CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5 TH GRADE UNIT
Student Packet
Directions: Use your book to fill out the information on the lines below. Then
write your name on this packet.
Title: The Lion, the Witch and the Wardrobe
Author: ________________________________
Genre: ________________________________
Concepts: Setting, Theme, Cause and Effect, and Plot
Name: _________________________________________________
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Genre Lesson Independent Practice: Elements of Fantasy
Name:________________________________
Date:_________________
Directions: As you read your book, record the fantastical or impossible details
you come across in the story. Then, record the element of fantasy (magical
creature, impossible object, myth, good vs. evil plot line, etc.) An example from
The Lion, the Witch and the Wardrobe has been provided for you.
Fantastical Detail
in the Book
Example: wardrobe
Element of Fantasy
Describe the Fantastical Detail
What does it look like? What purpose does it
serve? Who uses it? Why is it magical or
imaginary?
Example: magical objects
Example: The large wardrobe has a mirror in its door. It is
located in an empty room in the Professor’s house. Some
moth balls fall out of it and it has coats hanging in it. Lucy
and her siblings use it to be transported to Narnia. When
they step into the back of it, it becomes the land of Narnia.
It is magical because in real life people cannot use a
wardrobe to be transported places.
2
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Genre Lesson Independent Practice: Elements of Fantasy
(continued)
Fantastical Detail
in the Book
Element of Fantasy
Describe the Fantastical Detail
What does it look like? What purpose does it
serve? Who uses it? Why is it magical or
imaginary?
3
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ______________________________
Date: ___________
Vocabulary Activity: Opposite Meanings
Chapter 1: “Lucy Looks into a Wardrobe” — Chapter 4: “Turkish Delight”
Directions: Read each sentence from the book. The definition of each bold word has
been provided for you. Write two to four antonyms of the word on the line provided.
1. “Lucy felt a little frightened, but she felt very inquisitive and excited as well.”
(Chapter 1, p. 7)
inquisitive: curious, interested, questioning
antonyms: ___________________________________________________________
2. “’Ah!’ said Mr. Tumnus in a rather melancholy voice, ‘if only I had worked harder at
geography when I was a little Faun, I should no doubt know all about those strange
countries.’” (Chapter 2, pp. 12-13)
melancholy: sad, moody, depressed
antonyms: ___________________________________________________________
3. “’And I do hope you won’t get into dreadful trouble on my account.’“ (Chapter 2, p. 23)
dreadful: horrible, frightening, awful
antonyms: ___________________________________________________________
4. “’But it wasn’t a hoax at all,’ said Lucy, ‘really and truly. It was different a moment ago.’”
(Chapter 3, p. 27)
hoax: trick, lie, prank
antonyms: ___________________________________________________________
5. He sneered and jeered at Lucy and kept on asking her if she found any new countries in
other cupboards all over the house."(Chapter 3, p. 28)
sneered: mocked, made fun of, insult
antonyms: ___________________________________________________________
6. “’Just like a girl,’ said Edmund to himself, ‘sulking somewhere, and won’t accept an
apology.’” (Chapter 3, p. 32)
sulking: pouting, moping, withdrawing
antonyms: ___________________________________________________________
4
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ___________________________
Date: ___________
Comprehension Questions
Chapter 1: “Lucy Looks into a Wardrobe” — Chapter 4: “Turkish Delight”
Directions: Read the questions and then answer them in complete sentences. Use the book to help you,
if needed. Use details from the text to support your answer. Record the Concept of Comprehension © on
the line next to each question.
_____ 1. What spoiled the children’s plans to explore the grounds of the Professor’s house? What did
they decide to do instead?
a. It was snowing. They decided to explore the house instead.
b. It was raining. They decided to explore the house instead.
c. He had guests coming over. They decided to cook for the guests.
d. It was too dark. They decided to go to sleep.
_____ 2. Describe what Lucy found on the other side of the wardrobe.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 3. Why do you think that Mr. Tumnus was surprised to learn that Lucy is a girl/human?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 4. Why was Mr. Tumnus so upset when he was with Lucy?
a. He does not know how to help Lucy go back through the wardrobe to go home.
b. The Queen found out that he did not bring Lucy to her. He is scared the Queen will turn
him to stone.
c. He is disappointed that he was not able to convince Lucy to bring her brother and sister to
go through the wardrobe. He is scared the Queen will turn him to stone.
d. He tricked Lucy into coming to his cave. She wants to go home, but he was supposed to
bring her to the Queen. He is scared the Queen will turn him to stone.
_____ 5. Why don’t Lucy’s siblings believe her when she comes out of the wardrobe?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Comprehension Questions (continued)
Chapter 1: “Lucy Looks into a Wardrobe” — Chapter 4: “Turkish Delight”
_____ 6. After entering Narnia, how did Edmund feel about how he had been treating Lucy?
a. He felt so bad he left Narnia.
b. He felt bad, but started to push it out of his mind and explore Narnia.
c. He didn’t want to admit that he was wrong, but he felt bad about how awful he had been to
Lucy. He shouted for her, telling her that he was sorry.
d. He was upset about how he treated her and started to cry.
_____ 7. Why was the Queen so interested in Edmund?
a. She wanted know if Edmund is human because she is looking for humans. She wants to
do something with them.
b. She was told that there was something special about him.
c. She never saw a creature like him, so she wanted to learn more about him.
d. She saw other humans in Narnia and was wondering if he was human too.
_____ 8. When the Queen suggested that she could make his brother and sisters a Duke and
Duchesses, Edmund told her that, “There is nothing special about them.” Why did Edmund say this?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 9. What affect did the Turkish Delight have on Edmund? Why was Edmund’s thinking driven by
his desire for Turkish Delight?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 10. Lucy was very excited to share her experience with her other siblings. How was Edmund
feeling?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Lesson 1 Independent Practice: The Language of Setting
Name: ___________________________
Date: ________________
Directions: Examine the language used to describe the woods of Narnia in
Chapters 3-4 of The Lion, the Witch and the Wardrobe.
Setting: ______________________________________________
1. What can you see, smell, taste, hear,
and feel in this place?
2. List any adjectives used to describe the
place.
3. Record any textual evidence that tells
you how the characters feel about this
place.
4. How does the description of the place
make you feel?
7
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ______________________________
Date: ___________
Vocabulary Activity: One of These Words is Not Like the Others
Chapter 5: “Back on This Side of the Door” — Chapter 9: “In the Witch’s House”
Directions: Read each group of words. Cross out the word that does not belong in the
group. Then explain why the remaining words belong together.
1.
taunting
jeering
ridiculing
complimenting
______________________________________________________________________
______________________________________________________________________
2.
reasonable
sensible
unwise
logical
______________________________________________________________________
______________________________________________________________________
3.
inhabitant
occupant
resident
displaced person
______________________________________________________________________
______________________________________________________________________
4.
deceit
disloyal
treason
devotion
______________________________________________________________________
______________________________________________________________________
5.
beckoned
repel
waved
motioned
______________________________________________________________________
______________________________________________________________________
6.
faithful
mislead
disloyal
betray
______________________________________________________________________
______________________________________________________________________
8
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ______________________________
Date: ___________
Comprehension Questions
Chapter 5: “Back on This Side of the Door” — Chapter 9: “In the Witch’s House”
Directions: Read the questions and then answer them in complete sentences. Use the book to help you,
if needed. Use details from the text to support your answer. Record the Concept of Comprehension © on
the line next to each question.
_____ 1. Why did Peter and Susan decide to speak to the Professor? What happened as a result of
Peter and Susan’s conversation with the Professor?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 2. Why didn’t Edmund support Lucy’s story? Why did he lie?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 3. What happened to Mr. Tumnus? Why?
a. He was sent out of Narnia through the wardrobe to look for more humans. The witch
needed humans and knew that a human (Lucy) came through the wardrobe.
b. He was taken away by the Witches’ guards because he disobeyed her by not bringing a
human to her (Lucy). He was most likely turned into stone.
c. He was rewarded by the Witch for finding and bringing a human (Lucy) to the Witch.
d. He was killed by the Witch because he did not bring her a human (Lucy).
_____ 4. Why did Edmund ask Peter about whose side is right (The Queen or the Robin) when they
followed the Robin?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 5. What does the poem that Mr. Beaver shared with the children mean? (“Wrong will be right,
when Aslan comes in sight, At the sound of his roar, sorrows will be no more, When he bares his teeth,
winter means death, And when he shakes his mane, we shall have spring again.”)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Comprehension Questions (continued)
Chapter 5: “Back on This Side of the Door” — Chapter 9: “In the Witch’s House”
_____ 6. Complete the Venn diagram below by comparing and contrasting the Beavers’ home with the
home of Mr. Tumnus.
Beavers’ Home
Mr. Tumnus’ Home
_____ 7. Why was Mr. Beaver happy about the new snowfall?
a. He knew that the snow would result in a visit from his friend, Mr. Tumnus.
b. He wanted to play with Lucy in the snow.
c. It was perfect weather for him to hide in his home for the winter.
d. He was happy because the snow covered the tracks that he made with the children. He
did not want the Witch to see their tracks because then she could find and capture them.
_____ 8. Why was it important for Peter, Susan, Lucy, and Mr. Beaver to know how much of their
conversation Edmund had heard?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 9. Describe the White Witch’s castle.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 10. Why did Edmund have had a mysterious and horrible feeling about Aslan?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Lesson 2 Independent Practice: The Effects of Characters’ Decisions
Name: _________________________________
Date: ________________
Directions: Using the siblings’ decision to save Tumnus as the cause, list the
direct effects of this decision throughout the novel.
Decision: The siblings decide to save Tumnus.
Effect:
___________________________________________________________
Effect:
___________________________________________________________
Effect:
___________________________________________________________
Effect:
___________________________________________________________
Effect:
___________________________________________________________
Effect:
___________________________________________________________
In 1-2 sentences, summarize the effects of the siblings’ decision to save
Tumnus:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
11
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ______________________________
Date: ___________
Vocabulary Activity: Questions, Reasons, Examples
Chapter 10: “The Spell Begins to Break” — Chapter 13: “Deep Magic from the Dawn of Time”
Directions: Think about the meaning of the following words from The Lion, the Witch and the Wardrobe.
abide, solemn, vicious, pavilion, repulsive, dispute, traitor
Answer the following questions about the vocabulary words.
1. Describe a time when you were not able to abide by something. Explain.
___________________________________________________________________
___________________________________________________________________
2. When might you see people act in a solemn manner?
___________________________________________________________________
___________________________________________________________________
3. If someone acts viciously toward you, are they being nice to you or mean to
you? Explain.
___________________________________________________________________
___________________________________________________________________
4. What is something that you could do at a pavilion?
___________________________________________________________________
___________________________________________________________________
5. What do you find more repulsive--eating pancakes or eating chicken feet?
___________________________________________________________________
___________________________________________________________________
6. What might cause a group of people to have a dispute?
___________________________________________________________________
___________________________________________________________________
7. Would you want to be friends with a traitor? Why or why not?
___________________________________________________________________
___________________________________________________________________
12
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ______________________________
Date: ___________
Comprehension Questions
Chapter 10: “The Spell Begins to Break” — Chapter 13: “Deep Magic from the Dawn of Time”
Directions: Read the questions and then answer them in complete sentences. Use the book to help you,
if needed. Use details from the text to support your answer. Record the Concept of Comprehension © on
the line next to each question.
_____ 1. In Chapter 10, what does the narrator mean by Peter’s voice sounding pale?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 2. What does the presence of Father Christmas mean to the White Witch?
a. It is upsetting because her creatures should be trying to capture humans rather than
celebrating.
b. Narnia will remain in eternal winter.
c. Humans are not too far away.
d. Her spell over Narnia is breaking.
_____ 3. Why did the White Witch turn the party of animals into stone?
a. She enjoyed turning happy animals into stone.
b. She was upset that they were celebrating when they should have been out working to
capture humans.
c. She was mad that they were celebrating with food from Father Christmas because it
showed that her spell of eternal winter was breaking.
d. She was upset that they did not invite her to the party. She thought she should have been
invited since she is Queen.
_____ 4. Describe how Edmund felt as he traveled through Narnia with the White Witch.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 5. Compare and contrast the reactions of the children and the White Witch to the thaw.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
13
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Comprehension Questions (continued)
Chapter 10: “The Spell Begins to Break” — Chapter 13: “Deep Magic from the Dawn of Time”
_____ 6 Why did the Beavers and children relax a little after they realized that the Witch would no longer
be able to use her sledge?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 7. Describe the scene at the Stone Table.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 8. What was the Witch planning to do before the wolf appeared to tell her about the scene at the
Stone Table?
a.
b.
c.
d.
The Witch was planning on killing Mr. Tumnus.
The Witch was planning on killing Edmund.
The Witch was planning on killing Lucy.
The Witch was planning on killing Aslan.
_____ 9. When Edmund returned, why did Aslan tell the children that, “there is no need to talk to him
(Edmund) about what is past”?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 10. What condition did Aslan place on meeting with the White Witch? Why?
a. He said she must place her wand behind an oak tree because he did not want her to use
her wand to turn things to stone.
b. He only agreed to meet with her if the children could go home because he was afraid she
would turn them into stone.
c. He told her that all stone creatures had to be turned back into living creatures because he
knew the creatures would help him.
d. He told her he would only meet with her if the children could come with him because it
would allow him to make sure that her creatures were not turning them to stone while he was
gone.
14
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Lesson 3 Independent Practice: Character Conflict: Aslan vs. the Queen
Name: _________________________________
Date: ____________
Directions: Use a reporter’s questions—Who? What? Where? When? How? and Why?
to analyze the conflict between Aslan and the Queen in The Lion, the Witch and the
Wardrobe.
Who was the conflict between?
__________________________________________________________________________
__________________________________________________________________________
What was the conflict over or about?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
When and Where did the conflict take place?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
How did the conflict happen?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Why did the conflict happen?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
15
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ______________________________
Date: ___________
Vocabulary Activity: Four Square
Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”
Directions: For each word below, write the definition, examples of the word, and nonexamples of the word. You may use a dictionary if you are unsure of the meaning of the
words.
1. Word
Examples
triumph
Definition
Non-examples
2. Word
Examples
prodigious
Definition
Non-examples
3. Word
Examples
concealed
Definition
Non-examples
16
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Vocabulary Activity: Four Square (continued)
Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”
4. Word
Examples
revelry
Definition
Non-examples
5. Word
Examples
remnants
Definition
Non-examples
6. Word
Examples
lurking
Definition
Non-examples
17
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Name: ______________________________
Date: ___________
Comprehension Questions
Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”
Directions: Read the questions and then answer them in complete sentences. Use the
book to help you, if needed. Use details from the text to support your answer. Record
the Concept of Comprehension© on the line next to each question.
_____ 1. How did Aslan’s mood affect those around him?
a. The girls cried themselves to sleep.
b. His mood prevented everyone from asking him how his meeting went with
the Witch. Lucy had feeling that something bad would happen.
c. Peter told Aslan he would not fight the Witch on his own.
d. The siblings became very angry at Aslan.
_____ 2. Which of the following best describes the scene at the Stone Table?
a. The girls stood around, while Aslan’s mane was cut off.
b. The Witch’s people tied Aslan up and cut off his mane. The creatures
saved Aslan from death.
c. The Witch’s people tied Aslan up and cut off his mane. She used her knife
to kill him.
d. The creatures dragged Aslan away from the Witch.
_____ 3. Describe how Lucy and Susan felt at the beginning and the end of Chapter
15.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 4. Why did Aslan return to life?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 5. Describe the battle scene that Aslan and the animals came to at the end of
Chapter 16.
18
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Comprehension Questions (continued)
Chapter 14: “The Triumph of the Witch” — Chapter 17: “The Hunting of the White Stag”
_____ 6 How was the Witch finally destroyed?
a. The creatures attacked her.
b. Peter tied her up and killed her.
c. Aslan’s army shot and killed her.
d. Aslan rolled on the Witch and all of the creatures in Aslan’s army piled on
her as well.
_____ 7. Why was winning the battle with the Witch important?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 8. What does winning the battle against the Witch represent? Explain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____ 9. How the children end up back in the wardrobe?
a. They look for the White Stag, go to the lamppost, and then accidently
tumble out of the wardrobe.
b. The White Stag brings them to the exit of the wardrobe.
c. They wake up and realize it was all a dream.
d. The Professor finds them in Narnia and brings them to the wardrobe.
_____ 10. What do you think will happen to the children in the future now that they
have left the wardrobe?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
19
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Lesson 4 Independent Practice: Deciding Theme
Name: ____________________________
Date: ______________
Part I. Directions: Examine the effects of the Queen’s to evil decision to kill the siblings
by filling out the chart below. Use the information to figure out some possible themes for
The Lion, the Witch and the Wardrobe.
Character’s Decision:
Queen’s decision to kill the siblings.
Effects of the Decision:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________
Evaluate: Were the effects positive or negative? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________
Possible Themes
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________________
20
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CONCEPTS OF COMPREHENSION: THE LION, THE WITCH, AND THE WARDROBE 5TH GRADE UNIT
Student Packet
Lesson 4 Independent Practice: Deciding Theme (Continued)
Part II. Directions: Examine the effects of Aslan’s decision to sacrifice himself in
exchange for Edmund’s freedom by filling out the chart below. Use the information to
figure out some possible themes for The Lion, the Witch and the Wardrobe.
Character’s Decision:
Aslan’s decision to sacrifice himself in exchange for Edmund’s freedom.
Effects of the Decision:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________
Evaluate: Were the effects positive or negative? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________
Possible Themes
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________________
21
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