Read Aloud Lesson Plan
Grade 4
Book Title: The Lion, The Witch, and The Wardrobe
Author: C.S. Lewis
Specific Curriculum Expectations:
1.5 – Make Inferences/Interpreting Texts: Make inferences about texts using stated and implied
ideas from the texts as evidence.
1.6 – Extending Understanding: Extend understanding of texts by connecting the ideas in them to
their own knowledge, experience, and insights, to other familiar texts, and to the world around
them.
Before Reading:
Prior to reading, students will be given a chance to look over the book and predict or imagine
what it could be about. While they look at the cover art and the title and images within the book,
they will be encouraged to share what they think of it and what the story might be about. I will
discuss the vocabulary of the title to make sure everyone understands what a wardrobe is, a
witch, etc.
Once students have acquainted themselves with the imagery of the book and have some ideas of
what it could be about, I will briefly explain the story; how two children find themselves related
in the tragedy of WWII, but discover a fantastical world ruled by talking animals, in which they
must save their kingdom. Ending the before-reading component with a discussion of the child
heroes, dreams, and fantasy, has the intention of psychologically priming the students to think
about the story as it is read, through a more personal, relatable lens. (For example; applying the
characters, plot, and setting to their own childhood experiences or imaginary worlds). Thus,
being able to satisfy expectation 1.5 and make connections to their own knowledge and
experiences.
During Reading:
During the reading, we will stop at each page that includes an illustration, in effort to make
connections between written and visual literacy. Students will be encouraged to discuss what
each pairing of image and text means to them. I believe it’s good to go at a relatively slow pace
to account for the different reading abilities of our students, and to engage them in visual and
written forms of communication, one of which may resonate with certain students more than
others. Students will be allowed to ask questions about the story thus far. Likewise, a lot of the
imagery in the book captures animals talking with the children in the story. I want to get students
thinking about how they relate to animals in their own lives; provide that as a lens through which
the rest of the book may be considered. This should prompt cross-curricular engagement; namely
in the social studies curriculum’s “People and Environments” strand B.
After Reading:
I would first begin with describing a timeline of the story; asking students to help fill in some of
the details of what went on with the story. This will help me evaluate classroom engagement and
if there were any sections of the story which were too complex or otherwise difficult for
everyone to follow. I can then use this to identify areas of weakness in their understanding of the
story and its concepts, and thus, what to focus on when helping them consolidate their learning.
I will ask students what they thought of the story, and use responses here to lead discussion.
However, above all else, I want to ask two questions; “what character would you be” and “what
would you ask the animals?” The book includes themes of perseverance and overcoming adverse
situations as well as convincing others of the necessity to act (implicating character traits of
personal resolve and integrity) as well as environmental themes; “these animals can talk, but
what if the ones the ones in our world could – what would they say?”. Both of these engage
students in expectation 1.6 as it relates to their personal self/SEL, and makes connections with
the environmental aspects of the social studies curriculum.