper level 6th grade students
  • 11 – 12 years of age
  • Analyzing literature through critical thinking
  • Enhance literary comprehension
  • Class discussion
state objectives
State Objectives
  • 21C.O.5-8.1.TT7 Student uses advanced features and utilities of presentation software (e.g., design templates, design layouts (fonts/ colors/ backgrounds) animation and graphics, inserting pictures, objects, movies, sound, charts, hyperlinks, and graphs) to create an original product.
  • RLA.O.6.1.07 Determine the elements of literature (e.g., external conflict, mood) to construct meaning and recognize author’s/reader’s purpose.
  • RLA.O.6.1.08 Interpret actions, behaviors, and motives of characters in literary texts.
  • RLA.O.6.1.09 Determine and explain theme by locating supporting details in a literary passage and in informational text across the curriculum.
state objectives continued
State Objectives (continued)
  • RLA.O.6.1.11 Identify and understand figurative language (e.g., onomatopoeia, personification, alliteration) in text.
  • RLA.O.6.1.13 Identify and understand literary techniques used to interpret literature (e.g., compare/contrast, symbolism).
  • RLA.O.6.1.15 Increase the amount of independent reading to comprehend, analyze, and evaluate literary text and informational text.
media and materials
Media and Materials
  • Copies of The Lion, the Witch, and the Wardrobe for every student
  • PowerPoint Presentation equipment
  • Notebook or loose-leaf paper
  • Pencils
  • Plain computer paper
  • Printer ink
  • Dry erase markers
  • The Lion, the Witch, and the Wardrobe on DVD
websites
Websites
  • Crossword Puzzles

http://www.armoredpenguin.com/crossword/

  • C.S. Lewis

http://www.cslewis.org/resources/chronocsl.html

  • The Lion, the Witch, and the Wardrobe

http://www.sparknotes.com/lit/lion/

  • The Chronicles of Narnia

http://www.walden.com/walden/teach/lww/

day one
Day One
  • Timeline
  • Dedication letter
  • WWII (background)
  • Homework
    • Chapters 1-4
    • Character journal and notes
day two
Day Two
  • Literary terms
  • Discuss 1-4
    • Examples of Lit. terms
    • Actions of characters
    • Edmund and the White Witch
    • Lucy’s and Edmund’s differing accounts
  • Homework
    • Chapters 5-7
    • Character journal and notes
    • One example of personification
day three
Day Three
  • Lit. terms word search
  • Discuss 5-7
    • Figurative language – especially personification
    • Role of Professor
  • Homework
    • Chapters 8-10
    • Character journal and notes
day four
Day Four
  • Develop Character Profiles
  • Discuss 8-10
    • Relationship between Edmund and Witch
    • Edmund’s betrayal
    • Internal and external conflicts
    • Breaking of the Witch’s spell
  • Homework
    • Chapters 11-13
    • Character journal and notes
    • Novel vocabulary
day five
Day Five
  • Take up vocabulary
  • Discuss 11-13
    • Compare and contrast protagonist (Aslan) and antagonist (White Witch)
    • Aslan’s sacrifice
  • Homework
    • Chapters 14-17
    • Character journal and notes
    • 10 question crossword
day six
Day Six
  • Turn in crossword puzzles
  • Discuss 14-17
    • Compare Narnian time to our time
    • Symbols, motifs, and themes
    • Answer any questions
day seven and eight
Day Seven and Eight
  • PowerPoint projects
    • Groups of four
    • Character profile, theme, motif, symbol, or compare and contrast characters
    • Minimum of four slides
    • Use at least one internet source – either from a list or approved by me
    • Creative in design template and layout
    • Use animation
    • Insert at least one graphic related to topic
day nine
Day Nine
  • Disney Production of The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe
  • Take notes – especially concerning scenes that greatly differ from or are very similar to the novel
  • Homework
    • Make a chart comparing and contrasting a scene of the movie with its equivalent part in the novel.
day ten
Day Ten
  • Discuss movie in relation to novel
  • Take up movie/novel charts
  • PowerPoint presentations
  • Novel comprehension crossword puzzle
  • Take up all Character journals and notes
require learner participation
Require Learner Participation
  • Group work
  • Actively involved in class discussion
  • Arrange desks into a circle
    • Creates and equal atmosphere between students as well as between the educator and the students
evaluate and revise
Evaluate and Revise
  • 21C.O.5-8.1.TT7 - PowerPoint presentations
  • RLA.O.6.1.07 – Word search, ability to apply the elements of literature in class discussion, and character journal and notes
  • RLA.O.6.1.08 – Character journal
  • RLA.O.6.1.09/ RLA.O.6.1.13 – Participation in discussion on themes, motifs, and symbols; notes and compare/contrast chart
  • RLA.O.6.1.11 – Personification examples
  • RLA.O.6.1.15 – Novel comprehension crossword puzzle