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Transformation Texts: Focus – The Lion, the Witch and the WardrobeUnit Outline Unit durationObjective: Students will learn about the ways texts manipulate the responder. They will learn to think critically about images presented for specific purposes in a variety of media, which will teach them to be discerning viewers, and enable them to make informed decisions and choices.

10 Weeks (30 Lessons)

Big ideas/key concepts Why does this learning matter?The key concepts I want students to learn about are: What is transformation? What are the catalysts for transformation? What are the effects of transformation – on the individual? On society? On a text? Are

these always positive, or can they be negative? How are transformations depicted in film (including individual transformation and

transformation of a society)? What techniques are used to effectively transform a written text into a visual text?

The learning matters because: it is important to be visually literate. a development of appreciation and understanding of a broad range of text types can be

achieved through studying film. We live in a highly visual world, and are constantly being bombarded by images from the

media. Critical literacy is highly important as students need to know how they are being manipulated by the images and the media they are exposed to everyday, so they can make up their own minds.

Place in scope & sequence/Building the field Target outcomes

This unit follows a unit on memory, in which students were taught about differing perspectives and the fact that we are the sum of our memories and experiences. Students also looked at the ways our society has changed from pre-colonisation to the present day.

3 – A student responds to and composes texts in different technologies.6 – A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.8 – A student makes connections between and among texts.9 – A student demonstrates understanding that texts express views of their broadening world and their relationships within it11 – A student uses, reflects on and assesses individual and collaborative skills for learning

Assessment: Part A (15%) - Scene analysis (Written explanation of how specific film techniques have been used to convey the concept of transformation) AND Part B (5%) - Reflection

Suggested texts: The Lion, the Witch, and the

Wardrobe. Prince Caspian Harry Potter and the

Philosopher’s Stone

What the students need to know/ have done at the end of this unit: Students need to be familiar with the metalanguage of film. Students need to have a working knowledge of how film techniques are used to depict transformation. Students need to have applied their knowledge of how transformation is depicted in film to complete an analysis of how a scene has been transformed

from written text into a visual text.

NB – Activities have been provided for all 10 clips on the DVD. It is not necessary to complete all activities. Choose the clips that are most appropriate for your class and only complete such activities as are necessary to convey the concepts to your class.

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Students learn to:

Students learn about:

Learning Experiences Variations/ Registrations

Resources Quality Teaching

INTRODUCTION TO TRANSFORMATION Intellectual Quality

Significance Deep knowledge Deep

Understanding Problematic

knowledge Higher-order

thinking Metalanguage Substantive

communication Quality Learning Environment Explicit quality

criteria Engagement High expectations Social support

knowledgeS4 Inclusivity

Students’ self-regulation

Student direction Significance Background

knowledge Cultural knowledge Knowledge

integration Inclusivity Connectedness Narrative

Brainstorm: What so you think of when you think about transformation/ things transforming? (Who/What might transform? What are some catalysts for transformation?)

11.9 perform an allocated role responsibly in a group and assess the success of collaborative processes

Define the terms transformation (Langford strategy) – Put the students into groups of about 4. Each student gets 3 minutes to write a definition of what they think transformation is. They then pass their definitions around the circle. Each member of the group reads the definition and underlines what they think are the key words. This continues until everyone has read everyone else’s definition.Students then call out the words underlined on their piece of paper, and one group member writes the words onto a piece of butcher’s paper for everyone to see. They then eliminate the superfluous words (double ups, synonyms etc). [If needed, have the group multi-vote to figure out the words they think are most important, red dot = 2 point blue dot = 1 point]As a group they use the words they have voted on to write a group definition with which everyone is happy.

Butcher’s paper

Textas

[Red and blue dot stickers – for a multi vote]


List: Students are to think of as many things as they can which undergo transformations

Classify: Students must then go through the list and write down what factors might cause the transformations (e.g. a baby transforms into an adult over time, a caterpillar transforms into a butterfly over time, cake mix transforms into a cake with the application of time and heat, mountains erode over time, and with the wind and the water and become valleys, an honest man transforms into a criminal when facing temptation…).

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Students learn to:




6.1 compose coherent, imaginative texts that use and explore students’ own experiences, thoughts and feelings and their imaginings

6.2 compose a range of imaginative texts including narrative.

Transformations of Individuals Intellectual Quality

Significance Deep knowledge Understanding Problematic

knowledge Higher-order

thinking Metalanguage Substantive

communication Quality Learning Environment Explicit quality

criteria Engagement High expectations Social support

knowledgeS4 Inclusivity

Students’ self-regulation

Student direction Significance Background

knowledge Cultural knowledge Knowledge

integration Inclusivity Connectedness Narrative

Think-Pair-Share: Students are to think of a transformation that has occurred in their own lives (this may be a transformation in understanding/ beliefs, a physical transformation, or an emotional transformation. AND/OR

Apply: Students are to write a diary entry about a transformation that has occurred in their life. AND/OR

Synthesise: Students are to write a story about a character or a society that undergoes a transformation. In this story, they must be careful to mention the factors that were the catalysts for change and the effects of the transformation, whether positive or negative.

9.8 the ways in which their experiences and perspectives shape their responses to texts

Hypothetical: Imagine that you have just had a fight with your girlfriend/ boyfriend. You go for a walk on the street and you meet your girlfriend/ boyfriend’s boss. The boss offers you a promotion to the head of the company, and a huge pay rise. This will mean that you are in charge of your boyfriend/ girlfriend, you will have heaps of money and everyone will think that you are an amazing businessperson. The only catch is, that in order to get the position, you have to give the boss information that might result in your boyfriend/ girlfriend being fired. What do you do and why?

6.3 explore real and imagined (including virtual) worlds through close and wide engagement with texts

Listening: Students listen to the dramatised radio play of The Lion, the Witch, and the Wardrobe

Radio play – The Lion, the Witch, and the Wardrobe

Note taking: As students listen to the dramatised radio play, they must take notes summarising the main events that occur.

Viewing: Watch The Lion, the Witch, and the Wardrobe (Disney version)

(Optional) Viewing: At the end of the unit, you may like to show them the BBC version of The Lion, the Witch and the Wardrobe.

DVD The Lion, the Witch, and the Wardrobe

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Students learn to:




8.1 identify, compare and describe the connection between spoken, written and visual texts with similar subject matter, such as a book and its film adaptation

8.3 identify and describe the similarities and differences in meaning and language between texts composed for different purposes or audiences

11.8 generate, document, clarify, organise and present ideas and information

8.5 the ways in which meaning is shaped by form, structure, style, personal perspective and by the composer’s purpose and audience

8.9 how information can be used to different effect in different texts

9.11 film and media techniques used in representing people, places and events.

Transformation of Scenes: Lucy meets Mr Tumnus Reading to Learn (optional): Complete RTL cycle on the passage

where Lewis describes the first meeting between Lucy and Mr Tumnus.

Create (optional): Students use the description of Mr Tumnus provided in the passage to draw a picture of what he looks like.

After reading chapter 2 of The Lion, the Witch and the Wardrobe complete the following activities:

View: Lucy Meets Tumnus (Disney version) View: Lucy Meets Tumnus (BBC version)

DVD Clips LW&W

Class set of The Lion, the Witch and the Wardrobe (LW&W)

Screen captures – Mr Tumnus’ house (BBC and Disney version) Board notes #1: Mise-en-scene

Apply: Students to describe the use of mise-en-scene in Mr Tumnus’ house in the Disney version and the BBC version (see table #2a).

Analyse: How is Mr Tumnus’ houses described in the novel? Which film version is closer to the novel and why? Why do you think things have been changed in the version that isn’t as close to the description in the novel? What do we learn about Mr Tumnus from his house? What things are important to him? How does the director use mise-en-scene to help us understand Mr Tumnus’ character and the choices that he makes? OR

Compare: Students create a table in their books (see notes #2b at end of program) to compare the depiction of characters, action and setting in the two film versions with the novel. They fill in the appropriate column after viewing each clip.

Evaluate: Which scene is closer to the novel? What made it closer (think about what was left in and what, if anything, was left out, descriptions of characters and settings etc.)? Which scene did you prefer and why?

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Students learn to:







9.3 explain and justify personal empathy, sympathy and antipathy towards characters, situations and concerns depicted in texts


8.5 the ways in which meaning is shaped by form, structure, style, personal perspective and by the composer’s purpose and audience


9.7 the ways in which ‘story’ creates a world within which characters interact and shape action

9.8 the ways in which their experiences and perspectives shape their responses to texts


Transformations of Characters: The White Witch Reading: Read pp. 30-43 in The Lion, the Witch and the Wardrobe View: Class to watch the BBC clip ‘Edmund in Narnia’ View: Class to watch the Disney clip ‘Edmund in Narnia’ Questions: Students to answer the questions as a class/ independently/ in

groups:Interpretations of the White Witch How is the White Witch described in the book (p.33)? Use the description to draw/ colour a picture of the White Witch. (optional

activity for lower classes) Describe the Queen in the BBC version. Describe the Queen in the Disney version. Which version of the queen is more true to the novel and why? Why do you think the Disney version may have changed her appearance

from the description? Which portrayal of the White Witch do you think it more likely that

Edmund would believe? Why? Discussion: Which version do you prefer and why? Optional extension: Read chapter 3 of Genesis

[http://www.biblegateway.com] in the Bible and compare the temptation of Eve with the temptation of Edmund.

DVD Clips LW&W

Class set of The Lion, the Witch and the Wardrobe (LW&W)

Transformations of Characters: Edmund Reading: Read pp.44-48 in LW&W Description: From these pages, write a description of Edmund. Make

sure that you mention his physical appearance and his personality. AND/OR

Character Profile: Have students complete a character profile on Edmund including the following details: Name, Age, Siblings (and position in family), Appearance, Personality, and any other pertinent details. AND/OR

Y-Chart: Have students complete a Y-chart on Edmund, describing what he looks like, sounds like and feels like. OR

X-Chart: Have students complete an X-chart on Edmund, describing what he looks like, sounds like, feels like and thinks like.

Venn diagram: Teacher to display two pictures of Edmund – one from the BBC version, and the other from the Disney version. As a class/ in small groups/ pairs or independently have students complete a Venn diagram comparing the two portrayals of Edmund.

Discussion: Which version of Edmund do you think is closer to the way C.S. Lewis envisaged him in the novel? Why? How do the visuals enhance our understanding of who Edmund is as a character?

Class set of LW&W

(Butcher’s paper)

Screen captures: Edmund Disney version, Edmund BBC version

http://www.biblegateway.com/

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Students learn to:







9.3 explain and justify personal empathy, sympathy and antipathy towards characters, situations and concerns depicted in texts





Transformation of a scene: The Beaver’s House After reading chapter 7 In the House of the Beavers complete the

following activities: View: The BBC and Disney versions of the clip ‘Beaver’s House’ Compare: Complete a Venn diagram comparing the similarities and

differences between the scenes Discuss: Which scene is closer to the novel? What has been left out/

added to the scenes? Why have these changes been made (Which scene is more engaging?)

DVD Clips LW&W

Transformation of a scene/ location: The White Witch’s house After reading chapter 9 complete the following activities: Re-read the description of the witch’s house and use the description to

draw a picture of the house and its surrounds. Compare: Compare your picture with a screen capture of the witch’s

house from the BBC and Disney versions of the film. Of the three, which is closest to the written description? Which do you like most and why?

Viewing: View the clips ‘The Witch’s House’ for both the BBC and Disney versions and answer/ discuss the following questions:- Which scene was closer to the novel? What about it made it truer

to the novel?- Why do you think they added the bit with Mr Tumnus in the Disney

version?- What does this additional scene show us about Edmund’s

character? How does it make us feel about him?- Do you think Edmund regrets his actions in the BBC version? In

the Disney version?

DVD Clips LW&W

Screen captures of the witch’s house

Transformation of a scene: Father Christmas Viewing: The Disney version, and the BBC version of ‘Father

Christmas’ scene. Read: pp. 97-101 The Lion, the Witch and the Wardrobe (gift giving

scene). Discussion/ note taking: Students discuss the similarities/ differences

between the scenes and between the books. Discuss the changes that were made, and make notes about the effect of/ reason for the changes (particularly as regards the dialogue between Father Christmas and Susan – what does this show about the social context of the Disney version of the film, and the others?)

DVD Clips LW&W

Students learn to:




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Transformation of characters: The Pevensie Children Board notes #1: Mise-en-scene (if not already done) Compare/ Contrast: View screen captures of the Pevensies from their

first entry into Narnia and the end of the film when they are kings and queens. Compare them using table #4. (What are they wearing? What are they holding? How are they standing? Describe their facial expressions?

Discussion/ Independent notes: How have each of the characters transformed in the film? What changes in mise-en-scene have been used to convey their transformation? OR

Screen captures of the characters from their arrival in Narnia and the end of the movie (either their coronation or them as adults)

Write a description of Peter, Susan, Edmund and Lucy at the beginning of the film (Comment on their personality, the relationship with each other, their appearance, their values).

Write a description of P, S, E, & L at the end of the film (Comment on their personality, the relationship with each other, their appearance, their values).

Describe the transformation of the four Pevensie children as a result of their experiences in Narnia.

Evaluation: Which of the four children changes the most in the course of the movie? Give reasons for your opinion.



8.9 how information can




Film Techniques

Review film techniques Board notes #4: Shot type Board notes #5: Camera angle OR

(BN #4 and # 5 may be done as pictures for lower ability classes. For higher ability classes, this may be a review instead of notes – the teacher writes the shot type/ camera angle and the student writes a definition/ draws an appropriate picture to illustrate it) OR

Worksheet: Shot type and camera angles – teacher provides sheet with definition and picture of terms, read through and review as a class

Apply: Students are given screen captures from the film and they must identify the shot type and camera angle used. For each shot discuss the purpose of the shot type/ camera angle and its effectiveness (this may be done on the SMARTBOARD as a whole class, or as individuals).

Worksheet shot type and camera angles

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be used to different effect in different texts 9.3 explain and justify personal empathy, sympathy and antipathy towards characters, situations and concerns depicted in texts11.8 generate, document, clarify, organise and present ideas and information

Board notes #6: Lighting Viewing: View the scene from Deep Magic Venn diagram: Compare and contrast the lighting used at the

beginning of this scene (when Aslan is killed) and at the end of the scene (when he rises from the dead).

Discussion: How is the change in mood conveyed through the change in lighting from the beginning to the end of the scene?

DVD clips - LWW

Board notes #7: Sound Viewing: View the Battle Scene at the end of the film. Watch the scene a second time and fill in a table with the following

headings: Visuals, Diegetic sound, Non-diegetic sound, Effect of the sound

DVD clips - LWW

Allegory (Optional Extension)






Board notes # 1 Allegory AND/OR Discussion: What is allegory? Jig-saw: In home groups, each student is allocated a scene/ character

that might be considered to allegorical. Students separate into expert groups and research the way in which that scene is allegorical. Students report back to home groups and prepare a PowerPoint presentation for the class answering the question: ‘Is The Lion, the Witch, and Wardrobe an allegory?’ – giving evidence from their research. Home groups present their PowerPoint to the class.

Internet access

Allegory - Further Extension (GAT students) List: Students to come up with as many examples as the can of

allegorical texts. These may be books, films, short stories, works of art. (e.g. Aesop’s Fables (‘The Fox and the Grapes’, ‘The Tortoise and the Hare’, ‘The North Wind and the Sun’, ‘The Boy Who Cried Wolf’ and ‘The Ant and the Grasshopper’) by Aesop, Lord of the Flies by William Golding, His Dark Materials (series) by Phillip Pullman, Pilgrim’s Progress by John Bunyan, Animal Farm by George Orwell, The Divine Comedy by Dante…) OR

Teacher to provide an appropriate list of allegorical texts (including a mix of books, art works, films, short stories).

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Students learn to:






Research: Students are to research and/or read/ view one of the allegorical texts, and write a report/ speech detailing what makes it an allegory, and what message it contains. AND/OR

Synthesis: Write you own allegorical short story, poem, or create an allegorical artwork. Write a brief explanation of your allegorical text/ present the piece to the class and explain it OR have students discuss the allegorical features.

3, 6, 8, 9, 11Assessment Task Assessment Task: Students work through their assessment tasks,

with appropriate assistance and scaffolding from teacher.6.3 explore real and imagined (including virtual) worlds through close and wide engagement with texts

The following websites have quizzes about the novel, which you may choose to use as extension activities for early finishers/ or on the SMARTBOARD as a class, to check students’ understanding of the events in the novel. http ://www.factmonster.com/spot/narnia1.html http://www.factmonster.com/quizzes/narniaprince/1.html


9.11 film and media techniques used in representing people, places and events

Optional extra activities: True/ False worksheet – students to complete worksheet based on the

novel Discussion: How has New Zealand been transformed into the

imaginary world of Narnia? [You may like to view the special features on the DVD to help answer this question]

T/F worksheet




9.11 film and media techniques used in representing people, places and events

Transformation of Societies (optional extension) Discussion/ Brainstorm: As a class/ in groups have students think

about the question how did Narnia transform as a result of the children’s first visit there in The Lion, the Witch, and the Wardrobe?

Venn diagram: As a class/ in groups individually have students complete a Venn diagram comparing Narnia at the beginning of The Lion, the Witch and the Wardrobe to Narnia at the end of the film?

Discussion: What were the catalysts for change?

http://www.factmonster.com/spot/narnia1.html

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Evaluation of UnitTeacher Evaluation Comments/Variations

How did the unit ‘rate’ in these areas ?

Time allocated for topicStudent understanding of contentOpportunities for student reflection on learningSuitability of resourcesVariety of teaching strategiesIntegration of Quality Teaching strategiesIntegration of ICTsLiteracy strategies usedNumeracy strategies used

Date commenced:

Date completed:

Teacher’s signature

Head Teacher’s signature

Teacher:............................................................

Class:................................................................

Board notes # 1Mise-en-scene

This is a French word which literally means ‘everything that is in the scene’. It incorporates design, performance/ actors, and even camera elements and editing.

♫ Design – the location of the scene (interior/ exterior), props, costume, make up/ hair styling and colour.♫ Performance/ actors – shape/ size, gender, race, movement.♫ Camera elements – focus, zoom, track, tilt, pan, shot type, lighting and shadow, composition♫ Editing - Transition (cut, fade, dissolve, wipe), other visual effects, structure

It is important to remember that everything is placed in front of the screen for a reason. It may be to develop plot, add to realism, or develop our understanding of a character.

Board notes # 2aTumnus’ House: Mise-en-scene

Novel (pp. ____See also picture on p. ___)

BBC Version Disney Version

OR

Board notes # 2bNovel BBC Version Disney Version

Characters

Setting

Action

Board Notes # 3The White Witch

Looks Like Sounds Like

Thinks Like Feels Like

Board notes # 4Comparing Characters

Arrival in Narnia Kings and Queens of NarniaPeterSusanEdmundLucy

Board notes # 5Shot Type

Extreme close up - A framing in which the scale of the object shown is very large, most commonly a small object or part of the body.

Close up - A framing in which the scale of the object shown is relatively large; most commonly a person’s head seen from the neck up, or an object of comparable size that fills the screen

Medium close up - A framing which the scale of the object is fairly large; a human figure seen from chest up would fill most of the screen.

Medium shot - A framing in which the scale of the object is of moderate size; a human figure seen from the waist up would fill most of the screen.

Long shot - A framing in which the scale of the object would appear nearly the height of the screen Extreme long shot - A framing in which the scale of the object shown is very small, a building, landscape or crowd of

people would fill the screen.

Board notes # 6Camera Angle

Camera angles are used extensively to communicate meaning and emotion about characters:

Low-angle shot: Looking up at a character or object, often to instill fear or awe in the audience; Straight-angle shot: Looking at an eye-level angle to a character or object, giving a sense of equality between subject

and audience; High-angle shot: Looking down on a character, often to show vulnerability or weakness;

Board notes #7Sound

Diegetic sound – sound that exists in the world of the film, that is, characters can hear it e.g. foot steps, explosions, helicopters, wind etc. Diegetic sounds are used to add reality to the scene.

Non-diegetic sound – sound that is not in the world of the film, that is, characters cannot hear it. E.g. soundtracks, background music. These sounds are used to add tension, evoke emotion, personify a character or place etc.

Board notes #8Lighting

Another important part of each shot is lighting. The lighting varies depending on the mood that the director wants to create. In scenes where the feeling is happy and pleasant the director will probably use high key lighting. The scene is brightly lit and there are very few shadows.

In a scene where the atmosphere is one of misery or terror, low key lighting would be appropriate. Here the lighting is gloomy and there are lots of shadows. What light there is tends to pick out only certain things in the shot such as face, eyes and hands.

Board Notes # 9 (Extension)Allegory

An allegory is a story in which things and people represent something entirely other -- perhaps an idea or a philosophy. Allegories usually contain a moral or lesson. Although C.S. Lewis did not intend his books about Narnia to be an allegory, many people read them that way.

In The Chronicles of Narnia, C. S. Lewis, shows us a world that exists parallel to our own, populated by men and women, dwarves and talking animals, giants and mer-people, centaurs and fauns, and ruled by a kind but awesomely ferocious and gigantic lion named Aslan. Aslan represents Jesus Christ, "the lion of the tribe of Judah" (Revelation 7:14). At the climax of the story is a beautiful sacrifice, Lewis's pictures the death of Christ. The breaking of the Stone Table, which symbolizes how Christ's death and resurrection brought about the end of the Law of Moses by meeting its demands for blood atonement (the Deeper Magic from before the Dawn of Time).

(The teacher may, at their discretion wish to add or discuss any of the following information with students)The Pevensie children eventually become so much at home in Narnia that they see it as their native land and this world as the place where they are visitors. Lewis has created an allegory for the spiritual world, which exists parallel to the physical one.

The professor helps Peter and Susan to sort through how to receive Lucy's testimony about Narnia: if she's not a liar and she's not crazy, then logically, she must be telling the truth. This corresponds to the three schools of thought about Jesus’ identity: is he a liar, a lunatic, or Lord (i.e. telling the truth)?

Another significant parallel is this: Aslan's loyal followers play a significant role in the battle against the White Witch. Like our own spiritual warfare, Christ ensures the final victory, but calls on His followers to engage personally in the fight.

The message of the Narnia Chronicles is that it is not enough only to know about Aslan (i.e. Jesus) and Narnia (heaven), but to become His friend and subject and to live in His kingdom forever.

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