Narnia Educator`s DVD Guide

Transcription

TEACHING FROM THE TEXT AND THE SCREEN
By Randy Testa, Ed.D., Vice President of Education, Walden Media
s we have traveled the country talking with educators about
The Chronicles of Narnia: The Lion, the Witch and the Wardrobe,
we have been delighted to hear stories about students who love C.S. Lewis’
classic novel, who have been enthralled by the film, and who are now inhaling
all the other Narnia books. We have also heard stories about students who
saw the movie first and were thus inspired to read Lewis’ modern classic for
the first time. Both scenarios embody the heart of Walden Media’s mission:
to enhance literacy and a love of reading by creating faithful, high-quality
film adaptations of beloved children’s literature.
A
To this end, we present this DVD Preview Sampler. It contains clips we
have selected from the film to bring Lewis’ story more vividly to your
students’ literary imaginations. Scenes have been selected for interest
and “teachability” and are accompanied by references to the corresponding
pages from C.S. Lewis’ novel, and also by suggested activities for
deepening student appreciation.
It’s our great hope that the journey to Narnia will continue for you
and your students, and that we can start you on your way with this
DVD Preview Sampler.
TEACHING SUGGESTIONS
All activities are appropriate for students in grades 3-6
DVD CLIP 1:
LUCY DISCOVERS THE
WARDROBE
SYNOPSIS: One rainy day at the Professor’s
house, Lucy convinces her brothers and sister
to play hide-and-seek indoors. But when
Edmund crowds Lucy out of a hiding spot,
Lucy discovers a large wooden wardrobe in
an otherwise empty room. Lucy hides in it
and discovers that the wardrobe leads to the
magical world of Narnia.
ACTIVITY: Watching Lucy enter Narnia for
the first time, students who are unfamiliar
with the movie will predict what she is going
to see. Students who have seen the movie
or read the book should imagine that they
themselves are entering the wardrobe and
describe what they will see.
SUBJECTS: Language Arts, Visual Arts
THEMES: Imagination, Wonder
MATERIALS: Copies of The Lion, the Witch
and the Wardrobe, where available
CORRESPONDENCE TO NOVEL: Chapter 1,
“Lucy Looks Into a Wardrobe,” pp.1-9.
PROCEDURE:
1. Read with students Chapter 1, pp. 1-9
and invite them to view movie clip #1:
Lucy Discovers The Wardrobe.
2. Allow students to deepen their
understanding of the scene by comparing
and contrasting the movie clip with the
corresponding scene in the book.
3. Guide students in making predictions
on what they think Lucy will discover
once she enters Narnia.
4. Students familiar with what Lucy will find
in Narnia can describe what they would
hope to find upon entering Narnia for the
first time.
DVD CLIP 2:
LUCY AND MR.TUMNUS
INTRODUCTION
SYNOPSIS: Having come through the
wardrobe and entered Narnia, Lucy meets the
faun Tumnus. They introduce themselves and
Mr.Tumnus invites Lucy to his house for a
warm fire, toast, tea, cakes – and sardines!
After all, “It isn’t every day,” Mr. Tumnus says,
“you get to make a new friend.”
ACTIVITY: Students role-play a scene in
which they are introducing themselves to
Mr. Tumnus. They should first pantomime
it and then do it in words.
PROCEDURE:
1. Read with students Chapters 1 and 2,
pp. 7-15 and view movie clip #2: Lucy
and Mr.Tumnus Introduction.
2. Invite students to explain why
introductions are necessary, and the
proper etiquette for making them.
3. Encourage students to practice
performing introductions by pantomiming
introductions to Mr. Tumnus.
4. Challenge students to role-play their
introductions to Mr. Tumnus, using
words this time.
DVD CLIP 3:
THE WHITE WITCH
TEMPTS EDMUND
SYNOPSIS: One night Edmund follows Lucy,
at a distance, into the wardrobe. He enters
Narnia for the first time. While Lucy goes off
to visit Mr.Tumnus, Edmund meets Jadis, the
White Witch, and her servant, Ginnabrik the
dwarf. The White Witch extracts important
information from Edmund by tempting him
with flattery, hot chocolate, and the candy
known as Turkish Delight.
SUBJECTS: Language Arts, Theater Arts
ACTIVITY: Students write dialogue for the
thoughts inside Edmund’s head as he meets
the White Witch or imagine what the White
Witch would be thinking as she meets and
flatters Edmund.
THEMES: Friendship, Trust, Caring for Others
THEMES: Honesty, Pride
“Lucy Looks Into a Wardrobe” and Chapter 2,
“What Lucy Found There,” pp. 7-15.
“Edmund and the Wardrobe” and Chapter 4,
“Turkish Delight,” pp. 29-42.
PROCEDURE:
pp. 29-42 and view movie clip #3:
The White Witch Tempts Edmund.
2. Explore the concept of inner dialogue with
students, guiding them in understanding
that what Edmund and the White Witch
are saying in this scene may not align
with what they are actually thinking.
3. Invite students to describe what they
believe Edmund or the White Witch
is really thinking when they meet each
other. Students may use text from the
corresponding scene in the book and
film to support these descriptions.
4. Encourage students to write dialogue
for their descriptions of Edmund or the
White Witch’s thoughts and share them
with the class.
DVD CLIP 4:
MR. AND MRS. BEAVER
EXPLAIN THE PROPHECY
SYNOPSIS: When their game of cricket leads
to a broken window, the Pevensie children
hide from the Professor’s housekeeper in the
wardrobe and enter Narnia. There they meet
Mr. Beaver, who invites them home with him.
Once inside the Beavers’ dam, Mr. and Mrs.
Beaver explain that because of the children’s
presence in Narnia, a long-foretold prophecy
is beginning to come true. Edmund,
meanwhile, sneaks away and heads for
the White Witch’s castle, alone.
ACTIVITY: Hold a class discussion in which
you ask students to comment on why Susan
and Peter seem so reluctant to believe what
the beavers are saying about the importance
of their role to Narnia. How do students
think the prophecy makes Susan and Peter
feel? Why does Edmund sneak away during
this discussion? Where do students think
he has gone?
For more educational activities based on The Chronicles of Narnia: The Lion,
the Witch and the Wardrobe, please visit walden.com/narnia
DVD CLIP 6:
THEMES: Responsibility, Rising to a Challenge
“A Day With the Beavers,” and Chapter 8,
“What Happened After Dinner,” pp. 69-89
PROCEDURE:
Mr. and Mrs. Beaver Explain The Prophecy.
2. Encourage students to deepen their
understanding of the scene by comparing
and contrasting the video clip with the
corresponding scene in the book.
3. Guide students in a whole-group
discussion of the Pevensie children’s place
in the Narnian prophecy and how the
Pevensie children felt about this at first.
THE CHILDREN ASK
ASLAN FOR HELP
SYNOPSIS: Peter, Susan and Lucy,
accompanied by the Beavers, make their
way at last to Aslan’s camp. When Aslan
greets the three children, he asks: “But
where is the fourth?” The children explain
that Edmund has been captured by the
White Witch and ask for Aslan’s help in
getting Edmund back. Aslan agrees to their
request, but warns the children, saying:
“This may be harder than you think.”
ACTIVITY: Students examine why they think
Aslan decided to help the children and what
this willingness says about his character.
CORRESPONDENCE TO NOVEL:
Chapter 13, “Deep Magic From the Dawn
of Time,” pp. 152-153.
PROCEDURE:
1. Read aloud with students Chapter 13,
Edmund Is Forgiven.
2. Invite students to imagine what Aslan
might say to Edmund and what Edmund
might say in response.
3. Challenge students to reflect on why
C.S. Lewis never tells the reader what
Aslan says, and why the movie doesn’t
let the audience hear what Aslan says
to Edmund, either.
DVD CLIP 8:
THE FOUR CHILDREN
ARE CROWNED
“Peter’s First Battle,” pp.137-141
DVD CLIP 5:
FATHER CHRISTMAS
SYNOPSIS: With the Beavers, Peter, Susan,
and Lucy flee from a sleigh (which they
think is driven by the White Witch), and
hide in a cave. The sleigh is actually driven
by Father Christmas, who has come to give
presents to the three children – “tools, not
toys”– to aid them in their coming battle
against the White Witch.
ACTIVITY: Students make predictions about
what the gifts presented to the Pevensie
children suggest about events to come.
THEMES: Character, Responsibility, Working
Together for A Common Goal
“The Spell Begins to Break,” pp. 113-120
PROCEDURE:
Father Christmas.
2. Summarize with students the gifts Father
Christmas gives to each child.
3. Invite students to make inferences about
why Father Christmas gave the gifts he
did to the children he did. What do the
gifts suggest about what will happen
to each child?
4. Encourage students to reflect on how it
is that Father Christmas knew what to
give each child.
5. Challenge students to compare what they
“saw” when they read the scene with what
they saw viewing the movie clip.
SYNOPSIS: An enlightening, behind-thescenes look at how the actor playing
Mr.Tumnus is made to look like he has
goat’s legs onscreen, with state-of-the-art
computer technology and animation.
ACTIVITY: Students speculate about how they
think some of their favorite mythological creatures
in the film were created onscreen.
SUBJECTS: Visual Arts
PROCEDURE:
The Children Ask Aslan For Help.
2. Invite students to reflect on what
Aslan means by asking, “But where
is the fourth?”
3. Discuss with students why Peter is willing
to take the blame for Edmund’s capture and
why this would be important for Aslan to
know as he decides whether or not to help
the children.
4. Challenge students to reflect on what
Aslan’s willingness to help reunite
the four Pevensie children says about
his character.
SYNOPSIS: At the castle of Pair Caravel,
an elaborate coronation ceremony is held.
The four children, now in regal attire, are
crowned (with Mr.Tumnus’ help) as Kings
and Queens of Narnia. Aslan concludes the
ceremony, saying, “Once a king or queen of
Narnia, always a king or queen of Narnia.”
THEMES: Exploring How Technology Creates
Illusions and Helps Create Characters
ACTIVITY: Students select one of the four
newly-crowned rulers and suggest what that
ruler would say in a brief coronation speech.
Students are also invited to make a unique
crown for one of the new “Rulers of Narnia,”
one that reflects the title Aslan bestowed on
that individual. (Refer to the activity on
the back page.)
CORRESPONDENCE TO EDUCATOR’S
GUIDE: pp. 8-9, “Mr.Tumnus Comes to Life”
DVD CLIP 7:
THEMES: Wisdom, Good Deeds Rewarded,
Diligence, Humility
EDMUND IS FORGIVEN
SYNOPSIS: Edmund, now safely in the
company of Aslan and his soldiers, is taken
aside by Aslan. Aslan speaks to Edmund
privately about what has happened. Just
before Peter, Susan, and Lucy are reunited
with their brother, Aslan cautions the three
children with, “What’s done is done; there
is no need to speak further to Edmund about
what has happened.” The children show
Edmund that they forgive him, as Aslan has
forgiven him.
ACTIVITY: Students imagine what kinds
of things Aslan might discuss with Edmund
and consider what Edmund might say
in response.
THEMES: Forgiveness, Honesty,
Understanding
MATERIALS: Copies of The Lion, the
Witch and the Wardrobe, where available;
class set of reproduced activity page,
markers or colored pencils, glue sticks,
scissors, magazine pages, etc.
CORRESPONDENCE TO NOVEL:
Chapter 17, “The Hunting of the White Stag,”
pp. 198-199
PROCEDURE:
The Four Children Are Crowned.
2. Invite students to imagine what one of
the four children might say after he or
she is crowned king or queen.
3. Using the attached worksheet, encourage
students to design and make crowns for
one of the Pevensie children – a crown
that reflects Aslan’s title for that child
as bestowed on him or her in the movie.
NATIONAL EDUCATIONAL STANDARDS
LANGUAGE ARTS (NCTE/IRA)
Standard 1: Reading for Perspective
(Clips 1, 4, 6, 7, 8)
Standard 3: Evaluation Strategies, Techniques and
Processes (Clips 5, 6, 7)
Standard 4: Communication Skills (Clip 2)
Standard 5: Communication Strategies (Clip 3)
DVD CLIP 9:
CREATING CREATURES
– MR.TUMNUS
VISUAL ARTS (CNAEA)
Standard 1: Understanding and Applying Media,
Techniques, and Processes (Clips 7, 8, 9)
Standard 2: Using Knowledge of Structures and
Functions (Clips 1, 5, 7)
Standard 3: Choosing and Evaluating a Range of
Subject Matter, Symbols, and Ideas (Clip 4)
THEATER (CNAEA)
Standard 2: Acting by Assuming
Roles and Interacting in
Improvisations (Clip 2)
For more educational activities based on The Chronicles of Narnia: The Lion,
the Witch and the Wardrobe, please visit walden.com/narnia
MATERIALS: Class set of reproduced copies
of The Lion, the Witch and the Wardrobe
Educators’ Guide, pp. 8-9 (available by free
download at walden.com/narnia and at narnia.com)
PROCEDURE:
1. View clip #9: Creating Creatures – Mr.Tumnus
2. Challenge students to describe how they
think the actor playing Mr.Tumnus created
his role and what they think would be most
challenging about his costume and role.
3. Download and reproduce pp. 8-9 of
The Lion, the Witch and the Wardrobe
Educators’ Guide from walden.com/narnia
or from narnia.com. The activity on these
pages is called “Mr.Tumnus comes to Life.”
4. Distribute copies of pp. 8-9 of the Educator’s
Guide and invite students to fill them in.
5. Invite students to speculate about how
Mr.Tumnus’ goat feet were created.
6. Show students the bonus feature and then
ask them to summarize what was required
to create the illusion of goat’s feet.
7. Challenge students to reflect on what they
think this behind-the-scenes clip says about
faithfully creating fantasy characters
from books, for the movies.
C ROWNS
FOR THE
KINGS AND QUEENS OF NARNIA
THINK ABOUT IT!
In The Chronicles of Narnia: The Lion, the Witch and the Wardrobe, Aslan crowns
the four Pevensie children, giving them these titles as Mr. Tumnus puts crowns
on their heads:
• Queen Lucy the Valiant
• Queen Susan the Gentle
• King Edmund the Just
• King Peter the Magnificent
Why does Aslan give each one his or her particular title?
YOUR TURN
• Choose your favorite of the four
Pevensie children.
• Make a crown for that Pevensie.
• Decorate it so that it communicates
to the citizens of Narnia the title
given by Aslan.
• Be prepared to explain why the crown
you have made is adorned the way it is.
INSTRUCTIONS
• Make copies of this
Crown template
(4 for each student)
• Cut out Crown pieces
• Tape or glue pieces
together at tabs, leaving
last tab unattached
• Decorate Crown, and
attach final tab to fit head

Narnia Educator`s DVD Guide

Transcription

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