UNIT PLAN TEMPLATE (adapted from Thompson Rivers University)

Unit Title: The Lion the Witch and the Wardrobe

Name:

Shanel Leblanc, Ashley Ward, Sarah

Vicaire, and Carole Cormier

Subject(s):

Number of Lessons: 8

Time: (in weeks)

English Language Arts

Grade(s):

1.5
6

Rationale: This unit is based on the foundation that the students have read the book. They are now in the process of creating connections and
reflecting on the text (the novel).
Overview and Concept Map: The activities are geared toward enhancing and developing the students understanding and interpretation of
the novels events, themes, motifs, and characters to the real world. They are encouraged to respond personally to the novel and share their
opinions in discussions.
Prescribed Learning Outcomes: Students will be expected to respond personally to a range of texts.
Prerequisite Concepts and Skills: Read the novel; critical analysis skills, facial proportions (Art);
Teacher Preparation Required: Knowledge of the novel; do background on themes, author, motifs and symbolism.
Cross-Curricular Connections: Arts
Extensions to Unit: Continuation of series
Universal Design for Learning (UDL) and Differentiated Instruction (DI): Create a glossary of terms for your class and link to it from the
content pages on your class page/ wiki; Make a detailed course outline available for students to view on the first day of the class/ course;
Whenever possible, tie new concepts to prior knowledge; Provide structure to the material: highlight key concepts and explain how they relate
to course objectives; Create a welcoming class environment; greet students as they enter; Encourage greater cooperation and collaboration
between students; Create some energy during class to increase attention to recall; Develop assessments directly from the outcomes;
Consider alternatives to traditional quizzes and tests; Provide instructions for assignements both verbally and in writing; Provide clear
expectations and feedback; Ahead of assessment time, create rubrics with students with a set of examples of what constitutes quality work;
Give prompt, ongoing formative feedback to support learning as students prepare work prior to formal evaluation; For experimental learning
activities, explore growth in the affective domain through reflection activities. DI: Activities are varied from group to individual and are also
designed to meet the learning needs of students, and we designed classes to be interactive for students.
Resources: The Lion, the Witch and the Wardrobe by C.S. Lewis; Literacy for the 21st Century: A Balance Approach by Merrill Prentice-Hall
Overview of Lessons:
Lesson #
and Title
(time in minutes)

Outcomes in
lesson

#1 Introduction:
Introduce
students to the
genre of High
fantasy

Reflect on and
give reasons
for their
interpretations
of an
increasing

(a)

Outcomes in Student
Friendly Terms
(b)
Teaching Strategies

a) I will be able to reflect on

the meaning of high fantasy
texts. I will be able to
demonstrate my understanding
of the genre of high fantasy
through a group-based,

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Assessment Strategies

Lesson Activities

Formative
Assessment:
The teacher will
assess students prior
understanding of the
text through the APK

1) APK Chart:
Students will be
required to identify
what they remember
from reading the book
(Visual-Spatial BL:

Materials
(Specific to This Lesson)

White Board
Communicators/Mini
whiteboards and markers for
each student

Page 1 of 2

variety of texts. creative activity.

b) Collaborative Books

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chart.
During the teacherlead discussion, the
teacher will be
listening for students
understanding of
genre in general, but
more specifically
their understanding
of the genre High
fantasy.

Oral Language).
2) Class discussion:
Students will observe
and study the
definition of the genre
High Fantasy.
Students flow in a
teacher-lead
discussion on the
meaning and
importance of this
particular genre of
book (Interpersonal
BL: Oral Language).
3) Collaborative book
assignment groups:
In groups, students
will come up with
their own fantasy
world, based on their
newly learned
knowledge of the
genre High Fantasy.
Students will give a
brief presentation to
the class on their
fantasy world
(Interpersonal, VerbalLinguistic &
Kinesthetic). While
they are presenting I
will look for
understanding and
comprehension of the
genre High Fantasy.
I will look to see how
they used this
understanding to
create their own
Page 2 of 2

#2 Characters:
Identification
and analysis of
the major
characters

Explain why
particular texts
matter to them
and
demonstrate an
increasing
ability to make
connections
among texts.

a) I will be able to explain my

personal feelings and
reactions to the characters of
the text. I will be able to make
connections between a
particular character and
myself.
b) Open-Minded Portraits

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Formative
Assessment:
Through the two
activities, the teacher
will be able to assess
the students
knowledge and
understanding of the
characters and their
traits.

fantasy world. I will

also look for creativity
and good team
collaboration.
1) Flying High:
Students will be
divided into four
groups. Each group
will be assigned one of
the four siblings of the
book. For the activity,
each group will be
assigned certain parts
of the book to re-read
quickly in order to
help them recall
personality and traits
of their assigned
character. (List of
particular page
numbers for readings
will be attached to the
lesson plan). After
they are familiar with
their character, each
group will be required
to create a poster or
flag that fully
describes their
assigned character.
The students will need
to include personality
traits, physical traits,
character interest,
etcetera (VisualSpatial &
Interpersonal)
2) Open-Mind
Portrait -Individual.

Chart paper for the poster/flag

activity
Lists of page numbers for the
readings to help each group
recall personality, character
and physical traits about the
siblings assigned.
Bristol Board papers for openminded portrait

Page 3 of 2

#3 The Danger
of Gluttony

Explain why
particular texts
matter to them
and
demonstrate an
increasing
ability to make
connections
among texts.

a) I will be able to make

connections between the book
and the theme of Danger of
Gluttony
b) Questioning the Author
- Quick writing

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Formative
Assessment: Cloze
Procedure - An
excerpt is selected
from the book, with
every seventh word
missing, students
hand in the
assignment on their
way out the door.
- Journals

(There will be a model

example of an openmind portrait in the
top drawer of my
desk.)
Students will be given
a piece of Bristol
board that has already
been pre-cut into the
shape of a head and
neck. Students will be
required to choose a
character of the book
which is relatable to
them. They will draw
the face of the
character on the front
of the Bristol board.
On the back of the
face, the students will
compare and contrasts
the characters
personality, traits, and
interests (VisualSpatial, Intrapersonal).
1) Teach students
about theme The
Danger of Gluttony in
the book, while
making references to
examples of the theme
in the book.
2) Have students
illustrate a scene from
the book that depicts
the theme The Danger
of Gluttony (Spatial).
3) Questioning the
Author - Students are

Book (Teacher and Student

copies): The Lion the Witch
and the Wardrobe
Paper
Markers
Student Journals

Page 4 of 2

asked questions
regarding the theme of
the Danger of
Gluttony in the book
and how it is
integrated into the
novel, and then
discuss the questions
(Verbal-Linguistic &
Interpersonal; BL:
Oral language)
4) Quickwriting Students perform a
quick writing activity
where they journal
about the discussion
and the theme of
gluttony (can go
beyond food, and
relates to greediness)
for 5 to 10 minutes,
making connections
with their life.
Students then meet in
small groups to
discuss their quick
writes. Some students
are then picked to
share their quick
writes with the class.
Students then write a
second entry after
what they have
learned and discussed
(Verbal-Linguistic,
Interpersonal, &
Intrapersonal; BL:
Independent writing,
oral language, shared
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Page 5 of 2

#4 The Struggle
for Power

Outcome 1

a) I will be able to make

connections between the book
and the theme of The Struggle
of Power
b) Grand Conversations

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Formative
Assessment:
- Journals

writing).
1) Teach students
about the theme The
Struggle for Power in
the book, while
making reference to
examples in the book.
2) Have students
illustrate a scene from
the book that depicts
this theme (Spatial)
3) Grand
Conversations - Have
students discuss the
question: "How have
you seen a struggle for
power in your life?"
For example, perhaps
they older sibling who
likes to take over
anytime they play a
game together. They
will take the time to,
first, write in their
journals about where
this theme fits into the
book. Students will
then engage in
discussions in groups
of 4. The class as a
whole then engages in
a discussion on the
same topic. The
teacher directs the
conversation but
allows students to
speak freely. At the
end, the teacher
summarizes the

Book: The Lion the Witch and

the Wardrobe
Paper
Markers
Student Journals

Page 6 of 2

# 5 Humanity's
Redemption

Reflect on and
give reasons
for their
interpretations
of an
increasing
variety of texts

a) I will understand what it

means to forgive.
b) Hot Seat; Grand
Conversation.

Formative
AssessmentThe teacher creates
questions and will
observe students and
give some feedback.
The teacher will
observe and listen to
the students for their
understanding of the
intended topic
forgiving.
-placemat

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discussion. Students
are given the
homework of writing a
reflective journal entry
on what was discussed
regarding the theme
(Interpersonal,
Intrapersonal, Verbal
Linguistic; BL: Oral
language, Independent
writing, shared
writing).
1) The first activity
would be for students
to have a list of
questions (supplied
from teacher).
- Hot Seat - Students
will participate and
play the role of
characters and answer
questions. Students
will have time to
prepare and the
teacher will help
create answers with
students (Kinesthetic,
Interpersonal BL: Oral
Language)
2) Grand
Conversations:
Students will discuss
what the meaning of
this topic means to
them and how they
can relate to the notion
of "forgiving:
(Interpersonal,
Intrapersonal, Verbal-

Book: The Lion the Witch and

the Wardrobe
Questions and Answers sheets;
Have props or article of
clothing to identify each
character.
Chart Paper and Markers.

Page 7 of 2

#6
Explain why
Motifs Seasons particular texts
matter to them
and
demonstrate an
increasing
ability to make
connections
among texts.

A) I will be able to make

connections between the book
and the importance of seasons.
B) Read Aloud, Open-minded
Portrait

Formative
Assessment

#7
Symbols of the

I will be able to interpret

symbols from the story and

Formativecomprehension

Reflect and
give reasons

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Students will
participate in the
discussion and the
ideas that they state
to get a sense of their
knowledge and
understanding.

Linguistic BL: Oral

Language)
3) Small groups of
four will take a sheet
of chart paper and
create a placemat of
ideas that were talked
about (Spatial BL:
Shared Writing)
1) Read a passage
from the beginning
when the book speaks
of the eternal winter.
Then follow up with a
passage of the summer
returning.
Have a discussion
about how they
interpret this, take
notes on chart paper
and elaborate (VerbalLinguistic, &
Interpersonal BL:
Independent Reading,
Oral Language, and
Shared Writing).
2) The students will
draw one or two
passages from the
novel and explain why
they drew that event to
the class and reflect on
the season associated
with it (Spatial,
Verbal-Linguistic, and
Intrapersonal BL: Oral
Language).
Double-entry journals
(Intrapersonal BL:

Book; The Lion, The Witch,

and the Wardrobe
Chart paper/stand
Art supplies- pencil crayons,
markers, paper, etc.

Reflective journal
Book The Lion, the Witch, and
Page 8 of 2

Story

for their
explain their meaning to me.
interpretations
of an
increasing
variety of texts.

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thinking strategies

Oral Language,
Independent Writing):
Have students reflect
and discuss their prior
knowledge of the
interpretations in the
book. Have them
share their ideas
though a class
discussion, and enter
their ideas in their
journal.
List the following
symbols from the
book (the underlined
section will be listed
on the board):
Birds represent
freedom; the freedom
from evil the children
strive for and
eventually attain.
Mountains represent
attainment; attainment
of their goals of
enlightenment.
Eagles represent
Spirit; the spiritual
association and
guidance they seek.
Badgers represent
aggressiveness; the
aggressiveness to
stand up for
conviction.
Rabbits represent fear;
the fear that they will
be taken over by evil.
Have students reflect

the Wardrobe

Page 9 of 2

Lesson #8
The Next
Chapter
by: Me

Reflect and
give reasons
for their
interpretations
of an
increasing
variety of texts.
SO: explain
why particular
texts matter to
them and
demonstrate an
increasing
ability to make
connections

I will be able to express my

ideas with the class on how I
would continue the story into
a next chapter.

their meaning on the

symbol from the quote
in their journal.
Summative
Mind Map (Spatial,
Question: If you
Logical Mathematical,
were to write the next & Intrapersonal BL:
chapter, what would
Modeled Writing,
happen in your
Independent Writing):
story?
Have students create a
Use Writers Craft
mind map to prepare
for a final essay of
their own
interpretation of the
next chapter of The
Lion, The Witch, and
The Wardrobe. Mind
Map would include
the use of Writers
Craft: ideas (the
message and its
meaning),
organization (the
skeleton of the
composition), voice
(adopting a tone),
sentence fluency (the
rhythm and flow of
language),
conventions
(correcting errors
during editing), and
presentation (making
the final copy look
good).

Paper and pencil

Book The Lion, the Witch and
the Wardrobe
Dictionary

Reflections/Revisions (if necessary, continue separate sheet):

Discussion
Journal
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personal response - draw the most significant moment of the book for you
- draw the moment of this theme in the book

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Page 11 of 2

Unit Plan Template

The unit plan template is designed as a guide to use when planning units. The plan may be adapted to specific
subject areas and modified as you gain experience. The attached sample template should be used as a basic outline.
The space required for each heading in the template will vary and should be adjusted as needed. The template is
available on the Intranet entitled Unit Plan Template. It is important that all areas required in the template are
completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach
the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills
and/or understandings. You should also include a concept map/graphic organizer/web for this unit.
Prescribed Learning Outcomes: The Curriculum Documents define what students should learn in each curricular
subject by describing what students should be able to do. These statements are the prescribed learning outcomes of
the curricula of New Brunswick. Your unit plan should state the prescribed learning outcomes to be taught and
assessed in the unit and on which the specific lessons are based.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you
need to involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to
check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning
outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or
enrich student understanding? Do you have more than one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of
representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that
a students readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate
instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will
you accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What
are the adaptations and modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the
technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed
lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand
the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by
number, the Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major Instructional
Objectives (SWBATin student friendly terms), Teaching Strategies (a few words), Lesson Activities (sufficient detail
to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the How and the
What you will be assessing), and Materials needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make
as work progresses. At the end of the unit reflect and record successes and any modifications you might make when
you teach the unit again.

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