The Chronicles of Narnia is a series of seven novels by British author C.S. Lewis. The series is set in the fictional realm of Narnia, a fantasy world of magic, mythical beasts, and talking animals.
Reading & Writing Workshop for The Chronicles of Narnia by C. S. Lewis
Workshop Focus: The Lion, the Witch and the Wardrobe
Note: Each session may be taught independently, in any order. Short excerpts are included for instructional purposes only; the full novel should be used under classroom fair use.
SESSION 1 — Why We Read Fantasy Stories
Objective
Students understand how fantasy literature explores real human experiences and why authors use imagined worlds to communicate moral and emotional truths.
Mini-Lesson
Explain that fantasy is a serious literary genre. Authors often use imaginary settings to:
Workshop Focus: The Lion, the Witch and the Wardrobe
Note: Each session may be taught independently, in any order. Short excerpts are included for instructional purposes only; the full novel should be used under classroom fair use.
SESSION 1 — Why We Read Fantasy Stories
Objective
Students understand how fantasy literature explores real human experiences and why authors use imagined worlds to communicate moral and emotional truths.
Mini-Lesson
Explain that fantasy is a serious literary genre. Authors often use imaginary settings to:
- Simplify complex moral questions
- Make abstract ideas visible
- Explore fear, courage, loyalty, and temptation safely
- Emphasize that fantasy worlds operate by rules that reflect human behavior.
Group Activity — Reality vs. Fantasy Comparison
In groups of 3–4, students compare: - A realistic problem (fear, jealousy, betrayal)
- How that problem appears in fantasy form in Narnia
- Groups annotate how fantasy changes the way readers understand the problem.
Writing Task
Quick Write:
Why might an author choose fantasy instead of realism to explore serious ideas?
Included Excerpt (Short, Non-Graphic)
The Lion, the Witch and the Wardrobe
“Lucy felt a little frightened, but she felt very curious and excited as well. She pushed the coats aside and stepped forward.”
SESSION 2 — Entering a New World: Perspective and Belief
Objective
Students analyze how characters’ beliefs shape their reactions to unfamiliar experiences.
Mini-Lesson
Introduce the concept of perspective. Explain that characters do not respond to events equally; their personalities and beliefs determine what they accept or reject.
Group Activity — Perspective Jigsaw
Each student examines one sibling (Lucy, Edmund, Susan, Peter) and answers: - What does this character believe?
- What do they doubt?
- How does this affect their behavior?
- Students teach their findings to the group.
Writing Task
Which character’s reaction to Narnia makes the most sense to you, and why?
Included Excerpt
“Lucy was sure she had been in Narnia. The others said it was only a game.”
SESSION 3 — Temptation and Moral Choice
Objective
Students examine how temptation reveals character and drives conflict.
Mini-Lesson
Explain that temptation in literature is used to show: - Internal struggle
- Weakness vs. strength
- Desire vs. responsibility
- Choices, not accidents, move stories forward.
Group Activity — Choice Analysis Chart
Groups map Edmund’s situation: - What he wants
- What he is promised
- What he risks
- What he chooses
- All claims must be supported by textual evidence.
Writing Task
Is Edmund responsible for his betrayal, or is he manipulated? Explain using evidence.
Included Excerpt
“The Queen smiled at Edmund and promised him more of what he wanted, if only he would bring his brother and sisters to her.”
SESSION 4 — Power, Fear, and Control
Objective
Students analyze how villains represent systems of fear and authority rather than simple evil.
Mini-Lesson
Teach students that antagonists often symbolize: - Abuse of power
- Fear-based leadership
- Control through punishment or reward
- Group Activity — Symbol Identification
Groups identify symbols connected to the White Witch (winter, stone, silence, fear) and discuss what each might represent.
Writing Task
Choose one symbol associated with the White Witch and explain its meaning.
Included Excerpt
“It was always winter and never Christmas.”
SESSION 5 — Trust, Allies, and Moral Courage
Objective
Students examine how trust and cooperation enable change.
Mini-Lesson
Explain how authors use secondary characters to test trust and guide decisions. These characters often present moral crossroads.
Group Activity — Trust Evaluation
Groups discuss: - Who the children trust
- Why trust is risky
- How trust changes the story’s direction
- Writing Task
Why is trust necessary for the characters to succeed?
Included Excerpt
“If we can trust one another, we may yet do something worth doing.”
SESSION 6 — Allegory and Interpretation
Objective
Students understand allegory as a literary technique and practice evidence-based interpretation.
Mini-Lesson
Define allegory as a story in which characters or events represent larger ideas. Emphasize: - Allegory allows multiple interpretations
- Claims must be supported by evidence
- No single interpretation is required
- Group Activity — Allegorical Claim Building
Groups choose one element (Aslan, the Wardrobe, the Stone Table) and construct: - A possible symbolic meaning
- Supporting evidence
- An alternative interpretation
- Writing Task
Make a claim about what one element symbolizes and defend it with evidence.
Included Excerpt
“When they heard Aslan’s name, something moved in all their hearts.”
SESSION 7 — Change, Justice, and Endings
Objective
Students analyze how endings communicate theme and character growth.
Mini-Lesson
Explain that meaningful endings show: - How characters have changed
- What lessons have been learned
- What values the author emphasizes
- Group Activity — Before-and-After Character Study
Groups create charts comparing characters at the beginning and end of the novel.
Writing Task
What message does the ending leave the reader about growth or responsibility?
Included Excerpt
“They stepped out of the wardrobe and were children again, but they were not the same children they had been before.”
OPTIONAL CULMINATING PROJECT — Narnia Theme Panel
Objective
Students synthesize literary analysis into a collaborative product.
Group Task
Each group creates a literary panel including: - Theme statement
- 2 analytical paragraphs
- 3 short quotations
- One original written piece (monologue, reflection, or scene)
- Individual Writing Task
Reflect on how fantasy helped you understand a real human struggle.
Teacher Notes - This workshop aligns naturally with CCSS Reading Literature, Writing, and Speaking & Listening standards
- Allegory is framed academically, not doctrinally
- Sessions function independently or sequentially
- Suitable for public, private, and classical settings