Spencer's+Narnia+Lesson+Plan

=Spencer's Narnia Lesson Plan = = = __

__ __ Reading ____ and Writing in Narnian – Using English Etymologies to Read, Write, and Create Unique Words __ T. Spencer D’Agostino

Subject: English 4 (12th Grade) Allocated Time: 55 Minutes Student Population: 28 Students, 12 Boys, 16 Girls (2 ELL)


 * State Standards**:

1.1.11.C: Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing.

1.1.11.E: Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference.

1.1.11.F: Understand the meaning of and apply key vocabulary across the various subject areas.

1.3.11.E: Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

1.4.11.B.5: Use primary and secondary sources.

1.5.11.B.1: Gather, determine validity and reliability of, analyze and organize information.

1.5.11.B.2: Employ the most effective format for purpose and audience.

__Goal for understanding__: In Lewis’ //Chronicles of Narnia// series, many characters use unusual, half-English words such as “cantrips,” “poltoonery,” “hastilude,” and “skirling” (just to name a few). By examining the meaning of these words within their context in the book as well as within their basis in the English language (via a Dictionary), students will be able to both expand their understanding/comprehension of the text as a whole and begin to create their own unique //Narnian// dialect!

__Instructional Objective__: Students will be able to (first) **analyze**, **deduce** and **inspect** a collection of made-up Narnian words gathered from C.S. Lewis’ //The Chronicles of Narnia// and, (second) be able to **synthesize** and **create** their own Narnian phrasebook which fits within the dialect/canon which is used in the original novel.

__Student behaviors__: Students will be given a collection of selected passages from the novel which utilize unique Narnian phrases/words such as “cantrips,” “poltoonery,” “hastilude,” and “skirling” on a single sheet of paper. One example, “cantrips” will be broken down into several possible English derivatives (explained below) to show how each of these words can be mixed together to create an altogether unique new word. The students’ will ultimately find the etymological foundations and overall meaning of these Narnian words by locating the various English words in which they are based.

__Sources of evidence__: By breaking down the Narnian word “cantrips” from the contextual passage “I have some poor little skill – not like yours, Master Doctor, of course – in small spells and //cantrips// to use against our enemies if was agreeable to all concerned,” (//Prince Caspian//, p392), students will recognize how the English-rooted words //caltrop//, //trip//, and //incantation// (provided as an example at the top of the worksheet) serve as its etymological foundation due to the collective pronunciations and definitions of the English derivatives.

__Criteria for Evaluation__: After locating at least three (3) true-to-life English words which each group has identified as possible English derivatives for the Narnian words provided (along with their respective English pronunciations and definitions, of course), each group will then create three of their own original words from amalgamations of existing English words on the reverse side of their handouts. If time permits, the groups will then present these words in an attempt to test their peers’ etymological knowledge and familiarity with the English language.

__Estimated Time__: 5 Minutes __Teaching to the Objective__: (Introduction/Motivation) Students will begin the class by completing a “Do Now” activity called a Daily Journal Question (DJQ) in their journals. This will get their mind more focused on the objectives of the day and, more specifically, the task in which they will ultimately be engaged during their class activity. The question for this day is: “Think of a slang word (no expletives allowed) which you, your family, your friends, and/or your community use. What does this word mean and where do you think it comes from?” At the end of the 5 minutes, student volunteers will briefly share their responses to the DJQ and will participate in a short, whole-class discussion regarding the journal question. Also, this provides an easy transition into the next part of the class and succinctly introduces students to the task which will be given shortly. __Differentiation__: The DJQ will be written on the board as well as verbally conveyed. Students will have access to empty chairs nearest to the board in the case that they cannot see the question. ELL students will have the opportunity to use words from their most familiar language, so long as the requirements are met.
 * Teaching to the Objective**:

__Estimated Time__: 10 minutes __Teaching Objective__: (Visual Appeal/Modeling) Students will be shown a very brief PowerPoint presentation which displays how the word “cantrips” is used within the text by utilizing the following passage from the text: “I have some poor little skill – not like yours, Master Doctor, of course – in small spells and //cantrips// to use against our enemies if was agreeable to all concerned,” (//Prince Caspian//, p392). After this, the words //caltrop//, //trip//, and //incantation// will be shown along with their respective pronunciations and definitions. Then, each word will be substituted for “cantrips” in the passage to show how each English word could still be used in the sentence without changing the overall meaning of the passage. Last, students will be shown how the various fragments of each of these words have been used to make the spelling (and pronunciation) of the Narnian word “cantrips.” This PowerPoint serves as a model for what the students will be directly engaging in proceeding the introduction/instructions. __Differentiation__: Students will view the PowerPoint via projector, so they will be able to visually see how familiar English words have been re-appropriated for use by Lewis in //The Chronicles of Narnia//. This is intended primarily to help the more visually/spatially based learners.

__Estimated Time__: 30 minutes __Teaching to the Objective__: (Developmental Activities) Students will be assigned a partner and be given a copy of the handout which contains the previously completed example “cantrips” as well as three other words: “poltoonery,” “hastilude,” and “skirling.” Each pair of partners will receive a single Oxford Dictionary for use in their word search. Students will then be assigned to find the theoretical etymology of these Narnian words by researching true-to-life English words via the Oxford Dictionary. For each word on the handout, students must provide at least three possible etymological English root words along with their respective pronunciations and definitions. This will be collected by the teacher at the end of the class period and will be graded based on effort for a participation grade. __Differentiation__: ELL students (or any other students having difficulty) can join another group to make a group of three as a way to get more help and guidance from their peers during the activity itself. Due to the relatively simplicity of the activity, student peers should be more than equipped to help struggling group members.

__Estimated Time__: 10 minutes __Teaching to the Objective__: (Closure) Teacher will call students “together” and begin to call on members of the groups to read the words their group chose as the etymologies of one or more of the Narnian words from the handout. The teacher will then proceed to write these words on the board and keep a running record of any words which are repeated. The teacher will then ask a class-wide discussion question: “Why is it that certain words seem to have been selected more or less than others? How does our perception of a word’s etymology impact how we use and understand that word when we see it in a sentence or hear it in a conversation?” After the majority of the class has shared, the teacher will point out how this activity has emulated the very way in which Lewis created the Narnian dialect and how this process ultimately shaped the //Chronicles of Narnia// as a whole. The teacher will then collect the handout from the groups and dismiss the class. __Differentiation__: Certain students tend to be very shy and will never volunteer in class. I will specifically meet with these students during the Developmental Activities and try to “convince” them to volunteer their correct answers without making it a class-wide issue.

__Follow-Up / Homework__: At home, use a dictionary (or use one online) and find 3-5 English words which you can combine to make your very own Narnian word. Create at least 3 Narnian words using this method. Make sure to include the pronunciation and definition for both the English words you used as well as the Narnian words you created!

__Materials__: Teacher-made handouts, at least 15 copies of the Oxford Dictionary (or any other collegiate-level dictionary)

__Resources__: //The Online Works of C.S. Lewis [|The Lion, the Witch, and the Wardrobe], [|Prince Caspian]// //Phrasebook Rubric// [[|WikiSpaces Link]] //Phrasebook Handout// [[|WikiSpaces Link]]

Pennsylvania Department of Education. (n.d.) //Academic Standards for reading, writing, speaking and listening.// Retrieved January 16, 2008, from [|http://wwwpde.state.pa.us]