Prime Stage -
Teacher
Curriculum Guide
Published through a
grant from The Grable Foundation
DEAR TEACHERS &
HOME SCHOOL FAMILIES -
Prime Stage is excited to continue its mission of bringing live
theatre to the area’s youth,
families and educators through this production of The Lion, The Witch, and
The Wardrobe.
When you enter the theatre, it is another world, an experience much like
the children
in the play have. We hope this play inspires and sparks the imaginations of you
and your students
To make your visit more enjoyable and beneficial, we offer this study
guide for use 1
in your classroom or at home. In this guide you will find lesson plans as well
as the
supporting handouts and worksheets.Use these activities as a springboard for
your
own fun and imaginative ideas.
Prime Stage is honored to work with our community’s teachers to provide a safe
venue for
the exploration of imagination and fun.
This curriculum guide is intended to fit your schedule
with five forty-five minute class periods.
Each day focuses on a specific area:
experience, acting, writing, theatre etiquette, and
a follow-up, suggested in that order,
but by no means needed to be done in that order.
The lessons are targeted for lower, middle and upper elementary school students, but
there are suggestions for other ages.
We are always interested in what works well for you
and your students and to hear your responses
to the play.
We are also anxious to hear your suggestions for future productions that would work with your curriculum..
Contact any staff member of Prime Stage if you need further
information, or to discuss
what your students will see.
EXPERIENCE: A WHOLE NEW WORLD
different world. The objective of this activity is to make the classroom a completely new environment.
Discuss with your students what might be found in a
different country or land.
Break into groups and have each group create a part of the new land.
They can also make a flag, write a national anthem, create the foliage (trees
and plants),
wildlife, traditional costumes, weather (snow, rain, sun, clouds), system of
government
and laws. Have your students create the new world in the classroom,
including the door,
or gateway, from the “real world.” (for example, putting wardrobe doors
outside the doorway).
ACTING: ANIMALS TAKE OVER
television that they remember. (They can paraphrase it. Disney movies without animals
work well for this exercise.)
Get the students to act like the animals would and even change some of the lines to match the
Collect scripts of scenes from TV or movies (found all over the internet) or
How do you feel about what Aslan does?
5. What scene was the most fun for you?
8. With which character do you identify?
9. Did your students read the book prior to seeing the play?
10. Was the spirit of the book was captured on stage?
11. If you were Mr. Tumnus, would you let Lucy go or would you give her to the Queen? Why?
12. . Tell about a time that you told the truth and no one believed you. How did you feel?
13. . How do the other children learn that Edmund was in Narnia before?
14. . Do Aslan and the children forgive Edmund for his treachery? How do you know?
Then use the Narnia coin page and ask them to choose the colors of the coins.
Then give them pre-cut wood, cardboard, or foam core and have them cut and paste the coin sides on the “coin.”
Remind them that every action has a choice and every choice has a consequence.
There are always options. This will give them a tangible reminder whenever they are
THE MAKE UP YOUR MIND WORKSHEET
What decision did your chosen characters make?
What would have happened had the character made the opposite decision?
Goals:
1. Improve vocabulary by interpreting, analyzing, synthesizing, and evaluating
written text.
2. Continue to respond actively and imaginatively to literature.
3. Demonstrate ways of thinking and acting and to exhibit an awareness of the
historical and cultural contributions to science.
Evaluation:
Conduct a vocabulary bee similar to a spelling bee to evaluate students
understanding of the vocabulary.
LESSON:
Goals:
1. Improve comprehension by interpreting, analyzing, synthesizing, and
evaluating the book and performance.
2. Respond actively and imaginatively to literature.
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Writing prompts:
-- Discuss Lucy's reputation for telling the truth and Edmund's
reputation for picking on his sister
and other people.
-- After the battle with the White Witch, the four children became leaders with
good reputations.
Peter, a great warrior, was called Peter the Magnificent; Lucy became known as
Queen Lucy
the Valiant; Susan was known as Queen Susan the Gentle; and Edmund became
a great counselor-Edmund the Just.
-- Discuss individual reputations and what is needed to have a good
reputation.
Websites:
http://www.i2.i-2000.com/~jon777/lionplan.html
http://www.quia.com/fc/12552.html
http://www.cs.ulm.edu/~smith/TELED/lww/sld002.htm
http://www.teachervision.com/lesson-plans/lesson-2430.phtml?for_printing=1
http://cslewis.cache.net/~john/cslewis/pictures/lww.html
http://www.geocities.com/Area51/Vault/9451/narnia.htm
Credits:
Devra Lee Small 2309 Central Avenue Baldwin, New York 11510-3302 http://www.i2.i-2000.com/~jon777/lionplan.html