LWW Prog

A teaching unit for Stage 4 English with links to ESL pedagogy
English Stage 4
September 2006
Page 1 of 22
NSW Department of Education and Training

Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
English Stage 4
September 2006
Page 2 of 22

English
Sylla
bus
Stag
e4
Outc
ome
s
(Focus
outc
ome
s for
this
unit
are
in
bold
type
)
1.
A student responds to and composes texts for understanding, interpretation, critical analysis and
pleasure.
2.
A student uses a range of processes for responding and composing texts.
3.
A student responds to and composes texts in different technologies.
4.
A student uses and describes language forms and features, and structures of texts appropriate to
different purposes, audiences and contexts.
5.
A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
6.
A student draws on experience, information and ideas to imaginatively and interpretively respond to
and compose texts.
7.
A student thinks critically and interpretively about information, ideas and arguments to respond to and
compose texts
8.
A student makes connections between and among texts.
9.
A student demonstrates understanding that texts express views of their broadening world and their
relationships within it.
10. A student identifies, considers and appreciates cultural expression in texts.

11. A student uses, reflects on and assesses individual and collaborative skills for learning.
English Stage 4
September 2006
Page 3 of 22

The dimensions and elements of the NSW model of pedagogy

Intellectual Quality
Quality Learning Environment
Significance
Deep Knowledge
Explicit Quality Criteria
Background Knowledge
Deep Understanding
Engagement
Cultural Knowledge
Problematic Knowledge
High Expectations
Knowledge Integration
Higher-Order Thinking
Social Support
Inclusivity
Metalanguage
Students Self-Regulation
Connectedness
Substantive Communication
Student Direction
Narrative
Outcomes
ESL scales
links
Students
learn about:
6.5 identify the

ways characters,
situations and
concerns in texts
connect to
students own
experiences,
thoughts and
feelings
Resources
Introducing the unit
11.12 outcomesbased
learning
Students
learn to:
Teaching and learning activities
4.12b
Participate
actively in
conferencing
and
brainstorming
as a pre and
post writing
exercise
Use the unit overview to discuss with the class the aims of
the unit, the focus outcomes to be addressed and the
nature of the teaching and learning activities in which they
will be involved as well as the mode and requirements of
the end of unit assessment task.
Quality
Teaching
dimensions
and elements
Student/teacher
Information Sheet 1: Unit
overview - The Lion, the
Witch and the Wardrobe
Part 1: Before reading activities

The fantasy genre
Set the context for the study of the text by telling students
that The Lion, the Witch and the Wardrobe was written by
C.S. Lewis, in England, and first published in 1950. It is
now a childrens classic which means its timeless themes
continue to be read and enjoyed by children all over the
world.
English Stage 4
September 2006
High
Expectations
Substantive
Communication
Page 4 of 22

Significance
Introduce the terms:

Magic discuss the connotations of the word
Fantasy what is it and how is it represented in literature,
film and oral narratives
6.5l Find and

Students
record
learn to:
information
6.3 explore real
from a variety
and imagined
(including virtual) of sources
(libraries,
worlds through
reference
close and wide
material)
engagement
with texts
1.12 links
Work with the librarian to make up a fantasy book box

including picture books for the students to browse through.
Encourage them to select one they would like to read/view
at home.
4.1e
Contribute
information
and express
ideas in
group tasks
and
classroom
discussions.
OHTs of covers and

illustrations of fantasy novels
and films
Copies of Lord of the Rings,

Harry Potter, Willow and
other fantasy movies.
Worksheet 1: Exploring a
fantasy character
Background
Knowledge
Cultural
Knowledge
Introducing the novel

Students read and interpret texts best when they can make
links between them and what they know (schema theory).
For ESL students who do not share the context of culture
underlying texts deriving meaning from them is
considerably more difficult. The activities in this introductory
section aim to build the links they need to read, enjoy and
English Stage 4
Engagement
Book box of fantasy picture

books and novels
Show sequences of fantasy movies which illustrate

something about fantasy characters.
Ask the students to complete Worksheet 1: Exploring a
fantasy character.
Students
learn about:
1.11 the ideas,
information,
perspectives and
points of view
presented in
imaginative,
factual and
critical texts
Discuss with students what they remember about stories

they know of and perhaps have read about magic and
fantasy. For example The Hobbit, Harry Potter, Watership
Down, Lord of the Rings. Display OHTs of covers and
illustrations from fantasy novels and films like Harry Potter
and Lord of the Rings to encourage discussion of the
elements and characters in fantasy.
Background
Knowledge
September 2006
Engagement
Page 5 of 22

between the
ideas,
information,
perspectives and
points of view
presented in
texts and their
own background
and experience
4.6 Relates
own culture,
knowledge
and
experience to
information in
the text
Students
learn to:
10.9 the ways

culture and
personal
experience
Significance
understand The Lion, the Witch and the Wardrobe.
Social Support
Ask which students have already read The Lion, the Witch
and the Wardrobe. Find out if any have read the novel in a
language other than English. Encourage these students to
bring in their copy of the novel, or ask them to borrow it
from a local library. The fact that it has been translated into
many different languages is an indication of its appeal. Ask
students to find out if their parents or siblings have read the
novel. Some students may have seen a film version.
Divide students into two groups:
1.8 graphically
represent
aspects of texts
such as the
storyline of a
novel or film, the
structure of a
poem, the set of
a play, and links
in a webpage
Students
learn about:
1. those who are familiar with the story, ask them to

collaboratively pool and record their memories of the
story, such as characters names and personalities,
settings, events and themes as well as the names and
events in the other books in the Narnia series
Translations of the novel, if

available
OHTs or PowerPoint slides of

the front and back covers of
the novel.
Substantive
Communication
2. those who are not, ask them to consider first what the
title suggests to them and then to predict what the story
might be about from examining the cover illustration.
5.4a Rely on
key content
words or
discourse
markers to
follow an
extended text
('In the end')
Sequencing illustrations from the novel
Scanner, envelopes, scissors
Select key illustrations in the text that could fit into the
broad narrative structure of orientation, sequence of
events, complication and resolution. Scan onto one or two
pages. Photocopy sets and cut out the pictures, placing a
set of pictures into enough envelopes for the following
activity.
English Stage 4
September 2006
Substantive
Communication
Page 6 of 22

position
composers and
responders and
influence
response to and
composition of
texts
Students
learn about:
11.14 research
techniques using
books, indexes
and the internet
Students
learn to:
3.3 use the
features of
information and
communication
technologies,
including word
processing,
importing and
manipulating of
graphics, and
formatting to
compose a
variety of texts
for different
purposes and
audiences
Significance
Divide the class into pairs or small groups. You may wish to
divide the class again into those who are familiar with the
novel and those who are not, or have mixed groups. Ask
students to sequence the pictures using their collaborative
linguistic skills, facilitating the practice of oral language
skills for ESL students.
Higher-Order
Thinking
Once their attempts have been checked, students then

take turns to re-tell the story in their own words to their
partner, regardless of whether they know the names of
places and characters.
6.5l Find and
record
information
from a variety
of sources
(libraries,
reference
material)
You may wish to then re-tell the story using the pictures on
power point or overhead yourself, using the characters
names and the various settings of the novel.
Dictogloss
Inclusivity
Teacher prepared dictogloss
Students SelfRegulation
Reinforce the basic outline of the story by creating a

dictogloss as a listening activity. This activity also
develops active listening and note taking skills in all
students.
A dictogloss can be created by writing your own short
summary of the novel, ensuring you include elements from
the orientation, sequence of events, complication and
resolution. You may wish to highlight this structure briefly
with students prior to this activity. Then, read your passage
aloud to the class who listen and write down the key words
and phrases. Next, working again in pairs or small groups,
students compare their words and then share with the rest
of the class (model the correct spellings on the board).
Students then reconstruct the passage in their groups
before reading aloud for the class to determine if they have
English Stage 4
September 2006
Page 7 of 22

Significance
all of the important elements of your summary.
Class access to computers

and the Internet
As a class discuss family, cultural and religious attitudes to

fantasy, magic and the supernatural. Make notes on the
board during the discussion representing different
understandings, beliefs and attitudes.
Worksheet 2: Internet
research: C S Lewis
Research task: C S Lewis

Distribute Worksheet 2: Internet research: C S Lewis, and
explain the requirements of the research task. Ask the
students to go to Google: <www.google.com.au> and type
in C S Lewis, Narnia, or The Lion, the Witch and the
Wardrobe.
Student
Direction
Other sites include:

Into the Wardrobe: a C. S. Lewis web site:
<http://cslewis.drzeus.net/>
The Chronicles of Narnia:
<http://disney.go.com/disneypictures/narnia/>
Narnia on DVD:
<http://www.disney.co.uk/DisneyVideos/narnia/>
Recipes for fetes: Turkish

delight:
<http://www.fetesandfestivals
.com.au/recipes.htm#Turkish
%20delight>
Narnia fans: <http://www.narniafans.com/>

Bring in some Turkish delight for the students to sample or
distribute a recipe for them to try at home.
Class set of novels and

dictionaries.
Part 2: During reading activities

English Stage 4
September 2006
Page 8 of 22

Students
learn to:
1.1 respond to
imaginative,
factual and
critical texts,
including the
required range
of texts, through
wide and close
listening, reading
and viewing
Students
learn to:
4.5 selectively
use dictionaries,
thesauruses,
spellchecks and
other reference
texts
5.1a Listen
for relevant
information
when
questions are
given
beforehand
4.8i Use an
accessible
English
dictionary to
check the
meanings of
new words
4.6 use
Standard
Australian
English, its
variations and
different levels of
usage
appropriately.
Significance
Reading the novel

With some classes it may be necessary to read all or most
of the novel in class while others will want more
independence. The pace and structure of this section of the
unit can be adapted to meet the experience and ability of
specific classes and groups of students.
Vary the approach to the reading of the novel; reading can
be done aloud, silently, as a whole group or in smaller
groups. When using small group reading, group students to
ensure proficient readers are not frustrated by slower
readers or that slower readers are not intimidated by those
more proficient. Keep in mind that students need to hear
reading modelled by proficient readers and this is
particularly so for ESL students. This can be achieved by
you reading selected chapters or you can organise for older
students from another class to read parts of the novel onto
audio tapes that can be played to students.
Tape/CD player and audio

tapes/CDs.
Audio cassettes or CDs are
available from Southern
Scene:
<http://www.southernscene.c
om.au/pages/cart.htm>
Scroll down to Audio books
and click on the link Chivers
for Children 2006.
Then select February under
either Cassette or CD.
Copies of the other books in
the Narnia series.
As the novel, or sections of it, is read in class ask students

to prepare by reading the relevant chapters the night
before. For those who will want to read ahead and
complete the story keep them engaged in class by allowing
them to read other books in the Narnia series (refer to the
list at the end of the program).
The worksheets for each chapter can be completed in class
or for homework; they include extension activities for
motivated students or those who need less structured
support.
English Stage 4
September 2006
Page 9 of 22

Significance
Chapters 1- 2
Listening activity
Substantive
Communication
This activity can be used with groups of students who have

not yet read the novel.
Write the questions below on the board and then read the
first page of the novel aloud to students as they listen but
do not follow the text in their books.
1. What were the names of the four children?
2. Why were they sent away from London?
3. What was the housekeepers name?
Students
learn to:
1.8 graphically
represent
aspects of texts
such as the
storyline of a
novel or film, the
structure of a
poem, the set of
a play, and links
in a webpage
Students
learn about:
4.8 the ways in
which specific
language forms
and features and
5.5h Transfer
information
from texts
into given
formats
(tables,
diagrams,
story maps)
6.6
Relates a
text's format,
structure and
choice of
language to
4. What did the professor look like?

5. What was the childrens reaction to coming to his
house?
6. Who was the youngest of the children?
Discuss answers
Read or play audio tape/CD of Chapters 1-2
Worksheet 3: Building
vocabulary
Building vocabulary
On-line or class thesauruses

and dictionaries
Show students an approach to learning new words using

Worksheet 3: Building vocabulary. Allow time throughout
the reading of Chapters 1-2 for students to complete the
worksheet at their own pace. Encourage them to use the
context of new words to guess their meanings before
consulting a dictionary. Show students how to use online
dictionaries and thesauruses as well as the traditional kind.
English Stage 4
September 2006
High
Expectations
Page 10 of 22

structures of text
are used to
shape meaning
including:
1. in written
texts: medium,
organisation,
sentence
structures,
grammar,
punctuation,
vocabulary and
spelling, the use
of formal or
colloquial
language and
figurative
language
4.13 the
metalanguage of
subject English
used to
describe,
discuss and
differentiate
texts and their
language forms,
features and
structures.
its purpose
Significance
Worksheets 4-14 feature a Key Words section; encourage

students to find the meanings of words in these lists that
are new to them using the approach on Worksheet 3 as
they read. Students should add to these lists where
necessary.
Worksheet 4: Chapters 1-2
Student
Direction
Issue Worksheet 4: Chapters 1-2 and ask students to

complete the language and responding activities.
Timeline
Metalanguage
Ask students to create a timeline in their workbooks to

record the key events in the novel. They can begin by
recording the main events of chapters 1 and 2. Ensure they
leave space to complete the timeline as reading
progresses. Some students may wish to add illustrations to
the timeline.
5.9b Write
from the
viewpoint of a
designated
character in a
story
6.5b
Participate in
class/group
discussions
of text
interpretation
s
At some point discuss the way time is represented in the

story and how the childrens adventures in Narnia were a
split second in real-time, whereas they were years in the
lives of the children as they experienced the adventure.
Chapters 3-4
Read (aloud, silently, at home, in class, individually or in
groups) or play audio tape/CD of Chapters 3-4. Ask
students to explore the key words and complete the
language and short answer questions on Worksheet 5:
Chapters 3-4.
Remind them to add to their timeline of the story.
English Stage 4
Worksheet 6: Describing
words and phrases
September 2006
Page 11 of 22

6.5d Discuss
characters
and their
motivations in
a story
Students
learn to:
6.5 identify the
ways characters,
situations and
concerns in texts
Significance
Descriptive language
Distribute Worksheet 6: Describing words and phrases.

Explain that good writers use description to help make their
story appealing by painting a picture in the readers mind.
Read through the extract from Chapter 3 provided on the
6.10b Use
worksheet demonstrating how adjectives, adverbs and
and sustain a comparisons are used to create imagery. Activities on the
register
worksheet require students to describe and begin to
appropriate to analyse descriptive language used in the extract
subject
(explaining the effect is a Stage 5 outcome).
content,
This next activity gives students an opportunity to practise
purpose and
using descriptive language. Allocate each student a picture
audience
of a fantasy character and a copy of Worksheet 7: Barrier
6.5
Reads game. Students are required to use descriptive language
with
and techniques to create images of their fantasy character
understandin and reflect upon the effectiveness of their choice of words.
g a range of
A barrier game is a communicative activity which gives
authentic
students the opportunity to hear and practise language.
texts for
The word barrier is used because only one student has
varying
access to information while the other student must listen to
purposes,
the clues in order to guess what this information is to
making
complete the task. In this barrier game each student has a
justifiable
picture of a fantasy character. Working individually they
interpretation
write a description of their character using adjectives and
s beyond a
adverbs and at least one simile, without letting their partner
literal level
see either the picture or their description. Then they take
6.6
turns describing their character to complete the task, a
Relates a drawing of each others fantasy character.
text's format,
Chapter 5
structure and
Read or play audio tape/CD of Chapter 5 and complete the
choice of
reading and responding and language activities on
language to
English Stage 4
September 2006
Pictures of fantasy characters

from the picture books in the
library book box or
videos/DVDs
Worksheet 7: Barrier game

Substantive
Communication
Worksheet 8: Chapter 5
Additional information:
The Brain Rummager:
<http://home.alphalink.com.a
u/~umbidas/>
Deep
Understanding
About Homophones:
<http://home.alphalink.com.a
Page 12 of 22

connect to
students own
experiences,
thoughts and
feelings
6.6 use
imaginative texts
as models to
replicate or
subvert into new
texts
Students
learn to:
1.1 respond to
imaginative,
factual and
critical texts,
including the
required range
of texts, through
wide and close
listening, reading
and viewing
1.5 interpret,
question and
challenge
information and
ideas in texts
through close
study
its purpose
6.7
Interprets
complex
language
used for a
range of
purposes
6.8
Selects
reading
strategies
appropriate to
the nature of
text and task
Significance
Worksheet 8: Chapter 5. Students should also add to their

timeline of the story.
u/~umbidas/Homophones_m
ain.htm>
Empathy task
OHT 1: Example of a diary

entry
Ask students to write a journal entry from the point of view

of Lucy, including her thoughts and feelings, after Edmund
lied to Peter and Susan about being in Narnia.
Problematic
Knowledge
Explicit Quality
Criteria
Student
Direction
If students have not written a diary entry before use OHT 1:

Example of a diary entry (from the point of view of Mr
Tumnus, the Faun) as a model.
Metalanguage
Discuss the purpose, audience and structure and language

features of a diary entry. These include: Dear Diary, use of
first person, emotive and descriptive language describing
feelings, reactions, hopes and fears.
Narrative
Discuss Edmunds lying to Peter and Susan and ask

students who they would believe. Go through the
conversation in the novel between the Professor and Peter
and Susan in Chapter 5.
4.1e
Contribute
information
and express
ideas in
group tasks
and
classroom
discussions
4.7
Discuss what makes a story believable. Is it the person

who tells it or the information presented?
Introduce the True/False game to students. Students are to
write two stories about themselves, one of which is true,
and one of which is false. These are to be read out to the
class, and the class is to vote on which story they believe is
the true one, giving reasons for their answers.
Worksheet 10: Chapters 910
Chapters 6-17
English Stage 4
September 2006
Page 13 of 22

Students
learn about:
6.8 the ways
the real world is
represented in
the imaginary
worlds of texts
including
literature, film,
media and
multimedia texts.
Students
learn to:
1.1 respond to
imaginative,
factual and
critical texts,
including the
required range
of texts, through
wide and close
listening, reading
and viewing
Interprets
simple texts,
recognising
key words
connecting
ideas and the
organisation
of information
in a text
5.5 Reads
with
understandin
g a range of
texts,
including
those remote
from personal
experience,
interpreting
mainly at a
literal level
and using the
information
for other
purposes
Significance
Read or play audio tape/CD of Chapters 6-8, 9-10, 11, 12,

13-14, 15-17 focusing on new vocabulary featured in each
key words list on Worksheets 9-14. Each worksheet
explores a variety of language techniques used by C.S
Lewis and provides a range of reading and responding
activities for students to complete.
Extension activities are provided on each worksheet.

Remind students to add to their timeline of the story as they

complete the reading of each section.
Social Support
Part 3: After reading activities

Consolidating knowledge of the characters in the story
The following three worksheets may be completed by
students working in pairs as a way of consolidating
knowledge of the characters and events in the story and as
preparation for composing tasks while providing more
opportunities for them to practise using new terminology
learned throughout the reading of the novel.
Worksheet 15: How well do

you know the plot? Cloze
summary
Worksheet 15: How well do you know the plot? Cloze

summary
OHT 2: Answers to Cloze

summary
Worksheet 16: How well do you know the characters?

Matching characters with quotes

you know the characters?
Matching characters with
quotes
6.3 explore real

and imagined
English Stage 4
OHT 3: Answers to Matching

characters with quotes
September 2006
Page 14 of 22

(including virtual)
worlds through
close and wide
engagement
with texts
11.5 use
speaking and
writing as
learning
processes for
sorting and
selecting
information and
clarifying ideas
5.6d Identify
key aspects
of a narrative
(theme, plot,
final
resolution)
4.1e
Contribute
1.15 the forms
information
and features of
and express
language, the
ideas in
structures of
group tasks
texts and the
nature of content and
classroom
that enables
categorisation by discussions
4.13 the
metalanguage of
subject English
used to
describe,
discuss and
Significance
Worksheet 17: True or false?
Students
learn about:
content,
composer and
genre
5.5j Collect,
organise and
analyse
information
from a text
according to
guidelines (in
Worksheet 17: True or

false?
OHT 4: Answers to True or
false?
Exploring conventions of narrative

Find out what students already know about the terms
narrative and plot. Add to this if necessary or build on
student contributions by exploring synonyms like storyline
and summary of events (for plot) and story, tale or yarn (for
narrative), terms which students should have been
introduced to in Stage 3 English.
Ask students to recall the names of the different stages of a
narrative. This question should activate prior knowledge of
the terms orientation, complication, climax and resolution,
which are used in Stage 3 English.
As a class recap the major events of The Lion, the Witch
and the Wardrobe, listing student contributions on the
board.
Distribute Worksheet 18: How well do you know the
narrative structure? Matching activity and tell students to
cut out the jumbled terms, definitions and relevance to The
Lion, the Witch and the Wardrobe. Students need to use
their knowledge of narrative structure and the events in the
novel in order to paste the pieces into a new table in their
workbooks.
English Stage 4
September 2006

you know the narrative
structure? Matching activity
Deep
Knowledge
Scissors and glue

OHT 5: Answers to Matching
activity
Metalanguage
Page 15 of 22

differentiate
texts and their
language forms,
features and
structures.
diagrammatic
form, such as
flow charts,
graphs)
Students
learn to:
6.5d Discuss
characters
and their
motivations in
a story
11.4 use the

language of the
subject when
engaging in
learning
Students
learn about:
6.8 the ways
the real world is
represented in
the imaginary
worlds of texts
including
literature, film,
media and
multimedia texts.
6.10 the
structures and
features of
imaginative texts
including
characterisation,
setting, tension
Significance
Distribute Worksheet 19: Story sequencing. Students cut

and paste the plot summary in the correct order. Then ask
students to discuss the stages in the story and the events
that fit into each stage using the terms orientation,
complication, etc. Some discussion and justification about
which events make up the climax, whether or not there is
more than one climax, or where the resolution begins,
should take place.
Worksheet 19: Story

sequencing
Scissors and glue
OHT 6: Answers to Story
sequencing
Substantive
Communication
Exploring characters
6.5b
Participate in
class/group
discussions
of text
interpretation
s
5.9c emulate
literary forms
such as
poetry and
dialogue,
drawing on
studied
models
Ask students to recall the names of the characters in the

story. Discuss the features that distinguish one character
from another. List their responses on the board. These may
include:
appearance
personality
actions
likes and dislikes
relationships.
The next sequence of activities explores four different

characters from the story using a variety of approaches.
Substantive
Communication
Engagement
Lucy
Write up a list of page numbers on the board which give a
good insight into Lucys character. Refer particularly to
Chapters 2-3 and 14-16. Group students and allocate a
English Stage 4
September 2006
Page 16 of 22

and climax,
chronology and
time, narrative
voice, effective
beginnings and
endings
Students
learn to:
6.4 use the
features and
structures of
imaginative texts
to compose their
own texts and
engage their
audience
6.5
Reads
with
understandin
g a range of
authentic
texts for
varying
purposes,
making
justifiable
interpretation
s beyond a
literal level
Significance
page number to each group. Direct students to read this

page and choose a line from it that reveals something
about Lucys character. Ask a representative from each
group to write the line on the board with a short description
of what it reveals about Lucys character thus creating a
class mind map of Lucys character on the board. Ask
students to copy into their workbooks.
Edmund
Distribute Worksheet 20: Character fact file: Edmund.
Students need to find quotes from the story which highlight
aspects of Edmunds character and be creative in their own
description of him.
The White Witch
Re-read relevant sections of the novel relating to the White
Witch and then ask students to complete Worksheet 21:
Describing a character: the White Witch. The worksheet is
a scaffold of a character description. Students can then
adapt the template to describe their thoughts about one of
more other characters from the story.
Worksheet 20: Character

fact file: Edmund
Worksheet 21: Describing a
character: the White Witch
Aslan
Students
learn about:
4.8 the ways in
which specific
language forms
and features and
structures of text
are used to
shape meaning
including:
2. in written
texts: medium,
Use Worksheet 22: Who is Aslan? to discuss the character

of Aslan and his role in the novel.
Worksheet 22: Who is

Aslan?
Creating settings
6.5
Reads
with
understandin
g a range of
Distribute Worksheet 23: Creating settings. The four

passages from the story illustrate how language is used to
create the physical surroundings and atmosphere in major
settings in the story. For each passage:
English Stage 4
September 2006
Worksheet 23: Creating

settings
Metalanguage
Page 17 of 22

organisation,
sentence
structures,
grammar,
punctuation,
vocabulary and
spelling, the use
of formal or
colloquial
language and
figurative
language
4.13 the
metalanguage of
subject English
used to
describe,
discuss and
differentiate
texts and their
language forms,
features and
structures.
Students
learn to:
6.4 use the
features and
structures of
imaginative texts
to compose their
own texts and
engage their
audience
authentic
texts for
varying
purposes,
making
justifiable
interpretation
s beyond a
literal level
6.9a Write a
variety of
fictional or
non-fictional
narratives
using
orientation,
complication
and
resolution
6.9b Write
imaginative
narratives
showing plot
development
and character
portrayal
6.9
Communicate
s on a range
Significance
Read it to the class and ask students:
Substantive
Communication
Where does this passage fit into the story?
What is it describing?
What pictures (images) are created in your mind as you

read this description?
What words are used to create these images?
Ask students to underline in red pen the describing words

they like in the passage, call them adjectives.
High
Expectations
Social Support
Read the passage with some of the adjectives deleted.

What is the effect?
Ask students to highlight in different colours any similes
and examples of personification in the passages. Their
ability to do this will depend on the prior learning of
figurative language techniques.
Issue vivid, vibrant pictures of landscapes, interesting
buildings or people to pairs of students. Ask them to
describe the picture. Some students may need to begin by
listing words and creating sentences from the words list.
Show them how to construct a topic sentence introducing
the image they are describing.
Exploring themes
1. Heroism
Assess, activate and build on students understanding of
the concept of theme.
Brainstorm themes in The Lion, the Witch and the
Wardrobe, such as heroism, cowardice and betrayal, the
English Stage 4
September 2006
Page 18 of 22

Students
learn to:
1.1 respond to
imaginative,
factual and
critical texts,
including the
required range
of texts, through
wide and close
listening, reading
and viewing
1.5 interpret,
question and
challenge
information and
ideas in texts
through close
study
1.7 respond to
and compose
texts beyond the
literal level
of topics,
marshalling
ideas through
a variety of
well-known
text types
6.11 Writes
a variety of
coherent
texts
characterised
by a cohesive
and flexible
use of
language
6.12 Plans
and revises
writing to
enhance its
fluency,
accuracy and
readability
Students
learn about:
1.12 links
between the
ideas,
information,
perspectives and
points of view
presented in
texts and their
6.9b Write
imaginative
narratives
showing plot
development
and character
portrayal
Significance
forces of good versus evil.

Focus on the theme of heroism.
Jointly construct a class mind map of Aslans heroism
throughout the story. Ask all students to contribute ideas
and show them how to support the statements they make
about Aslan with reference to the text. Annotate the mind
map with page references and short quotations that
students find in the novel.
Deep
Knowledge
Deep
Understanding
Discuss the heroism displayed by the children in the story,

especially Peter and Lucy. Ask students what they think
about Peters actions in saving his sister from the wolf
Maugrim. Record key ideas, page references and
quotations on the board during the discussion.
Students use this discussion and board notes as well as
their own ideas and examples from the text to create their
own mind map of the heroism displayed by the children
drawing on the structure and content of the Aslan mind
map for support. Students can do this in groups of 2 or 3 or
individually.
Issue Worksheet 24: Research task: My hero. Allocate
class time for students to complete the research task on a
person they admire using books from the school library and
articles from the Internet. The general instructions are
broad and you may wish to add extra criteria to either
support or extend students.
Higher-Order
Thinking
High
Expectations
Worksheet 24: Research
task: My hero
Connectedness
Class access to the school

library and the Internet
Extension
Students find other examples of heroism in fiction and nonfiction texts, including the news. For example, they could
research the story of Phi Nona, the boy who saved his two
sisters after they were separated from their parents and
English Stage 4
September 2006
Page 19 of 22

own background
and experience
Students
learn to:
10.2 identify
and explore the
ways different
cultures, cultural
stories and
icons, including
Australian
images and
significant
Australians,
including
Aboriginal
Australians, are
depicted in texts
Students
learn about:
10.6
representations
of culture
through choices
of language and
content
10.8 signs,
symbols, icons
and stereotyping
in texts and what
Significance
toddler brother in the Torres Strait in 2004.

2. Religion
Ask the students to draw up a two column table in their
books. Drawing on the students background knowledge,
summarise the main points from the account of Jesus
death and resurrection on the board, and then ask students
to write down any parallels they see in Aslans in the
second column.
A copy of one of the Gospels

in the New Testament
Background
Knowledge
Knowledge
Integration
Now read the account of Jesus death and resurrection in

one of the New Testament Gospels in the Bible and then
re-read the account of Aslans in Chapters 14-15.
Add any further details to the table and discuss the
sacrifice of Aslan being symbolic of the sacrifice of Jesus in
the Bible.
Worksheet 25: Symbolism
Distribute Worksheet 25: Symbolism which summarises

the religious symbolism in The Lion, the Witch and the
Wardrobe and read through together before asking
students to write their own paragraph explaining how the
Biblical account of Jesus death and resurrection compares
to the account of Aslans in the novel. Model the language
of comparison, encouraging students to use terms such as
is similar to, similarly, also, in contrast to, whereas and
however.
Narrative
Writing a fantasy story
Ask students to imagine they have found their way into a
new and fantastic world. It can be similar to Narnia but it
must be very different from their real life, people they know
English Stage 4
September 2006
Page 20 of 22

they signify
about different
cultures
10.9 the ways
culture and
personal
experience
position
composers and
responders and
influence
response to and
composition of
texts
Students
learn to:
6.2 compose a
range of
imaginative texts
including
narrative, poetry,
instructions,
scripts,
advertisements
and websites
Students
learn to:
6.2 compose a
range of
imaginative texts
including
narrative, poetry,
instructions,
scripts,
Significance
and their current surroundings.

Ask them to write a fantasy story describing this world and
their adventures in it. They should reflect on and use what
they have learned from the activities on writing descriptions
and narrative elements and structure in the course of the
unit. See Worksheet 26: Writing a fantasy story.
Worksheet 26: Writing a

fantasy story
Student
Direction
Part 4: Assessment for learning portfolio

Students select three pieces of work completed during the
unit to revise, edit, polish and submit for marking in their
learning portfolio.
Significance:
At least one piece of work must be word processed and

one must be handwritten / drawn. The presentation of the
third piece is the students choice.
Narrative
Teacher feedback will be in the form of performance

descriptors.
Explicit Quality
Criteria
See Student/teacher information sheet 2: Assessment

task and feedback guidelines for a list of possible
compositions that students may choose from and the
feedback descriptors.
Student/teacher
information sheet 2:
Assessment task guidelines
and feedback
Student
Direction
Part 5: Additional content

Additional activities for students include:
Engagement
Inventing their own fantasy kingdom
Creating a story map
Writing a review of the 2005 film version of the novel

and posting it on an internet fan site
English Stage 4
High
Expectations
References
September 2006
Lewis, C.S. (1950) The Lion,

the Witch and the Wardrobe,
Melbourne: Penguin Books.
Student
Direction
Page 21 of 22

advertisements
and websites
1.1 respond to
imaginative,
factual and
critical texts,
including the
required range
of texts, through
wide and close
listening, reading
and viewing
English Stage 4
Significance
Reading the other books in the Narnia series: The

Magicians Nephew, The Horse and His Boy, Prince
Caspian, The Voyage of the Dawn Treader, The Silver
Chair, The Last Battle.
Publications with classroom

resources:
Gazis, S., Slattery, J., Simon,
W. and Shepherd, M., (1998)
Literacy Links: A Student
Handbook, Melbourne:
Longman.
Shepherd, M., (1995) The
Lion, the Witch and the
Wardrobe: Literature Unit,
Melbourne: Hawker
Brownlow Education.
September 2006
Page 22 of 22


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A teaching unit for Stage 4 English with links to ESL pedagogy

NSW Department of Education and Training

NSW Department of Education and Training

A student uses a range of processes for responding and composing texts.

A student responds to and composes texts in different technologies.

A student makes connections between and among texts.

10. A student identifies, considers and appreciates cultural expression in texts.

NSW Department of Education and Training

The dimensions and elements of the NSW model of pedagogy

Quality Learning Environment

Explicit Quality Criteria

6.5 identify the

Introducing the unit

Teaching and learning activities

Part 1: Before reading activities

NSW Department of Education and Training

Quality Learning Environment

Introduce the terms:

6.5l Find and

Work with the librarian to make up a fantasy book box

OHTs of covers and

Copies of Lord of the Rings,

Introducing the novel

Book box of fantasy picture

Show sequences of fantasy movies which illustrate

Discuss with students what they remember about stories

NSW Department of Education and Training

10.9 the ways

understand The Lion, the Witch and the Wardrobe.

Quality Learning Environment

1. those who are familiar with the story, ask them to

Translations of the novel, if

OHTs or PowerPoint slides of

Sequencing illustrations from the novel

Scanner, envelopes, scissors

NSW Department of Education and Training

Quality Learning Environment

Once their attempts have been checked, students then

Teacher prepared dictogloss

Reinforce the basic outline of the story by creating a

NSW Department of Education and Training

Quality Learning Environment

all of the important elements of your summary.

Class access to computers

As a class discuss family, cultural and religious attitudes to

Research task: C S Lewis

Other sites include:

Recipes for fetes: Turkish

Narnia fans: <http://www.narniafans.com/>

Class set of novels and

Part 2: During reading activities

NSW Department of Education and Training

Quality Learning Environment

Reading the novel

Tape/CD player and audio

As the novel, or sections of it, is read in class ask students

NSW Department of Education and Training

Quality Learning Environment

This activity can be used with groups of students who have

4. What did the professor look like?

On-line or class thesauruses

Show students an approach to learning new words using