English Stage 4 - Curriculum Support
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English Stage 4 The Lion, the Witch and the Wardrobe Resources Title No of pages Page number/s Part 1: Before reading activities Student/teacher information sheet 1 Worksheet 1 Worksheet 2 Unit overview: The Lion, the Witch and the Wardrobe Exploring a fantasy character Internet research: C S Lewis 2 3-4 1 1 5 6-7 3 2 2 1 1 3 1 2 2 2 2 2 3 8-10 11-12 13-14 15 16 17-19 20 21-22 23-24 25-26 27-28 29-30 31-33 3 34-36 2 1 37-38 39 1 40 1 1 1 41 42 43 1 1 44 45 Part 2: During reading activities Worksheet 3 Worksheet 4 Worksheet 5 Worksheet 6 Worksheet 7 Worksheet 8 OHT 1 Worksheet 9 Worksheet 10 Worksheet 11 Worksheet 12 Worksheet 13 Worksheet 14 Building vocabulary Chapters 1-2 Chapters 3-4 Describing words and phrases Barrier game Chapter 5 Example of a diary entry Chapters 6-8 Chapters 9-10 Chapter 11 Chapter 12 Chapters 13-14 Chapters 15-17 Part 3: After reading activities Worksheet 15 OHT 2 Worksheet 16 OHT 3 Worksheet 17 OHT 4 Worksheet 18 OHT 5 Worksheet 19 How well do you know the plot? Cloze summary Answers to Cloze summary How well do you know the characters? Matching characters with quotes Answers to Matching characters with quotes True or false? Answers to True or false? How well do you know the narrative structure? Matching activity Answers to Matching activity Story sequencing English Stage 4 September 2006 Page 1 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english OHT 6 Worksheet 20 Worksheet 21 Worksheet 22 Worksheet 23 Worksheet 24 Worksheet 25 Worksheet 26 Answers to Story sequencing Character fact file: Edmund Describing a character: the White Witch Who is Aslan? Creating settings Research task: My hero Symbolism Writing a fantasy story 1 1 1 1 1 1 1 1 46 47 48 49 50 51 52 53 4 54-57 Part 4: Assessment task Student/teacher Assessment task guidelines and information sheet 2 feedback English Stage 4 September 2006 Page 2 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Student / teacher information sheet 1 Unit overview: The Lion, the Witch and the Wardrobe The work in this unit will involve you in the following activities: Part 1: Before reading activities Defining the terms ‘fantasy’ and ‘magic’ Exploring fantasy characters in literature and film Making predictions about the story Researching C S Lewis on the Internet. Part 2: During reading activities Chapters 1-2 Active listening Building vocabulary Creating a timeline of the story Chapters 3-4 Exploring descriptive language Using descriptive language in a barrier game Chapter 5 Empathising with characters Writing a diary entry Writing true and false stories about yourself Chapters 6-17 Exploring a range of language techniques used by C S Lewis Reading and responding activities. Part 3: After reading activities Consolidating knowledge of the characters and events in the story o How well do you know the plot? Cloze summary o How well do you know the characters? Matching characters with quotes o True or false? Exploring conventions of narrative o How well do you know the narrative structure? Matching activity o Story sequencing Exploring characters o Lucy o Edmund o The White Witch o Aslan Creating settings Exploring the themes of heroism and religion o Researching your hero o Learning about symbolism Writing a fantasy story. English Stage 4 September 2006 Page 3 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Part 4: Assessment for learning portfolio The assessment task for this unit allows you to choose which three pieces of written work you want to submit for teacher feedback. The work you select will need to be revised, edited, polished and submitted for marking in your learning portfolio. At least one piece of work must be word processed, one must be handwritten or drawn and the presentation of the third piece is your choice. Teacher feedback will be in the form of performance descriptors. Part 5: Additional content Inventing your own fantasy kingdom Creating a story map Writing a review of a film version of the novel Reading the other books in the Narnia series. English Stage 4 September 2006 Page 4 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 1 Exploring a fantasy character Choose a fantasy character to research from any book (literature) or film except from The Lion, the Witch and the Wardrobe. Then answer the questions below. 1. Is this character good or evil, or a bit of both? What does the character do to show this? 2. What unusual powers does this character have? Give an example of how these powers are used. 3. Make notes on the character’s physical appearance including a description of its: a. hair b. face c. skin colour (if it has skin at all) d. size e. disposition - is your character scary/ friendly, why? f. diet - what do you think your character eats and drinks? Is there anything else unusual about this character that you haven’t already mentioned? 4. Draw or trace a picture of your character into the space below. Use the appropriate colours to shade. English Stage 4 September 2006 Page 5 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 2 Internet research: C S Lewis These three sites should give you enough information to answers the questions below. However, you may visit as many different sites as possible to do with Lewis and his fantasy world, Narnia. 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/> Narnia fans: <http://www.narniafans.com/> List all the other internet sites you used in your search: Questions: 1. Who was C S Lewis? _______________________________________________________________ _______________________________________________________________ 2. When was he born? ___________________________________________________ 3. When did he die? _____________________________________________________ 4. Where did he live? What do you know about this place? (Think about aspects such as the weather, people and their favourite past times.) _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 5. Was he married? Did he have any children? If so, how many? ______________________________________________________________ ______________________________________________________________ English Stage 4 September 2006 Page 6 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ 6. What kinds of books did he write? Name some of them in the space below. (Types of books include fantasy books, poetry books, autobiographical books, and books about religion) _______________________________________________________________ _______________________________________________________________ How many books are there in Lewis’s Narnia series? Can you find the dates each book was published? Is the order of publication the order in which the books are numbered? If not, why did it change? 7. Title Year of publication Order of the books 1 2 3 4 5 6 7 Reason for changes _______________________________________________________________ _______________________________________________________________ 8. Find some pictures of Narnia. You’ll need one of Aslan, one of the children, one of the White Witch, and a map of Narnia. When you’ve found these, cut and paste them into a Microsoft Word document and name it “Narnia pics”. You may print these out and paste into your workbooks. 9. What is Turkish delight? _______________________________________________________________ _______________________________________________________________ 10. Write down two other interesting things about Lewis that have not already been mentioned. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ English Stage 4 September 2006 Page 7 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 3 Building vocabulary You will meet the words below as you read Chapters 1 and 2. Guess their meanings from the sentence in which they are used (context) and record them below, then check your answer in the dictionary. 1. melancholy Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 2. mantelpiece Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 3. shaggy Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 4. nymph Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 5. dryads Your guess: ___________________________________________________________________ ___________________________________________________________________ English Stage 4 September 2006 Page 8 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 6. dwarf Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 7. gloomily Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 8. sorrowfully Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 9. sobbing Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 10. throne Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ English Stage 4 September 2006 Page 9 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ 11. handkerchief Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 12. wardrobe Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 13. suit-of-armour Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 14. powdery Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ 15. inquisitive Your guess: ___________________________________________________________________ ___________________________________________________________________ Dictionary definition: ___________________________________________________________________ ___________________________________________________________________ English Stage 4 September 2006 Page 10 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 4 Chapters 1-2 Cloze passage The passage below is a description of Mr Tumnus’ home. The adjectives, or describing words, are missing. These words help the reader see what Lucy saw and make us feel as if we are there too. You will need to read the relevant page in Chapter 2 to complete this task. “Lucy thought she had never been in a ……………………….. place. It was a ………………………, …………………….., ………………… ….. cave of ………………………. stone with a carpet on the floor and two …………………. chairs.” For each of the following statements CIRCLE the correct answer 1. Lucy was the oldest / youngest of the four children. 2. When Lucy first found herself in Narnia it was daytime / nighttime. 3. When she first arrived it was snowing / raining. 4. Mr Tumnus, the faun, took Lucy to his burrow / cave. 5. Mr Tumnus was afraid of the White Witch / Daughter of Eve. Key words list melancholy mantelpiece dwarf gloomily handkerchief wardrobe shaggy sorrowfully suit-of-armour nymph sobbing powdery dryads throne inquisitive Matching words with their definitions Make sure you know the meanings of the all the words in the above Key words list. For each definition below find the matching word from the Key words list. 1 A mammal with black and white fur that lives in a burrow. 2 A word which means crying very hard, showing you are very upset. 3 An adjective which often describes a person’s hair. Synonyms (words which mean the same) are bushy, matted and unkempt. 4 This word describes a person who asks lots of questions and likes to find out new information. Curious is a synonym. 5 A shelf above a fireplace, often found in older-style houses. English Stage 4 September 2006 Page 11 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Short answer questions Answer the questions in complete sentences in your workbooks. 1. What were the children playing the day Lucy discovered Narnia and why were they playing it? 2. Explain how Lucy discovered Narnia. 3. Write a sentence describing the physical characteristics of Narnia. Use at least 3 adjectives. Extension activity Research what happened to children from London during the bombings of England (‘the Blitz’) in World War Two (1939-1945). Which country dropped the bombs? English Stage 4 September 2006 Page 12 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 5 Chapters 3-4 Punctuation Punctuation marks such as capital letters, full-stops, commas and speech marks, help us read and understand texts. The punctuation marks from the following passage have been omitted (left out). Put a line through the errors (there are 25 altogether) and then re-write the passage in your workbooks. Refer to the relevant page in Chapter 4 to check your answer. if id known you had got in id have waited for you said lucy who was too happy and excited to notice how snappishly edmund spoke or how flushed and strange his face was ive been having lunch with dear mr tumnus the faun and hes very well and the white witch has done nothing to him for letting me go so he thinks she cant have found out and perhaps everything is going to be all right after all Language techniques: Similes Writers use various techniques to help tell their story and make it interesting. A simile is a type of metaphor which compares one thing with another using the words ‘like’ or ‘as’. It helps to paint a picture in the reader’s mind. C S Lewis uses one example of a simile in Chapter 3: “Edmund saw the drop for a second in mid-air, shining like a diamond.” Here, the drop from the Queen’s magic bottle is compared to a diamond which shines and sparkles in the light. Can you find another example in Chapter 4? (There is one that describes the White Witch and one that describes the reindeers.) ___________________________________________________________________ ___________________________________________________________________ Try to find other examples as you continue reading the novel and record these in your workbooks. Key words list amazement wood jeer heather sledge reindeer jolly wretched gilded hoax groping scarlet spiteful imaginary mantle sneer sulking enchanted English Stage 4 September 2006 Page 13 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Vocabulary Make sure you know the meanings of all the words in the above Key words list. Choose two words from the list and write your own sentence using each word. Word 1: ____________________ ___________________________________________________________________ __________________________________________________________________ Word 2: ____________________ ___________________________________________________________________ __________________________________________________________________ Short answer questions 1. What information does Edmund give to the White Witch about his family? 2. Edmund is tempted by the White Witch. What three things did she promise Edmund if he brought his siblings (brothers and sisters) to see her? 3. What does the White Witch call herself? Extension activity What is Turkish Delight? Where was it first made? What ingredients are used to make it? English Stage 4 September 2006 Page 14 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 6 Describing words and phrases 1. Read the following passage, taken from Chapter 3: “The reindeer were about the size of Shetland ponies and their hair was so white that even the snow hardly looked white compared with them; their branching horns were gilded and shone like something on fire when the sunrise caught them. Their harness was of scarlet leather and covered with bells. On the sledge, driving the reindeer, sat a fat dwarf who would have been about three feet high if he had been standing. He was dressed in polar bear’s fur and on his head he wore a red hood with a long gold tassel hanging down from its point; his huge beard covered his knees and served him instead of a rug. But behind him, on a much higher seat in the middle of the sledge sat a very different person - a great lady, taller than any woman that Edmund had ever seen. She also was covered in white fur up to her throat and held a long straight golden wand in her right hand and wore a golden crown on her head. Her face was white - not merely pale, but white like snow or paper or icing sugar.” 1. Underline all the adjectives and adverbs in this passage. The first two lines have been done for you. 2. Highlight all the comparisons made in the passage. The first one has been done for you. 3. Now re-write the passage in your workbooks leaving out the adjectives, adverbs, and comparisons. 4. Can you understand the meaning now or imagine the scene in your mind? What, therefore, is the effect of descriptive language? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ English Stage 4 September 2006 Page 15 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 7 Barrier game This activity is done in pairs. First, look at the picture you have been given but be careful not to let your partner see it. Write a description of it using adjectives and adverbs and at least one simile in the planning space below. Then describe the picture to your partner. While listening carefully, your partner has to write down the describing words you use and then draw the fantasy character you have described without seeing either what you have written or your picture. You may read the description of your picture as often as is needed. Compare the original picture with your partner’s version. Was your description effective? Why? Why not? Part A: Description of my fantasy character: ______________________ (Name) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Part B: Drawing of my partner’s fantasy character Key words _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ English Stage 4 September 2006 Page 16 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 8 Chapter 5 Character comparisons Key words list sulky pretending beastly/beasts spiteful nonsense reliable superior jeering liar/lying snigger row logic In this chapter Peter and Susan describe Lucy as being ‘more reliable’ and ‘more truthful’ than Edmund. A reputation is the way one person is seen by members of a larger group of people. Lucy had a reputation in her family for being truthful, whereas Edmund didn’t. ‘Honest’ would be a good word to describe Lucy. What word from the Key words list describes a person who is untruthful or dishonest? L______________. This word accurately describes E______________ because ____________________________________________________________ Use at least two other words from the Key words list to write a sentence which describes Edmund. ___________________________________________________________________ ___________________________________________________________________ The Professor uses logic and reason to help Peter and Susan understand that since Lucy is not mad and has a reputation for always telling the truth, her story about Narnia must be true. Think about your reputation. Do you have a reputation as someone who is honest or dishonest? What other aspects of your life are you known for (school work, sport, music, personality traits, etc)? Would you like to change your reputation? Why / Why not? ___________________________________________________________________ ___________________________________________________________________ Old-fashioned words CS Lewis wrote The Lion, the Witch and the Wardrobe in 1950, over half a century ago. Like all languages, words in English can change over time. There are some words we use all the time today that children in the 1950s would never have heard of. Can you think of some examples? ___________________________________________________________________ ___________________________________________________________________ One word that has changed over time is ‘queer’. Peter described Lucy as possibly ‘going queer in the head’ and he meant that perhaps she was a little weird or English Stage 4 September 2006 Page 17 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ strange. Today, ‘queer’ is usually used as a colloquial (every day, spoken word) meaning homosexual. Susan tells Peter and Edmund to stop ‘having a row’ (rhymes with ‘cow’). A ‘row’ is noisy argument, or quarrel, to use another old-fashioned word. The words ‘beastly’ and ‘beast’ are examples of old-fashioned colloquial words describing someone who is horrible, mean and nasty. We use it more commonly today to describe a large animal or a (usually) scary, ugly fantasy character! Synonyms Remember that synonyms are words that mean the same thing. Peter and Susan fear that Lucy could be ‘out of her mind’. What word does the Professor use that means the same thing? M_______________ What other word beginning with ‘c’ has the same meaning? C__________________ Homophones In English there are many words that sound the same, but which are usually spelt differently and have different meanings. These words are called homophones. In Chapter 5 there are a number of examples of words that are homophones. The underlined words are the words that appear in this chapter. write / right / rite poor / pour / paw / pore been / bean heard / herd dear / deer whole / hole four / for / fore wood / would too / to / two sea / see your / you’re so / sew / sow sum / some Look up each set of homophones in a dictionary and write their meanings in your workbooks. Be aware that one word may have more than one meaning and that dictionaries often use abbreviations to indicate which part of speech it is. For example, they may use ‘n’ for noun and ‘adj’ for adjective. The first set of homophones has been done for you. Write (verb): to form letters into words usually on paper Right (adjective): correct, the opposite of wrong / a direction, the opposite of left Rite (noun): a special ceremony or ritual, usually associated with religion and customs English Stage 4 September 2006 Page 18 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Now try to write a sentence for each pair of homophones which includes both words, in any order in your workbooks. Highlight the homophones in your sentence. The first one has been done for you. Write / right / rite The author agonised over the right words to write in his novel about a rite of passage in Samoa. As you read through the novel see if you can find other examples of homophones. Extension activity The professor’s house was so old and famous that people from all over England came to see it. See if you can find the name and some information about old houses which tourists visit in Australia using the Historic Houses Trust website: <http://www.hht.net.au/home> Have you ever been to one of these homes? English Stage 4 September 2006 Page 19 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ OHT 1 Example of a diary entry 17th June, 1942 Dear Diary, I am so confused right now; I don’t know what to say. In the space of a few days my entire world has been turned upside down. I was on my way back home with an armful of parcels when, passing by the lamp-post, I saw the most incredible creature. I knew at once that she was a human and I decided to take her home and lull her to sleep so that I could go and tell the White Witch. After spending time with her and getting to know her, I just couldn’t go through with it. I broke down in tears and let her go. Now I am so afraid. If the White Witch finds out, then my life will be over. What should I do? (Mr Tumnus, the Faun) English Stage 4 September 2006 Page 20 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 9 Chapters 6-8 Key words list presently fraternising beaver peddlers betrayed explore/explorer enchantment token Son of Adam treacherous wrenched horrid dam Daughter of Eve decoy charred dodging stratagem prophecy Onomatopoeia Words that imitate or sound similar to the action they describe are examples of onomatopoeia. Crash, bang, slurp, scrunch and munch are examples. Can you find two examples used in the description of Mr Tumnus’ cave after it had been ransacked by the White Witch’s secret police? 1) ________________________________ 2) ____________________________ Old fashioned expressions Match the old-fashioned expression with its meaning: a. b. c. d. e. f. Presently Old chap / poor chap By jove I daresay Before you could say ‘Jack Robinson’ Great Scott ( ) an exclamation, similar to “My goodness!” ( ) Almost immediately ( ) In a little while ( ) A friendly term referring to a man ( ) Swearing an oath, referring to Jove, an ancient Roman god ( ) I think / in my opinion How do the children feel at the mention of the name of Aslan? In Chapter 7 we first get a glimpse of the importance of a new character, Aslan. When Mr Beaver first mentioned that Aslan was ‘on the move’ (p.65): “each one of the children felt something jump in its inside.” Match the names of the children to their reaction. a. Peter ( ) mysterious horror b. Susan ( ) feeling it was the beginning of the holidays c. Edmund ( ) as if a delicious smell or delightful music had floated by d. Lucy ( ) brave and adventurous, English Stage 4 September 2006 Page 21 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ What do the children eat and drink at the Beaver’s before Mr Beaver tells them about Aslan? 1. ______________________ 5. _______________________ 2. ______________________ 6. _______________________ 3. ______________________ 7. _______________________ 4. ______________________ 8. _______________________ Mr Beaver tells the children that he will lead them to Aslan. What titles does Mr Beaver use to describe Aslan? 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ Short answer questions 1. How does the falling snow help the children and the Beavers? 2. What did the White Witch do to people she didn’t like? 3. Mr Beaver tells of a prophesy which explains why the White Witch is so dangerous to the children. What is this prophesy? Extension activity What is a prophesy? Research other examples of prophesies which have been told and perhaps been fulfilled. English Stage 4 September 2006 Page 22 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 10 Chapters 9-10 Key words list mysterious cautiously dunce sorcerer dim gloomy shuffle turret dazzle slippery gloat vanish swirling scribble snug spire shaggy scramble Prepositions A preposition is a linking word which shows the place or position of a noun (or pronoun) in a sentence and relates it to other words in the sentence. Look at the examples below use them to fill in the gaps in the sentences. Some words may be used more than once. Check your answers by referring to Chapter 9. into in on down between behind under inside over 1. “It was then that he (Edmund) began to edge himself __________ the curtain which hung __________ the door.” 2. “…Edmund had got outside ___________ the snow and cautiously closed the door _________________ him.” 3. “It wasn”t a very good excuse, however, for deep ___________ him he knew that the White Witch was bad and cruel.” 4. “He kept slipping _________________ deep drifts of snow, and skidding ____________ frozen puddles, and tripping ______________ fallen tree-trunks, and sliding _________________ steep banks, and barking his shins against rocks, till he was wet and cold and bruised all over.” 5. “And there, ___________ the other side of the river, quite close to him, in the middle of a little plain ______________________ two hills, he saw what must be the White Witch”s House.” 6. “Just _____________ the gate, with the moonlight shining ____________ it, stood an enormous lion crouched as if it was ready to spring. And Edmund stood ___________ the shadow of the arch, afraid to go on and afraid to go back, with his knees knocking together.” English Stage 4 September 2006 Page 23 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Antonyms Whereas synonyms are words that mean the same, antonyms are words that mean the opposite. Write a synonym for each word (you may use a thesaurus to help you) and then write an antonym beside it. Synonym Antonym quietly outside bad enemies true cruel days short deep wet cold silence private bright valley hated enormous sad Short answer questions 1. Deep down inside Edmund knew the White Witch was bad and cruel. Why do you think he still chose to betray his brother and sisters to her? 2. What changes does Edmund plan to make when he becomes King of Narnia? 3. List the creatures that the White Witch had turned into stone that Edmund sees in the courtyard of her castle. Extension activity Add as many antonyms and synonyms to the Antonyms activity as you can. Use a thesaurus to help you. English Stage 4 September 2006 Page 24 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 11 Chapter 11 Key words list meanwhile repulsive satyr vermin pitiful foggy nibble scent self-indulgence spies glade vicious whip traitors Sticks and stones “Sticks and stones may break my bones But names will never hurt me.” The White Witch calls Edmund nasty names such as ‘fool’ and ‘brat’. What name does she give the squirrels and their friends? _____________________ Explain what she means by this expression: ___________________________________________________________________ Superlatives The White Witch tells Maugrim, the head of the secret police, to take his ‘swiftest’ wolves to gallop to the Beavers house and kill anyone there. ‘Swiftest’ is an example of a superlative which means the highest possible description of a noun. The wolves couldn’t just be ‘swift’ or ‘swifter’, they had to be the ‘swiftest’. Can you think of more superlatives? Flora As the snow melts and Winter in Narnia comes to an end the flowers of Spring, celandines, snow drops, crocuses and primroses, begin to bloom. The ‘endless white’ of Narnia begins to vanish to make way for the colours of Spring. Match the colours C S Lewis describes: a. sky b. birch trees c. celandines d. crocuses e. larches (trees) f. laburnums (trees) ( ( ( ( ( ( ) silver ) green ) gold, purple and white ) silver ) blue ) yellow Personification Personification is the description of non-human things as if they are human. English Stage 4 September 2006 Page 25 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ What is the effect of the use of personification in this example? “Every moment more and more of the trees shook off their robes of snow.” ___________________________________________________________________ Alliteration Alliteration is the repetition of consonant sounds for effect. Consonants are all the letters in the alphabet which are NOT vowels (a, e, i, o, u). One example of alliteration in Chapter 11 comes with the description of bird noises. There is a ‘chuckle’ and then a ‘chattering and chirruping in every direction’. This has the effect of slowing the reader down to help them imagine the sounds the birds are making. Can you find another example of alliteration which is used to describe the sounds of Spring? ___________________________________________________________________ Extension activity What colours are snowdrops and primroses? What was the significance of the running water Edmund hears? How is it described in Chapter 11? English Stage 4 September 2006 Page 26 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 12 Chapter 12 Key words list delicious dense grim pavilion overpowering bugle spells snarling thaw plunge Articles ‘A’, ‘an’ and ‘the’ are little words called articles. ‘The’ is called the definite article because it refers to a specific person or thing, whereas ‘a’ and ‘an’ are called indefinite because they refer to people or things in general. How do we know when to use ‘a’ or ‘an’? When the following sound is a vowel (a, e, i, o, u) or sometimes ‘h’ we use ‘an’. For all other words needing an indefinite article we use ‘a’. Fill in the missing articles from the close passage below and then check your answers by reading the description of Aslan and the creatures which surround him in Chapter 12. Aslan stood in _____ centre of _____ crowd of creatures who had grouped themselves round him in _____ shape of _____ half-moon. There were TreeWomen there and Well-Women (Dryads and Naiads as they used to be called in our world) who had stringed instruments; it was they who had made _____ music. There were four great centaurs. ____ horse part of them was like huge English farm horses, and _____ man part of them was like stern but beautiful giants. There was also _____ unicorn, and _____ bull with _____ head of _____ man, and _____ pelican, and _____ eagle, and _____ great Dog. And next to Aslan stood two leopards of whole one carried ___ crown and _____ other his standard. Now read the passage again. Highlight the creatures which surrounded Aslan and then underline the two similes. Choose one of the scenes from Chapter 12 to represent visually in your workbooks. Short answer questions 1. In your workbooks describe the journey the Beavers and the children had to make to get to the Stone Table. What do they see when they reach the top? English Stage 4 September 2006 Page 27 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ 2. 3. What does Aslan promise Peter? How does Susan call for help from the Wolf who was chasing her? How does Peter respond? Extension activity Aslan asks Peter to kneel in front of him then he places the flat side of the blade of his sword on Peter’s shoulder and tells him to “Rise up, Sir Peter Wolf’s-Bane.” This is the process of being ‘knighted’. Find out what you can about the history of knighthood. What does a person need to do to be ‘knighted’ and who has the power to ‘knight’ them? English Stage 4 September 2006 Page 28 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 13 Chapters 13-14 Key words list halted scornfully forfeit savage muzzle rabble dew/dewy renounce coward traitor stern appease treachery siege In your workbooks: 1. list the creatures that the White Witch calls on to help her fight against Aslan 2. add the names of the creatures that tease and tie up Aslan on the Stone Table 3. tick the creatures with which you are familiar 4. share your ideas with the class and try to build a description of each creature. Plurals Nouns are the names of a person, place, thing, quality (characteristic) or feeling. They can be countable or uncountable. A countable noun can have a singular form (for which you need to use ‘a’ or ‘an’) or a plural (more than one) form. Sometimes these are the same. Uncountable nouns cannot be counted and do not need ‘a’ or ‘an’ in front of them. They can also have a plural form which may or may not be the same. Countable and uncountable nouns Look at the list below. 1. Tick all the countable nouns. 2. For each countable noun, decide if it is singular or plural and write it in its correct column in the following table. 3. In front of each of these countable nouns write the correct article (‘a’ or ‘an’). 4. Fill in the all the remaining gaps in the countable nouns columns, remembering to check your spelling. 5. Locate the singular uncountable nouns in the list and and write them in their column. 6. Write their plural form in the last column. 7. Finally, highlight all the nouns (both countable and uncountable) which DO NOT have a different plural form. 8. What do you notice about the singular and plural forms of countable and uncountable nouns? ___________________________________________________________________ ___________________________________________________________________ smell prophesy throne torches fear feet magic children dwarf knife moonlight paws cold sheep enemies bushes news crowd teeth flesh treachery air leopards hangman milk English Stage 4 September 2006 Page 29 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ ‘a’ or Countable ‘an’ nouns - singular Countable nouns - plural Uncountable nouns - singular Uncountable nouns - plural Short answer questions 1. What creatures made up the rescue party sent by Aslan to save Edmund? 2. What is the Witch able to do to help her and the dwarf avoid being seen by the rescue party? 3. In one paragraph explain the Deep Magic from the dawn of time and how it related to Edmund and Aslan. Extension activity Either Write the conversation which took place between Aslan and Edmund after he is rescued from the White Witch or Visually represent the scene where Aslan is teased and tied up on the Stone Table by the White Witch and her crew (but do not copy the 1950 illustration). English Stage 4 September 2006 Page 30 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 14 Chapters 15-17 Key words list vile giddy ransack revelry gnaw battlement bustle lurking giant prodigious din warrior incantation concealed throne gracious romp fusty sceptre thicket Narrative style C S Lewis has chosen to write his story using the third person point of view. This means that he tells the story as an observer without being involved in the action himself. However, throughout the novel he ‘intrudes’ into the narrative, using the first person voice ‘I’ and speaking directly to us as the reader. This has the effect of making us feel as if he is telling the story just tous and he often involves us in the story by using the second person voice ‘you’ and by asking rhetorical questions. Rhetorical questions are questions which involve us because they force us to think about an answer. One example is when Susan and Lucy are crying over the dead Aslan. C S Lewis wrote: “I hope no one who reads this book has been quite as miserable as Susan and Lucy were that night; but if you have been - if you’ve been up all night and cried till you have no more tears left in you – you will know that there comes in the end a sort of quietness.” (Chapter 15) Can you find another example of the ‘intrusion’ of the narrator in this chapter? What is its effect on you as the reader? Contractions Contractions are two words which have been combined to made one word by taking out one or more letters and replacing them with an apostrophe ( ’ ). We use contractions all the time when we speak, simply because it’s (it is) easier to say and sounds less formal. Look at this sentence from Chapter 15 which is from a conversation between Lucy and Susan when they see the mice nibbling at the cords that bind Aslan. First, read the sentence out loud. Then highlight all the contractions. Finally, re-write the sentence without contractions. What is the effect? English Stage 4 September 2006 Page 31 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ ‘That’s what I thought,’ said Lucy. ‘I think they’re friendly mice. Poor little things – they don’t realize he’s dead. They think it’ll do some good untying him.’ Now compare Lucy’s speech here to her speech as one of the queens of Narnia in Chapter 17. Old-world language is used by the grown-up children, adding to our perception of this being a fantasy world, but the lack of contractions in their speech also adds an air of formality and ‘other-worldliness’. ‘And more,’ said Queen Lucy, ‘for it will not go out of my mind that if we pass this post and lantern either we shall find strange adventures or else some great change of our fortunes.’ More about the apostrophe Apostrophes are also used to show that someone or something (a noun) owns something. We call this the possessive apostrophe which is formed by adding ’s or s’. Many people don’t understand which ending to use. To work this out you need to work out if there is one or more owner. If there is only one owner you put the apostrophe before the ‘s’ (‘s) but if there is more than one owner you put the apostrophe after the ‘s’ (s’). For example: In The Lion, the Witch and the Wardrobe we know that there is one White Witch, one Aslan, one Peter, one Susan, one Edmund and one Peter. So, if we are referring to the home that belongs to the Witch, we must write the owner (the Witch) and then add ’s: the Witch’s home. Do the same for the following: a. The sword belonging to Peter: b. The horn belonging to Susan: c. The Turkish delight belonging to Edmund: d. The handkerchief belonging to Lucy: P___________ sword S ___________ horn E ___________ Turkish delight L ___________ handkerchief However, if there is more than one owner, we must write the apostrophe after the ‘s’. For example: In The Lion, the Witch and the Wardrobe we know that there is more than one wolf, more than one dwarf, more than one squirrel, more than one beaver and more than one leopard. So, if we are referring to the hair of the wolves, we must write the owners (the wolves) and add an apostrophe after the ‘s’: the wolves’ hair. Do the same for the following: a. the job belonging to the dwarves: b. the plum pudding belonging to the squirrels: c. the dam belonging to the Beavers: d. the spots belonging to the leopards: The d__________job the s ________ plum pudding the B ____________dam The l _______________ spots English Stage 4 September 2006 Page 32 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Its versus it’s Its indicates possession or ownership whereas it’s is a contraction (the shorter form) of it is. Circle the correct words in the following example: Its / It’s a long journey to the Stone Table and its / it’s surroundings. Short answer questions 1. What was the Deeper Magic from before the dawn of time that the Witch didn’t know about? 2. What did Aslan do to bring all the creatures that had been turned into statues in the Witch’s courtyard back to life? 3. Describe each of the children as they grew up. Why do you think they use old fashioned language to speak to each other in the final chapter? Extension activity Read about the children’s other adventures in Narnia in the other Narnia books. English Stage 4 September 2006 Page 33 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 15 How well do you know the plot? Cloze summary Fill in the gaps below, using the words below, to create a summary of the novel. old lied fantasy two ghost battle ancient on journey prophesy explore inside terrible cracking temptation crunch-crunch alive daughters Susan wood promises Queens Turkish son Beaver Death cat table around then lion magic creamy sleigh wardrobe castle creeps silently snowflakes stone tease as white as snow long foamy adventure England faun Aslan die Spring hours evil her willing weather The novel The Lion, the Witch and the Wardrobe, by C S Lewis, is set during World War Two (1939-1945) in an _________ house in the country in ___________ and in the ______________world of Narnia. Peter, ______________, Edmund and Lucy are four children who have been sent away to escape from the bombings in London and one rainy day they decide to _________________ the old house. Lucy is intrigued by the big wardrobe in one room with ____________, fur coats hanging inside and when she steps __________ she suddenly finds herself in the middle of a _____________ at night time with _______________ swirling ____________ her. She begins to walk, _________________ over the snow and quite unexpectedly bumps into a kindly ___________ (half-goat and half-man) who overcomes his _______________ to hand her over to the cruel White Witch (her face is _________________________ or icing-sugar) who rules Narnia. Not surprisingly the other children have a hard time believing Lucy’s ________________ when she returns, especially as she had been away ___________ in Narnia but only a moment in the old house. But then Edmund finds his way into Narnia during a game of hide-and-seek and meets the White Witch English Stage 4 September 2006 Page 34 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ herself. She tempts Edmund with her magic _______________ delight and a sweet, ___________, ______________ hot drink and he promises to return to Narnia with his brother and sisters. The White Witch knows the ______________ prophesy about two Sons of Adam and two ________________ of Eve who will rule Narnia and she knows she must kill them in order to stay Queen. _____________ all the children make their way into Narnia together where they meet Mr and Mrs. ______________ who tell them about___________, the kind and good _________-king of all the wood, the ___________ of the great Emperorbeyond-the-sea who has finally returned to Narnia to end the ‘_________ time’ and the White Witch’s reign. But Edmund, who had ____________ about his first time in Narnia, is now firmly under the Witch’s spell and ___________ away ____________ to the White Witch’s __________ where he tells her both about Aslan’s and his siblings’ arrival in Narnia. Later, he begins to realise that the White Witch didn’t keep her ____________ after all and sees first-hand _________ cruelty when she turns a merry party of squirrels and foxes into ___________. He also notices as they make their way on her _______________ through Narnia that the _______________ is changing. The other children, escaping from the White Witch’s secret police with the Beavers, also notice the coming of ______________ to Narnia, the sign that her spell is breaking as they ______________ to the Stone Table to meet Aslan. The White Witch also arrives demanding the death of Edmund for his treachery. But Aslan tells her he will _______ in Edmund’s place. Aslan knows that this is what he has come to do, for it had been foretold in another ancient ____________ (the Deep Magic from the Dawn of Time) that when a _____________ victim who had not committed a treachery was killed (sacrificed) in the place of a traitor, ____________ would start working backwards. Susan and Lucy know that something ___________ is about to happen and that night, unable to sleep, they creep out and keep Aslan company on his journey to the Stone Table where all the creatures on the side of the White Witch taunt and _________ Aslan, calling him ‘only a great ________’, shearing off his beautiful golden mane and tying him up. Then the White Witch kills him. In the early hours of the morning, as the girls are trying to come to terms with his death, they hear a loud, English Stage 4 September 2006 Page 35 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ ___________, deafening noise, as if a giant had broken a giant’s plate. They turn around to see that the Stone ___________ on which Aslan had died was cracked in ___________ and that Aslan had gone. But there is more _____________ to come and Aslan, who is now alive again, appears to them. At first Lucy thinks he is a __________, but they realise that he is very much __________ as they feel his fur and the warmth of his breath and play with him. Then he breathes on all the creatures the White Witch turned to stone and they fight with Aslan and the children in a great _____________ against the Witch and all her allies. The White Witch is killed and the children are crowned Kings and ___________ of Narnia by Aslan where they live and rule happily and in peace before ending their adventures back ________ the other side of the _________________. English Stage 4 September 2006 Page 36 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ OHT 2 Answers to Cloze summary The novel The Lion, the Witch and the Wardrobe, by C S Lewis, is set during World War Two (1939-1945) in an old house in the country in England and in the fantasy world of Narnia. Peter, Susan, Edmund and Lucy are four children who have been sent away to escape from the bombings in London and one rainy day they decide to explore the old house. Lucy is intrigued by the big wardrobe in one room with long, fur coats hanging inside and when she steps inside she suddenly finds herself in the middle of a wood at night time with snowflakes swirling around her. She begins to walk, crunchcrunch over the snow and quite unexpectedly bumps into a kindly faun (half-goat and half-man) who overcomes his temptation to hand her over to the cruel White Witch (her face is as white as snow or icing-sugar) who rules Narnia. Not surprisingly the other children have a hard time believing Lucy’s adventure when she returns, especially as she had been away hours in Narnia but only a moment in the old house. But then Edmund finds his way into Narnia during a game of hide-and-seek and meets the White Witch herself. She tempts Edmund with her magic Turkish delight and a sweet, foamy, creamy hot drink and he promises to return to Narnia with his brother and sisters. The White Witch knows the ancient prophesy about two Sons of Adam and two Daughters of Eve who will rule Narnia and she knows she must kill them in order to stay Queen. Then all the children make their way into Narnia together where they meet Mr and Mrs Beaver who tell them about Aslan, the kind and good lion-king of all the wood, the son of the great Emperor-beyond-the-sea who has finally returned to Narnia to end the ‘evil time’ and the White Witch’s reign. But Edmund, who had lied about his first time in Narnia, is now firmly under the Witch’s spell and creeps away silently to the White Witch’s castle where he tells her both about Aslan’s and his siblings’ arrival in Narnia. Later, he begins to realise that the White Witch didn’t keep her promises after all and sees first-hand her cruelty when she turns a merry party of squirrels and foxes into stone. He also notices as they make their way on her sleigh English Stage 4 September 2006 Page 37 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ through Narnia that the weather is changing. The other children, escaping from the White Witch’s secret police with the Beavers, also notice the coming of Spring to Narnia, the sign that her spell is breaking as they journey to the Stone Table to meet Aslan. The White Witch also arrives demanding the death of Edmund for his treachery. But Aslan tells her he will die in Edmund’s place. Aslan knows that this is what he has come to do, for it had been foretold in another ancient prophesy (the Deep Magic from the Dawn of Time) that when a willing victim who had not committed a treachery was killed (sacrificed) in the place of a traitor, Death would start working backwards. Susan and Lucy know that something terrible is about to happen and that night, unable to sleep, they creep out and keep Aslan company on his journey to the Stone Table where all the creatures on the side of the White Witch taunt and tease Aslan, calling him ‘only a great cat’, shearing off his beautiful golden mane and tying him up. Then the White Witch kills him. In the early hours of the morning, as the girls are trying to come to terms with his death, they hear a loud, cracking, deafening noise, as if a giant had broken a giant’s plate. They turn around to see that the Stone Table on which Aslan has died was cracked in two and that Aslan had gone. But there is more magic to come and Aslan, who is now alive again, appears to them. At first Lucy thinks he is a ghost, but they realise that he is very much alive as they feel his fur and the warmth of his breath and play with him. Then he breathes on all the creatures the White Witch turned to stone and they fight with Aslan and the children in a great battle against the Witch and all her allies. The White Witch is killed and the children are crowned Kings and Queens of Narnia by Aslan where they live and rule happily and in peace before ending their adventures back on the other side of the wardrobe. English Stage 4 September 2006 Page 38 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 16 How well do you know the characters? Matching characters with quotes Beside each quote about Aslan in the table below write the character who said it. Some characters may be used more than once. Lucy Susan Enemy of Aslan Mr Beaver Peter White Witch’s dwarf Quote a. ‘He’s the King. He’s the Lord of the whole wood…’ b. ‘If there’s anyone who can appear before Aslan White Witch Mrs Beaver Character without their knees knocking, they’re either braver than most or else just silly.’ c. ‘I’m longing to see him, even if I do feel frightened’. d. ‘Your winter has been destroyed, I tell you! This is Aslan’s doing.’ e. ‘He knows the Deep Magic better than that. He knows that unless I have blood as the Law says all Narnia will be overturned and perish in fire and water.’ f. ‘Either some dreadful thing is going to happen to him or something dreadful that he’s going to do.’ g. ‘The fool has come. Bind him fast.’ h. ‘Why, he’s only a great cat after all!’ i. ‘The cowards! The cowards! Are they still afraid of him, even now? j. ‘Fool, did you think that by all this you would save the human traitor... you have lost your own life and you have not saved his.’ k. ‘Oh, you’re real, you’re real! Oh, Aslan!’ English Stage 4 September 2006 Page 39 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ OHT 3 Answers to Matching characters with quotes Beside each quote about Aslan in the table below write the character who said it. Some characters may be used more than once. Lucy Susan Enemy of Aslan Mr Beaver Peter White Witch’s dwarf Quote White Witch Mrs Beaver Character a. ‘He’s the King. He’s the Lord of the whole wood…’ Mr Beaver b. ‘if there’s anyone who can appear before Aslan Mrs Beaver without their knees knocking, they’re either braver than most or else just silly.’ c. ‘I’m longing to see him, even if I do feel frightened’. Peter d. ‘Your winter has been destroyed, I tell you! This is White Witch’s dwarf Aslan’s doing.’ e. ‘He knows the Deep Magic better than that. He White Witch knows that unless I have blood as the Law says all Narnia will be overturned and perish in fire and water.’ f. ‘Either some dreadful thing is going to happen to Lucy him, or something dreadful that he’s going to do.’ g. ‘The fool has come. Bind him fast.’ White Witch h. ‘Why, he’s only a great cat after all!’ Enemy of Aslan i. ‘The cowards! The cowards! Are they still afraid of Susan him, even now? j. ‘Fool, did you think that by all this you would save Witch the human traitor... you have lost your own life and you have not saved his.’ k. ‘Oh, you’re real, you’re real! Oh, Aslan!’ Lucy English Stage 4 September 2006 Page 40 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 17 True or false? Work in pairs and beside each of the statements below write ‘T’ if the statement is true and ‘F’ is the statement is false. 1. The four children were sent away to escape the bombing of London. ( ) 2. The old Professor lived in the heart of London. ( ) 3. Lucy is the elder of the two ‘Daughters of Eve’ ( ) 4. Mr Tumnus was half man and half-faun. ( ) 5. Turkish delight is a sweet, foamy, creamy drink. ( ) 6. Edmund lies about his first adventure in Narnia. ( ) 7. The Beavers are on the White Witch’s side. ( ) 8. There were three thrones at Cair Paravel. ( ) 9. Winter time in Narnia turns to Autumn after the Witch’s spell is broken. ( ) 10. Father Christmas gave the children toys. ( ) 11. The Emperor put the ‘Deep Magic’ into Narnia. ( ) 12. The ‘Deep Magic’ was the spell that allowed the Witch to kill traitors. ( ) 13. The ‘Deeper Magic’ was that death would start working backwards when a willing victim who had committed no treachery died in the place of a traitor. ( ) 14. Aslan sacrificed himself for Edmund. ( ) 15. Rabbits nibbled at the cords which bound Aslan to the Stone Table. ( ) 16. Susan found Mr Tumnus amongst all the stone statues in the White Witch’s courtyard. ( ) 17. Peter killed the White Witch. ( ) 18. Lucy gave Edmund a special cordial to help heal his battle wounds. ( ) 19. Edmund knew that Aslan had died in his place. ( ) 20. The children were grown up when they came back to the old house after their adventures in Narnia. English Stage 4 September 2006 Page 41 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ ( ) OHT 4 Answers to True or false? ‘T’ if the statement is true and ‘F’ if the statement is false. 1. The four children were sent away to escape the bombing of London. ( T ) 2. The old Professor lived in the heart of London. (F) 3. Lucy is the elder of the two ‘Daughters of Eve’ (F) 4. Mr Tumnus was half man and half-faun. (T) 5. Turkish delight is a sweet, foamy, creamy drink. (F) 6. Edmund lies about his first adventure in Narnia. (T) 7. The Beavers are on the White Witch’s side. (F) 8. There were three thrones at Cair Paravel. (F) 9. Winter time in Narnia turns to Autumn after the Witch’s spell is broken. (F) 10. Father Christmas gave the children toys. (F) 11. The Emperor put the ‘Deep Magic’ into Narnia. (T) 12. The ‘Deep Magic’ was the spell that allowed the Witch to kill traitors. ( T ) 13. The ‘Deeper Magic’ was that death would start working backwards when a willing victim who had committed no treachery died in the place of a traitor. 14. Aslan sacrificed himself for Edmund. (T) (T) 15. Rabbits nibbled at the cords which bound Aslan to the Stone Table. ( F ) 16. Susan found Mr Tumnus amongst all the stone statues in the White Witch’s courtyard. 17. Peter killed the White Witch. (F) (F) 18. Lucy gave Edmund a special cordial to help heal his battle wounds. ( T ) 19. Edmund knew that Aslan had died in his place. (F) 20. The children were grown up when they came back to the old house after their adventures in Narnia. (F) English Stage 4 September 2006 Page 42 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 18 How well do you know the narrative structure? Matching activity Cut out the boxes below. Match up each term with its definition and its relevance to the text. Check your work with a partner and then paste it into your workbook. Term Definition Relevance to the text Complication This is the section of the story where the problems are solved or the quest is ended. It usually comes at the end. Peter, Susan, Edmund and Lucy, who have been sent away to an old house in the country during the bombings of London in World War Two, play a game of hide-and-seek one rainy day. Orientation This is where the action progresses in a series of events. The White Witch demands that Edmund be killed as a traitor but agrees to allow Aslan to die in his place. Watched by Susan and Lucy who hide in the bushes, Aslan is mocked by the White Witch’s crew who shave off his golden mane, tie him up and watch as the White Witch kills him. Resolution This is the most exciting, sad or high point of the story. The events have been building towards this moment. The White Witch begins the hunt for the other children after they are betrayed by Edmund because she knows that if the prophesy about the four human children comes true she will lose her power as Queen of Narnia. This section of the story sets the context. It introduces the characters, setting or situation. It usually comes at the beginning. Lucy hides in an old wardrobe in an empty room and discovers Narnia inside, a world of snow and ice, where she meets a faun. Then Edmund finds his way into Narnia and meets the White Witch but he lies about it to Peter and Susan. This is where things get difficult or tricky. Problems occur for characters or they may have obstacles put in their way By the power of the Emperor’s Magic Aslan is raised to life after being killed by the White Witch. He sacrifices himself for Edmund and in doing so, breaks the White Witch’s power over Death and fulfils the prophesy, the Deeper Magic from before the Dawn of Time. Edmund and the other children are saved from certain death and rule happily over the Kingdom of Narnia before ending their adventures back in the old house. Climax Sequence of events English Stage 4 September 2006 Page 43 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ OHT 5 Answers to Matching activity Term Definition Relevance to the text This section of the story sets the context. It introduces the characters, setting or situation. It usually comes at the beginning. Peter, Susan, Edmund and Lucy, who have been sent away to an old house in the country during the bombings of London in World War Two, play a game of hide-and-seek one rainy day. This is where the action progresses in a series of events. Lucy hides in an old wardrobe in an empty room and discovers Narnia inside, a world of snow and ice, where she meets a faun. Then Edmund finds his way into Narnia and meets the White Witch but he lies about it to Peter and Susan. This is where things get difficult or tricky. Problems occur for characters or they may have obstacles put in their way. The White Witch begins the hunt for the other children after they are betrayed by Edmund because she knows that if the prophesy about the four human children comes true she will lose her power as Queen of Narnia. Climax This is the most exciting, sad or high point of the story. The events have been building towards this moment. The White Witch demands that Edmund be killed as a traitor but agrees to allow Aslan to die in his place. Watched by Susan and Lucy who hide in the bushes, Aslan is mocked by the White Witch’s crew who shave off his golden mane, tie him up and watch as the White Witch kills him. Resolution This is the section of the story where the problems are solved or the quest is ended. It usually comes at the end. By the power of the Emperor’s Magic Aslan is raised to life after being killed by the White Witch. He sacrifices himself for Edmund and in doing so, breaks the White Witch’s power over Death and fulfils the prophesy, the Deeper Magic from before the Dawn of Time. Edmund and the other children are saved from certain death and rule happily over the Kingdom of Narnia before ending their adventures back in the old house. Orientation Sequence of events Complication English Stage 4 September 2006 Page 44 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 19 Story sequencing Below is a jumbled version of the events of The Lion, The Witch and the Wardrobe. Cut them out, and glue them into your books in the right order. Check your ordering with your teacher first. No Event The children go to the country to escape the war. The others don’t believe she has been to Narnia, and Edmund laughs at her. Edmund goes into the wardrobe, and meets the White Witch, who gives him magic Turkish delight. Aslan sacrifices his own life for Edmund, and dies on the Stone Table. The children meet the Beavers, and have trout, potatoes and marmalade rolls for dinner with them. Lucy enters the wardrobe for the first time, and meets Mr Tumnus. The children and the Beavers walk to the Stone Table, meeting Father Christmas on the way. The children meet Aslan for the first time. Aslan rises from the dead, and frees all the magical creatures turned to stone at the White Witch’s house. Peter kills the chief of the White Witch’s secret police, the wolf Maugrim. All four children go into the wardrobe, and find that Mr Tumnus has been arrested, and his cave smashed to pieces. Edmund is rescued from the White Witch. Edmund runs away from the others, and goes to see the White Witch at her house. The White Witch demands Edmund back. English Stage 4 September 2006 Page 45 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ OHT 6 Answers to Story sequencing No 1. Event The children go to the country to escape the war. 2. Lucy enters the wardrobe for the first time, and meets Mr Tumnus. 3. The others don’t believe she has been to Narnia, and Edmund laughs at her. 4. Edmund goes into the wardrobe, and meets the White Witch, who gives him magic Turkish delight. 5. All four children go into the wardrobe, and find that Mr Tumnus has been arrested, and his cave smashed to pieces. 6. The children meet the Beavers, and have trout, potatoes and marmalade rolls for dinner with them. 7. Edmund runs away from the others, and goes to see the White Witch at her house. 8. The children and the Beavers walk to the Stone Table, meeting Father Christmas on the way. 9. The children meet Aslan for the first time. 10. Peter kills the chief of the White Witch’s secret police, the wolf Maugrim. 11. Edmund is rescued from the White Witch. 12. The White Witch demands Edmund back. 13. Aslan sacrifices his own life for Edmund, and dies on the Stone Table. 14. Aslan rises from the dead, and frees all the magical creatures turned to stone at the White Witch’s house. English Stage 4 September 2006 Page 46 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 20 Character fact file: Edmund Here are some quotes from the novel which help the reader develop an understanding of the character, Edmund. 1. 2. 3. 4. “He did not like to admit he was wrong.” “I see you are an idiot, whatever else you may be!” (The White Witch) “He thought only of shoveling as much Turkish delight as possible down his mouth.” “Oh, there”s nothing special about them!” (Edmund, talking about his brother and sisters) “Edmund gave… a little snigger and said, “Oh yes, Lucy and I have been playing, pretending that her country in the wardrobe is true.” (Edmund, talking to Peter and Susan) Find two other quotes from the story to suggest that Edmund is selfish and mean. Write them below. 1. _______________________________________________________________ _______________________________________________________________ 2. _______________________________________________________________ _______________________________________________________________ In the space below, decide on five words which you think best describe Edmund (you can represent these as a mind-map, headings, or any other way you like). Then, pick either a quote from the list above, or one you find from the book yourself which supports this description of Edmund. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Decide on a metaphor which would describe Edmund. Remember, a metaphor is a comparison between two things, where one thing is said to be the other, e.g., “The river is a snake, winding through the valley”. You can represent this metaphor as either a sentence, or a picture. English Stage 4 September 2006 Page 47 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 21 Describing a character: the White Witch Compose a description of the White Witch by re-reading the sections of the novel which describe her and then filling in the gaps below. In the story The Lion the Witch and the Wardrobe we meet a _____________ called ______________________ who looks like _________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ His / Her personality is_________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ The most interesting thing about _______________________ is ________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ I like/dislike _____________________ because _____________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ English Stage 4 September 2006 Page 48 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 22 Who is Aslan? Here are some things we know about Aslan: He is the ruler of all of Narnia. He only comes to Narnia sometimes, as he has other kingdoms to look after. He is a lion. He is so powerful that even the White Witch is afraid of him. When Edmund betrays his brothers and sisters, Aslan sends his followers to save him from the evil Queen. Aslan is willing to sacrifice his life for Edmund, even though Edmund has been disloyal and untruthful. Aslan leads all the animals, humans, and magical creatures in a great battle against the White Witch. Aslan rose from the dead after the White Witch had killed him. Aslan forgives Edmund for all the damage he has caused. Aslan ends the White Witch’s Winter. He breathes on stone creatures in the Witch’s courtyard to bring them back to life. When you have read through these facts about Aslan, draw up three columns in your book, with these headings: Aslan the brave Aslan the caring Aslan’s magical powers Underneath each heading write all the quotes from above that you think fit into each category. English Stage 4 September 2006 Page 49 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 23 Creating settings For each of the following passages from the novel complete the following: 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? Underline the adjectives or describing words. Now read the passage leaving out the adjectives. What is the effect? Highlight in different colours any similes and examples of personification used in each passage. Passage one (Chapter 3): There was crisp, dry snow under his feet and more snow lying on the branches of the trees. Overhead there was a pale blue sky, the sort of sky one sees on a fine winter day in the morning. Straight ahead of him he saw between the tree trunks the sun, just rising, very red and clear. Passage two (Chapter 7): They all saw it this time, a whiskered furry face which had looked out at them from behind a tree. But this time it didn’t immediately draw back. Instead, the animal put its paw against its mouth just as humans put their finger on their lips when they are signaling to you to be quiet. Passage three (Chapter 9): And there, on the other side of the river, quite close to him, he saw what must be the White Witch’s House. And the moon was shining brighter than ever. The House was really a small castle. It seemed to be all towers; little towers with long pointed spires on them, sharp as needles. They looked like huge dunce’s caps or sorcerer’s caps. And they shone in the moonlight and their long shadows looked strange on the snow. Edmund began to be afraid of the House. Passage four (Chapter 14): A great crowd of people were standing all round the Stone Table and though the moon was shining many of them carried torches which burned with evil-looking red flames and black smoke. But such people! Ogres with monstrous teeth, and wolves and bull-headed men; spirits of evil trees and poisonous plants. English Stage 4 September 2006 Page 50 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 24 Research task: My hero Task: Research and present a paper on a hero you admire. Your hero can be taken from the world of sport, history, war, or any other field of achievement you choose. General instructions: Find information from at least three different sources on the life and achievements of your hero. Write in an interesting and descriptive fashion using paragraphs about his or her achievements and explain why these make this person a hero in your eyes. Cover most of the main events in your hero’s life. Present a creative and neat record of the life of your hero, including pictures or drawings of him or her. You may like to include a timeline as an effective way to cover the life of your hero but remember to write about these events in proper sentence form as well. Include, on a separate page, a bibliography of all the sources you used in your research. English Stage 4 September 2006 Page 51 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 25 Symbolism The Bible record says that since before the beginning of the world there has been a great struggle going on between God and an angel called Lucifer (also known as Satan or The Devil) who rebelled against God. Nursing a hatred of God and His goodness, he and the other rebel angels seek to destroy all God’s creation including people who God loved. God wanted people to love Him in return but because true love cannot be forced He allows people free will, which means the ability to choose either good or evil. In the novel The Lion, the Witch and the Wardrobe Satan is represented by the White Witch. Jesus, the Son of God, is represented by Aslan, the great lion. The four children represent humans, with the ability to choose either good or evil. Edmund chooses evil and betrays Aslan by joining the White Witch but later he realises he was wrong and repents (says sorry) and joins Aslan again. The evil creatures on the Witch’s side represent the other angels on the side of Satan. Aslan’s breathing on the creatures that have been turned to stone represent the power of Jesus over death. Aslan’s death represents the death of Jesus who died on behalf of all people to fulfill an Old Testament prophesy - that the sacrifice of one willing and sinless man would alone be acceptable to God as payment for the sins of the whole world. In the Bible, Jesus was betrayed by Judas, one of his disciples, to some of the Jewish authorities who hated him and were looking for a reason to have him killed because he threatened their beliefs about God. They had him tried and committed to death on a cross (the Roman method of capital punishment) and then they cursed him, made him a crown of thorns to wear and forced him to carry his wooden cross about three kilometres to a hill called Golgotha (which means ‘place of the skull’). Then they nailed him to his cross, spat at him and mocked him. Only his mother, one male disciple, and one or two other women were supporting him when he died, as all his other followers had run away. At the very moment of his death, the curtain in the Jewish temple in Jerusalem was torn in two. This symbolised that now people could have a direct and personal relationship with God, without the need to go through a priest who acted on their behalf. Then, on the third day after Jesus’ death, there was a great earthquake just at the time of Jesus rising from death to life, and the large rock at the entrance to his tomb rolled away. The risen Jesus then revealed himself first to two women and then to his disciples, one of whom had to touch his wounds to prove that he was real. How does the account of Jesus’ death and resurrection compare to Aslan’s in The Lion, the Witch and the Wardrobe? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ English Stage 4 September 2006 Page 52 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Worksheet 26 Writing a fantasy story Task: Imagine you have found your way into a new world, which may or may not be similar to Narnia. Write a fantasy story describing your adventures in that world. The more imaginative and creative you make your fantasy world, the better. Remember to describe your feelings, thoughts, and impressions as you journey in this land. General instructions: Brainstorm the kind of world you will create in your story and its characters, settings and plot. This is an opportunity for you to create your own fantasy world, just like C.S. Lewis. You will need to decide on a name for this magical place, and imagine some new fantasy characters. Discuss these ideas with a partner and seek feedback. Consider this feedback as you write a draft of the story. Edit the draft and conference with the teacher before writing or typing a final copy of the story. Your story should be about two A4 pages long. Remember: A narrative may: entertain the reader tell about a real or made up experience. It usually contains: characters (who) events (what) a setting (when and where) descriptive words (adjectives and adverbs) interesting dialogue (speech) suspense (what will happen next?) past, present or future tense (told, tells, will tell). It is often organised to include: a beginning telling when and where (Once upon a time, In a galaxy far away…) a middle (events, conversation ‘a problem’, suspense) an ending (resolution, ‘the answer’). English Stage 4 September 2006 Page 53 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Student / teacher information sheet 2 Assessment task guidelines Task description: Select three composing activities completed during the unit to revise, edit, polish and submit for marking in your learning portfolio. Composing activities provided during the unit include: 1. Description of a fantasy character (Worksheet 1) 2. An illustrated timeline of key events in the novel 3. Lucy’s journal 4. The White Witch or another character’s description (Worksheet 21) 5. My hero research task (Worksheet 24) 6. Extension activities such as research into: the London bombings in World War 2 prophesies the history of knighthood 7. Fantasy story (Worksheet 26) 8. Any other selection should be discussed with your teacher. At least one piece of work must be word processed and one must be handwritten or drawn. The presentation of the third piece is your choice. Stage 4 Focus Outcomes A student: 1 responds to and composes texts for understanding, interpretation, critical analysis and pleasure 4 uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts 6 draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts. You will be assessed using the performance descriptors that relate to your choices. English Stage 4 September 2006 Page 54 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Assessment task feedback Performance descriptor - Description of a fantasy character √ Achievement All parts of the activity are completed in detail with a highly creative description of the appearance of the fantasy character. An effective, imaginative drawing/tracing that is very detailed and coloured is included. All parts of the activity are completed including a good description of the appearance of the fantasy character. An imaginative drawing/tracing that is detailed and coloured is included. The activity is completed satisfactorily including a description of the appearance of the fantasy character. A satisfactory attempt at drawing/tracing and colouring the character is included. An elementary attempt has been made to complete the activity. A simple drawing of the fantasy character is included. Performance descriptor - Timeline √ Achievement Demonstrates a thorough knowledge of the story and a comprehensive understanding of the plot by including all key events from each chapter in the correct order. The format of the timeline is very effective and nicely illustrated with images that are relevant to the events in the story. Demonstrates a good knowledge of the story and understanding of important events by including the key ones from each chapter in the correct order. The timeline is well organised and illustrated with appropriate images. Demonstrates a satisfactory knowledge of the story by including most of the key events in the story in the correct order. The timeline is coherent with some relevant illustrations or knowledge of the story and events is good but timeline is not illustrated. Demonstrates elementary knowledge of the story by including some of the events in the story on a timeline. Illustrations are not included or are very simple. Performance descriptor - Lucy’s journal √ Achievement Writes from the point of view of Lucy, demonstrating an insightful understanding of her character through a highly developed description of her thoughts and feelings after Edmund had lied to Peter and Susan about being in Narnia. Uses the language forms and features of a diary entry with flair. Writes from the point of view of Lucy, demonstrating a good understanding of her character through a sound description of her thoughts and feelings after Edmund had lied to Peter and Susan about being in Narnia. English Stage 4 September 2006 Page 55 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Uses the language forms and features of a diary entry appropriately. Writes from the point of view of Lucy, demonstrating satisfactory understanding of her character through a description of her thoughts after Edmund had lied to Peter and Susan about being in Narnia. Attempts to use the language forms and features of a diary entry. Attempts to write a diary entry demonstrating some understanding of Lucy’s character and her thoughts after Edmund had lied to Peter and Susan about being in Narnia. Performance descriptor - The White Witch or another character’s description √ Achievement Composes an effective and well written description of the White Witch or another character from the story including a detailed description of appearance, personality, something interesting about the character. A well articulated personal judgment about the character is included. Composes a good description of the White Witch or another character from the story including a detailed description of appearance, personality and something interesting about the character. A personal judgment about the character is included. Composes a coherent description of the White Witch or another character from the story including some details about appearance, personality and something interesting about the character. Attempts to include some personal comment about the character. Composes a simple description of the White Witch or another character from the story. Performance descriptor - Research activities √ Achievement Presents research that is relevant, interesting and descriptive and is expressed in the student’s own words. The research is highly organised, well formatted and includes diagrams/pictures. Uses a good range of sources referenced correctly in a bibliography. Presents research that is relevant and interesting and mostly in the student’s own words. The research is organised appropriately, presented well and includes diagrams/pictures. Uses a range of sources referenced in a bibliography. Research is relevant and an attempt has been made to present it in the student’s own words. The presentation is coherent and includes at least one visual feature. Uses more than one source referenced in a bibliography. An attempt has been made to complete research. It may be taken directly from the source (cut and paste). The presentation is limited or disorganised and may not include a visual feature or a bibliography. English Stage 4 September 2006 Page 56 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/ Performance descriptor - Fantasy story √ Achievement Creates a highly imaginative fantasy world including vivid descriptions of the adventures, feelings and impressions of the character(s) exploring this world. Demonstrates a highly developed understanding and control of the language and structural features of a narrative. Creates an imaginative fantasy world including descriptions of the adventures, feelings and impressions of the character(s) exploring this world. Demonstrates a sound understanding and control of the language and structural features of a narrative. Creates a fantasy world including descriptions of the adventures, feelings, and impressions of the character(s) exploring this world. Demonstrates a satisfactory understanding and control of the language and structural features of a narrative. Composes a story that is limited in its descriptions of a fantasy world. Control of expression, spelling, punctuation and grammar is uneven or limited. English Stage 4 September 2006 Page 57 of 57 NSW Department of Education and Training Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
