L I T E R AT U R E G U I D E
GRADES 4–8
The Lion, the Witch
and the Wardrobe
by
C. S. Lewis
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Written by Carol Miller Rawlings
Cover design by Vincent Ceci and Jaime Lucero
Interior design by Robert Dominguez and Jaime Lucero for Grafica, Inc.
Original cover and interior design by Drew Hires
Interior illustrations by Jenny Williams
Photo research by Nia Krikellas
Photo Acknowledgments
Cover of THE LION, THE WITCH AND THE WARDROBE by C. S. Lewis. Cover art copyright © 1994 Chris Van Allsburg. Cover
copyright © 1994 by HarperCollins Publishers. Reprinted by permission of HarperCollins Publishers.
ISBN 0-590-36647-5
Copyright © 1997 by Scholastic, Inc.
All rights reserved.
Printed in the U.S.A.
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
Table of Contents
BEFORE READING THE BOOK
Summary ........................................................................... 3
Characters .......................................................................... 3
About the Author ............................................................... 4
Vocabulary ......................................................................... 4
Thoughts on Fantasy Fiction ............................................... 5
Notes About a Story Theme ................................................ 5
Getting Started .................................................................... 5
EXPLORING THE BOOK
Chapters 1 – 6
Summary and Discussion Questions .................................... 6
Cross-Curricular Activities: Art,
History, Writing ................................................................... 7
Chapters 7 – 12
Summary and Discussion Questions .................................... 8
Cross-Curricular Activities: Science,
Art, Writing ........................................................................ 9
Chapters 13 – 17
Summary and Discussion Questions .................................. 10
Cross-Curricular Activities: Writing,
Art, Social Studies ............................................................. 11
SUMMARIZING THE BOOK
Putting It All Together ....................................................... 12
Class, Group, and Individual Projects ................................. 12
Evaluation Ideas ............................................................... 13
STUDENT REPRODUCIBLES
What Happened When? .................................................... 14
Through the Keyhole ......................................................... 15
What Do Colors Mean? ..................................................... 16
Answers for Worksheets ................................................... 13
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
Before Reading the Book
SUMMARY
During the air raids of World War II, Peter, Susan,
Edmund, and Lucy are sent from London to stay with
an old professor who lives in the countryside. While
exploring his intriguing house, Lucy stumbles into a
wardrobe and finds her way into a snowy world. By a
lamppost, she meets a faun named Mr. Tumnus. She
learns that the snowy world is called Narnia, and that
it is under the spell of the White Witch: it is “always
winter, never Christmas.” Instead of turning Lucy over
to the Witch, Mr. Tumnus helps her escape. Lucy
returns home and tells her tale to the other three.
Next, Edmund goes to Narnia, where he meets and falls in with the White Witch
before returning through the wardrobe. While hiding together in the wardrobe, the
four children find their way to Narnia where their adventure begins in earnest. They
discover Mr. Tumnus has been arrested for helping Lucy, and meet the Beavers who
help and hide them. Edmund leaves to join the Witch after learning that Aslan, the
Lion, “... is on the move.” The other children flee to join forces with Aslan, the Lord
of the whole wood, who has come to liberate Narnia. Aslan helps the children rescue
Edmund from the Witch, but she later comes after Edmund; in Narnia, traitors must
be handed over to be killed or Narnia will perish. Aslan dies in his stead, knowing
that when a willing victim dies instead of a traitor, Death will start working backwards. Aslan comes back to life and together with the children and other inhabitants
of Narnia fights a decisive battle against the White Witch, who is killed. Narnia is
released from its spell, and the children become Kings and Queens for many years.
One day they stumble upon a lamppost that looks curiously familiar. Soon they are
pushing through the coats at the back of the wardrobe, back into the Professor’s
house, where only moments have passed since first they left.
STORY CHARACTERS
People
Lucy
Peter
. . . . . . . . . . . Brothers and sisters who discover the world of Narnia
Susan
Edmund
the old Professor . . . . . . . . . . . . . . . . . . . . . . . Temporary guardian to the children
Mrs. Macready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professor’s housekeeper
the White Witch or White Queen . . . . . . . . . . . . . . . . . . . . . . Evil queen of Narnia
the Dwarf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant to the White Witch
}
Animals
Mr. Tumnus. . . . . . . . . . . . . . . . . . . . . . . . . . . . Faun, Lucy’s first friend in Narnia
Mr. and Mrs. Beaver . . . . . . . . . . . . . . . Residents of Narnia who help the children
Aslan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lion, Lord of the whole wood
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ABOUT THE AUTHOR
Clive Staples Lewis, born in 1929, had a fascinating, rich career not only as a
writer, but also as a scholar of medieval and renaissance literature (which mat
account for the preponderance of knights and suits of armor in his work).
Named Professor of Medieval and Renaissance Literature at Cambridge in 1954,
perhaps he was something like the old man the children visit in The Lion, the
Witch and the Wardrobe. C. S. Lewis was well known in England as an
apologist for and proponent of Christianity, indeed we see those beliefs alive
in this book (Aslan can be seen as a Christ figure who rescues Narnia from being
“always winter, never Christmas”). In addition to children’s books and religious
writing, he wrote science fiction.
LITERATURE CONNECTIONS
Other books by C.S. Lewis:
Fantasy Fiction:
• The Chronicles of Narnia: (The Magician’s Nephew; The Lion, the Witch and the
Wardrobe; The Horse and His Boy; Prince Caspian; The Voyage of the Dawn
Treader; The Silver Chair; The Last Battle)
Science Fiction:
• Space Trilogy: (Out of the Silent Planet; Perelandra; That Hideous Strength)
Religious Writings:
• Mere Christianity
VOCABULARY
In your preview of the book, point out that C.S. Lewis was an English writer who,
naturally, used many British idioms in his writings. Some idioms students will see:
• “tea” (a light afternoon snack served with tea)
• “Father Christmas” (Santa Claus or Saint Nick)
• “fine weather” (a nice day)
• “batty” or “mad” (crazy)
Tell them to be on the lookout for other expressions as they read. Ask them if they are
aware of regional idioms in their own speech and write a list of them on the board.
Words are listed in the order that they appear in the book. Words that appear frequently are marked with an asterisk.
parcels
*wardrobe
*inquisitive
*faun
melancholy
eternal
nymphs
dryads
lull
hoax
heather
*dwarf
*sledge
mantle
sulky
snigger
camphor
prig
briskly
*enchantment
fraternize
*traitor
trifle
stratagem
pavilion
treacherous
jeer
*centaur
crimson
*ogre
minotaur
muzzle
rabble
specter
incantation
marvel
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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THOUGHTS ON FANTASY FICTION
The Lion, the Witch and the Wardrobe begins in the “real” world at a specific place
and time (the English countryside during the London air raids of World War II, most
likely the Battle of Britain—June-December, 1940), but then moves to a fantasy
place and time (Narnia, “...always winter, never Christmas.”) Lewis loosely uses
allegory, in which a story echoes or follows a well-established story (Aslan's death
and return to life echo the death and resurrection of Christ). Lewis also uses fable
elements: the animals in Narnia think and act like humans; a moral is learned, as in
Aesop's fables or the African stories of Anansi, the Spider. Have students name other
stories with animal characters. Ask them to consider why animal stories are so widespread across the world.
NOTES ABOUT A STORY THEME
This story involves a stuggle between good and evil. The White Witch terrorizes
Narnia with her spell, keeping at bay Christmas and the natural advacement of the
seasons. Those who disobey the Witch are tortured or turned to stone. She turns
Edmund against his siblings with magical, addictive candy and a promise of power.
The story asks us to consider the hunger for power (which Edmund develops quite
literally) and the human potential for good and ill. Optimism about human nature
prevails; Edmund's enchantment with the White Witch is temporary because he is
capable of learning. With Aslan's guidance, his siblings do not blame him for his
actions.
Keep in mind:
• For C.S. Lewis, goodness means Christianity—most specifically peace, love, and
forgiveness. Note that Aslan's sacrifice breaks the cycle of revenge and is the demise
of the White Witch. With her end, Christmas and the natural progression of the seasons are restored. In the new era, the four children share a just and peaceful reign.
• Narnia is full of references to ancient Greek and Roman mythology.
• C.S. Lewis wrote this book after World War II and Adolf Hitler's inhumane desire
for world dominance, which caused millions to die terrible deaths. The White Witch
is also a torturous and murderous ruler. When the human children reign, however,
peace and friendship prevail.
GETTING STARTED
• Title: What thoughts does the
title bring to mind? What might
the story be about?
• Copyright Page: When was
the book first published? What
was happening at that time?
• Dedication Page: What do the
children think happened to
“Lucy” while C.S. Lewis was
writing this book? Why might
adults like fairy tales?
TEACHER
TIP
Suggest that the students keep a notebook
reading-log, where they write a one to two
sentence summary of each chapter as they
read. They might want to write down one or
two new words and look them up. Take
classroom breaks from discussion and ask
who has new words. Keep a running list on
the wall.
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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Exploring the Book
CHAPTERS 1-6
WHAT HAPPENS
The four children arrive at the professor’s house, which is full
of rooms and history. While exploring it, Lucy climbs into
the wardrobe and finds a way to snowy Narnia where a
faun named Mr. Tumnus befriends her. He confesses he is
in the pay of the White Witch who has ordered him to capture any Sons of Adam and Daughters of Eve. He decides he
likes Lucy and helps her escape. Back in the real world the
other children are uncertain of her story. Edmund, however,
finds his way to Narnia, straight into the hands of the
White Witch, who gives him
Turkish Delight to eat, and sends
him back for his siblings. Soon
enough all the children get to
Narnia and find that Mr. Tumnus
has been arrested for helping Lucy,
which is treason against the Queen.
The children set out to rescue him,
but Edmund, already in league with the White Witch, says it’s unclear whom they
should trust.
QUESTIONS TO TALK ABOUT
C OMPREHENSION AND R ECALL
1. Why do the children have to leave London? (Because of the air raids.)
2. Who is Mr. Tumnus and where does he take Lucy? (He is a faun who takes
Lucy home for tea; he explains about the White Witch.)
3. What curse is Narnia under? (It is always winter, never Christmas.)
H IGHER L EVEL T HINKING S KILLS
4. Why does the professor’s house seem like a place where one could slip into a
magical world? (It is full of interesting rooms with unusual objects, like a harp and
a suit of armor. It has an important history; visitors always want to come see it.)
5. What does Christmas mean to Christians? Why is it sad for it to be “always
winter and never Christmas?” (Christmas is a joyous holiday that celebrates the
birth of Jesus. Delay of Christmas puts off a time of happiness and fun.)
6. On the sledge why does the White Witch sit up higher? (Her high seat indicates her high status)
7. Why is it significant that the White Witch’s sledge is pulled by reindeer? (This
image, traditionally associated with Santa Claus, is a cruel reminder that it is
never Christmas.)
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8. Why can’t Edmund get enough Turkish Delight? (It is a magical candy that
creates rather than satisfies hunger.)
L ITERARY E LEMENTS
9. Literary allusion: There is a looking glass on the wardrobe. What famous
English children’s fantasy does this remind you of? (This is alludes to Lewis
Carroll’s tales of Alice in Through the Looking Glass. Through this image, Lewis
pays homage to a writer who clearly inspired him. Consider reading a bit of this
tale to the children one day.)
10. Simile: The Queen makes Edmund a hot drink out of magical drops on the
snow: “Edmund saw the drop for a second in midair, shining like a diamond.” What
figure of speech does Lewis use? (He uses a simile.)
P ERSONAL R ESPONSE
11. Why do you think Lucy cries when the other children doubt her story about
Narnia?
12. In Narnia the children aren’t sure at first whom to trust. Edmund introduces
this idea because the White Witch had been so “nice” to him. Why can it be difficult
to know whom to trust? Why doesn’t Edmund notice that the White Witch’s smile
“isn’t so nice?” Why doesn’t he notice what’s happening to him?
CROSS-CURRICULAR ACTIVITIES
ART: Illustrate a Scene
Have students pick one or two scenes from the book that they would enjoy illustrating. Tell them to read the scene carefully for any visual clues from the book and then
to draw or paint the scene. They should make up a good caption for their illustration. To display, hang students’ pictures in the order of appearance in the story.
HISTORY: The Air Raids
We hear that the children have been sent away from London during the air raids.
Suggest ways that students might learn about that time in history. For example,
they could look in the encyclopedia under London, under the history section. Ask
them to find out when the raids took place and how long they lasted.
WRITING: What Kind of Boy Is Edmund?
• Question: Why does Edmund fall in with the White Witch? Is it partly his fault, or
would the other children have had the same trouble?
• Preparation: As a class, go back and search over the six chapters for any clues
about Edmund. Try to come up with a list of at least five quotes or observations
about his character. Ask the class to discuss whether or not he seems different from
the other children.
• Writing: Have students write a paragraph in answer to the question. Remind them
to write a good topic sentence; the reader should know what they think right from
the beginning of the paragraph.
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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CHAPTERS 7 – 12
WHAT HAPPENS
The children come upon the Beavers, who take
them home. They discuss Mr. Tumnus’ predicament, and the children learn the exciting news that
“Aslan is on the move.” Mr. Beaver also acquaints
them with the prophecy that when sons of Adam
and daughters of Eve sit on the four thrones at the
rightful capital of Narnia, then the White Queen’s
rule will end and she will die. They learn that they
are to meet Aslan at The Stone Table. Having heard
all of this, Edmund slips away to tell his news to
the White Queen. The Beavers and the children
realize they must flee. They run into Father Christmas who gives them gifts that
seem to be for a battle. Everywhere winter seems to be breaking; the spell is losing
hold. Meanwhile the Queen takes Edmund on her sledge in search of the children;
he is treated like a prisoner. When the Queen, the Dwarf, and Edmund run into a
group of squirrels opening Christmas presents, Edmund begs the Queen not to turn
them into stone (she not only ignores him, but also hits him). In spring-like weather
the children arrive at The Stone Table to find Aslan amidst a group of creatures.
Aslan shows Peter the throne where he will rule a beautiful land, but suddenly they
hear Susan’s gift — a horn. The witch’s wolves have arrived and are terrorizing the
creatures. Peter kills a wolf with his new sword.
QUESTIONS TO TALK ABOUT
C OMPREHENSION AND R ECALL
1. Where is the Beavers’ house? (It is in the middle of a dam.)
2. What will happen to the White Witch once two Sons of Adam and two
Daughters of Eve come to rule at Cair Paravel? (The Witch’s reign will come to an
end and she will die.)
3. Who is Aslan? (He is the Lord of the whole wood.)
H IGHER L EVEL T HINKING S KILLS
4. At the Beavers’ house the children look up the river. Edmund notices two small
hills that make him think of Turkish Delight and being king. Why? (The White
Witch lives somewhere in the area between the two hills and thoughts of her hold
the promise of rule and of more magical candy.)
5. What is the feeling of the meal the children eat at the Beavers’ house? Look
closely at the details. Why does each person feel “contentment” at the end of the
meal? How does this sort of food compare to the effect of Turkish Delight? (The
mood of their little house is snug and cozy; the food they eat is satisfying, unlike
Turkish Delight.)
6. When the children learn of Aslan, they are filled with wonder and excitement,
but Edmund “felt a sensation of mysterious horror.” Why? (Because Aslan sounds
powerful, and Edmund is on the side of the White Queen.)
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7. Is Father Christmas different from the way we think of Santa Claus? Why do
the children feel “solemn” in his presence? (Father Christmas is strange and
impressive-looking. He is not jolly, exactly, but “big and glad and real.”)
8. Outside the Queen’s castle Edmund sees many animal statues, including a lion
on whom he draws a mustache and spectacles, in order to make fun. Still, he doesn’t
“get any fun out of jeering at it.” What does this suggest about Edmund? (Edmund
is probably not so bad at heart.)
9. Why does the Queen hate to hear Aslan’s name? (She is afraid of his power.)
L ITERARY E LEMENTS
10. Foreshadowing: How do we get the idea that a battle is coming? (Father
Christmas gives the children gifts that foreshadow a coming battle.)
11. Paradox: When the children see Aslan they understand that something can be
“good and terrible at the same time.” How could this be? (Something good may
need to be very powerful and impressive given that evil exists. This sort of apparent
contradiction that contains a truth nonetheless is called a paradox.)
P ERSONAL R ESPONSE
12. In the story, Sons of Adam go before animals. Do you think human beings are
more important than animals? Why or why not?
CROSS-CURRICULAR ACTIVITIES
SCIENCE: The Seasons
Today we know that the seasons are caused by the earth’s rotation around the sun.
Winter begins with the winter solstice, which is the shortest day of the year, and it
ends with the vernal equinox, which ushers in spring. Ask students to make a list of
five things that occur when winter comes and five things for spring.
ART: Imaginary Creatures
In our book we have been introduced to fauns, ogres, centaurs, and minotaurs. Go
over the characteristics and definitions of each type of being and then have the children draw or paint a picture of each type. Ask them to label their creatures. Have
them invent a creature of their own
and make a name for it.
WRITING: Character Sketches
Invite students to write a paragraph
about the creature they have made up.
They should make up an individual
who has a name and a personality, like
the faun Mr. Tumnus. Question: What
is your creature’s favorite season and
why?
Centaur
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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CHAPTERS 13 – 17
WHAT HAPPENS
The White Witch and the Dwarf
prepare to kill Edmund to prevent fulfillment of the prophecy,
but suddenly Aslan and his followers rescue him. Back at the
camp Edmund apologizes. Soon
a meeting is arranged with the
White Witch, who reminds Aslan
of the Deep Magic and that for
every treachery she has a right
to kill or Narnia will perish.
Aslan speaks privately with the
Queen, who agrees to renounce
her claim on Edmund.
Unbeknownst to the children,
Aslan has agreed to die in his
stead that night. Susan and Lucy
can’t sleep and go with Aslan,
even remaining when he tells
them to leave. They weep to see him bound and killed by the Witch and her minions. At dawn mice chew away the ropes, and Aslan comes back to life because of a
Deeper Magic; when a willing victim dies in the stead of a traitor, the table will crack
and Death itself would start working backwards. They head for the Witch’s home
where Aslan frees the creatures who had been turned to stone. In a great battle,
Aslan kills the White Witch and Peter’s army does well, thanks to Peter and also
Edmund, who destroys her magic wand. All head to Cair Paravel, where the children
are crowned. They have a long and happy rule until one day, while hunting, they
accidentally find the lamppost and the way back to the Professor’s house.
QUESTIONS TO TALK ABOUT
C OMPREHENSION AND R ECALL
1. Why does the Witch want to kill Edmund? (Without Edmund, four humans
cannot be crowned at Cair Paravel. She is protecting her rule.)
2. What is the law about traitors according to the Deep Magic? (All traitors must
be handed over for blood revenge or Narnia will perish.)
3. Why does Aslan allow himself to be killed? (He has exchanged his life for
Edmund’s.)
H IGHER L EVEL T HINKING S KILLS
4. After Aslan and Edmund speak, Aslan brings him back to his siblings and says
“. . . there is no need to talk to him about what is past.” What sort of talk does
Aslan want the children to avoid? (Aslan guides the children away from blaming
Edmund. Aslan’s conversation with him is enough.)
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5. When an ogre shaves Aslan, the crowd jeers at him. At first he looks different
to Susan and Lucy, but moments later he appears “brave, and more beautiful, and
more patient than ever.” Why does Aslan, even in such a terrible position, still look
strong? (Because Aslan has inner strength and dignity.)
6. Why is it important that Edmund does a good job in the battle against the
Witch? (Because it reassures us that he really understands that she is evil.)
7. When Aslan slips away, Mr. Beaver explains that you cannot hold Aslan down.
He says, “He’s wild, you know. Not like a tame lion.” Where in the story do we see
evidence of the fact that Aslan is “wild?” (He likes to roar, and when he comes back
to life, he loves running around.)
L ITERARY E LEMENTS
8. Structural device: Why do you think the author has the characters return to
the real world at the end of the book? (He ends the book in this way as a structural
device to make the reader feel that the characters have come full circle.)
P ERSONAL R ESPONSE
9. How did you feel when Aslan died?
10. Explain what “fate” is and ask students if the children were “fated” to become
Kings and Queens. Ask them if they believe in fate.
11. Which character did you like the best? Why?
CROSS-CURRICULAR ACTIVITIES
WRITING: Royal Dialogue
During their reign the children speak a formal, old-fashioned sort of English. Tell the
students to try to write dialogue that sounds similar to the way the children speak as
royalty. Have them write a scene in which two characters begin to argue while doing
an action together (for instance, playing a sport or eating a meal). Remind students
of dialogue form before they begin. Explain that humor would be fine in this activity.
ART: Favorite Scenes
Ask the students to pick a favorite scene and to create a storyboard for it. They
should break the scene into three to six actions and then draw the scenes sequentially. On the blackboard show them how they might divide up a page into frames,
one for each piece of their scene. Encourage them to write scene captions or bits of
dialogue from the book to go with their illustrations.
SOCIAL STUDIES: World Religions
In the story it is “always winter, never Christmas.” Ask students for the names of
other religions and religious holidays. Write a list of religions on the board. Here are
the names of five: Islam, Judaism, Christianity, Buddhism, Shintoism. Encourage
students to look up at least two religions and find out what their major holidays are,
what the holidays signify, and in which seasons they take place. Have the students
explain what they learn by creating a large chart or bulletin board.
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Summarizing the Book
PUTTING IT ALL TOGETHER
You can choose from the following activities to help students summarize and review
The Lion, the Witch and the Wardrobe.
CLASS PROJECT: Dreamscapes
In Narnia, over time, the children
only can remember their previous
lives as one remembers a dream.
Throughout The Lion, the Witch
and the Wardrobe, dreams are
mentioned many times. Have students look through magazines, for
pictures that seem dream-like,
other-worldly, or strange (consider
giving them a weekend to do this
and then have them bring in the
clippings that they find). Show
them some examples. Make a collage of the clippings, or have students share their pictures in small
groups. Ask them to speculate on where dreams come from. What do we mean
when we say something is dream-like? Why does England become like a dream to
the children in Narnia? Is there anything dream-like about the book? Read them the
scene where Lucy first slips into Narnia. Is it like a dream? Are there other scenes
that seem dream-like? You may want to ask them to write down a dream they’ve
had and then ask the children to read their dream out loud.
PARTNER PROJECT: Fantasy Room
Invite students to work in pairs to design a fantasy room for a particular character
from the book. This room should fit the character perfectly, so students should first
review together what they know about the character. Tell them to spend at least five
minutes skimming over the book for clues. In a book with giants and a lordly lion,
they should take liberties with reality. Students can draw and/or write a paragraph
describing the room and then present their design to the class.
INDIVIDUAL PROJECT: Persuasive Points
Have students write a paragraph in which they answer the question, “How does
Edmund change from the beginning to the end of the book?” Encourage them to
develop a persuasive answer by using evidence from the book to back up their
points.
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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INDIVIDUAL PROJECT: Newspaper Article
Tell students to write a newspaper article about an exciting scene in the book (for
example: the children’s flight with the Beavers, Aslan’s coming back to life, the great
battle). Their article should be a clear and informative account of the event. Tell
them it should answer the five Ws of journalism: Who? What? Where? When?
Why? Suggest that they invent interviews with eyewitnesses. Read a good newspaper article to provide a model.
EVALUATION IDEAS
Ask students to assess their newspaper articles. With their help, create a questionnaire that would help them determine how well they fulfilled the assignment. Some
questions might be:
• Can the reader understand my article’s subject matter?
• Did I answer the five Ws?
• Does it sound like a newspaper article?
• Did I do a good job of proofreading?
Possible Answers for Worksheets
Page 14: 1,2, and 4, Students' answers will vary. 3. Only seconds or no time has
elapsed; when the children emerge from the wardrobe for the last time, Mrs.
Macready is still talking in the passageway.
Page 15: Students' answers will vary.
Page 16: 1. Students' answers will vary. 2. “Don't be yellow,” “Green with envy,”
“I'm seeing red,” “purple prose,” “rose-tinted glasses.”
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Name: ____________________________________________________
What Happened When?
Write down a list of the ten most important events in the book and then fill in the time line.
1
3
5
7
9
2
4
6
8
10
1. What is the most exciting scene in the novel? Why?
2. Who appears in more scenes than anybody else? Would you call that person the main character? Does the book have a main character?
3. Roughly how much time goes by from the beginning to the end of the novel?
4. Aslan talks about a magic that comes from “the stillness and darkness before time dawned.”
Close your eyes and try to imagine this “stillness and darkness.” Is it possible to place the period of this magic on the time chart? Or is Aslan describing something outside of time?
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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Name: ____________________________________________________
Through the Keyhole
Imagine that you are looking into a keyhole. On the
other side is a magical land that will take its name
from your name spelled backwards. For instance,
if your name is Ben, it will be The Land of Neb.
If your name is Tamara, it will be The Land of
Aramat. What do you see there? Write a paragraph describing the view. Include lots of specific
details. What is the air like? The weather? What
colors are there? Do you see unusual creatures?
Make the reader see and believe in what you imagine.
Before you begin, think about the mood and feeling
you want the place to have. Is it scary? Weird?
Beautiful? Strange? The reader should have a
strong desire to go there, or to avoid your land at
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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Name: ____________________________________________________
What Do Colors Mean?
In The Lion, the Witch and the Wardrobe the evil queen is called the White
Witch: “Her face was white—not merely pale, but white like snow or paper or
icing sugar.” Under her spell it is always winter, never Christmas—a white
world lacking happiness and color.
How do you think of different colors? Write down at least two or three words
you think of with each color. We’ll get you started with the color “yellow.”
YELLOW: sunny — happy — eggs — butter — Aslan’s coat
BLUE:
RED:
GREEN:
BROWN:
PURPLE:
ORANGE:
Questions:
1. Arrange the list of colors from the most to the least favorite.
2. We say “I’m feeling blue.” What other expressions do we have that use colors?
AS A CLASS:
What is the most popular color in the class? The least popular? Do people feel similarly about certain
colors? What words, for example, do people use to describe the color “green?”
Scholastic Literature Guide: The Lion, the Witch and the Wardrobe © Scholastic Teaching Resources
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