THE LION, THE WITCH, AND THE WARDROBE - EDUCATOR’S GUIDE - Chapter 1 Focus: Vocabulary, Comprehension, Critical Thinking

Oct 1, 2026

Educator’s guide for using The Lion, the Witch, and the Wardrobe with students in grades 5–8. Provides reproducible chapter-based activity sheets, including optional vocabulary quizzes, enrichment tasks, and comprehension questions. For each chapter, it lists targeted vocabulary and expressions, then offers structured exercises such as sentence completion, word-in-context writing, and guided critical thinking prompts. Designed for individual or small-group work in mainstream public school settings.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages70

Reading Time1 h 48 min

AccessFree to download

Chapter 1: Lucy Looks Into a Wardrobe

Vocabulary

Expressions

Vocabulary enrichment activities

Comprehension

Critical Thinking

Write, Discuss, Create

Chapter 2: What Lucy Found There

Vocabulary

Expressions

THE LION, THE WITCH, AND THE WARDROBE EDUCATOR’S GUIDE VOCABULARY COMPREHENSION CRITICAL THINKING CREATIVE EXPRESSION Dear Educator, Thank you for visiting the C. S. Lewis Foundation website. We appreciate your efforts to introduce C.S. Lewis and the Chronicles of Narnia to your students and friends. We have sought to provide you with educationally challenging and easily reproducible bookbased activity sheets geared toward students in grades 5-8. The simple format of four black and white pages for each chapter can be economically copied as two double sided sheets, holepunched, and collected in a notebook. An optional vocabulary quiz sheet can be used for further challenge and/or assessment. The range of activities meets several of the current state standards for education. Students may work individually or in small groups, as suits the situation. These materials have been designed specifically with the public school or mainstream educational setting in mind, primarily for use by students in the middle grades (5th – 8th) . This Study Guide to The Lion, the Witch, and the Wardrobe was developed under the auspices of the C. S. Lewis Foundation by Rebekah Choat (home educator for seventeen years) . We thank her for her amazing generosity, dedication, and talent in creating this guide. ***Final edits of these materials were subsequently made by Mary Pomroy Key, Ph.D, Counseling Psychology, University of Southern California, Marriage and Family Therapist, adjunct professor of Children's Literature and Child Development, and home educator for thirteen years. We also thank Emily Key, age 10, who tested the guide and provided invaluable feedback. *** Please feel free to browse through other resources listed on our website, [cslewis.org](cslewis.org), including study guides for books by C.S. Lewis, Lewis’ biographical information, the “bookstore” and a sampling of some of the seminars and opportunities available for educators. The C.S. Lewis Foundation Chapter 1: Lucy Looks Into a Wardrobe Vocabulary: air raids blue-bottle inquisitive looking-glass mothballs muffler parcels queer row wardrobe wireless Expressions: “fallen on our feet” “come off it” “Ten to one” attacks by aircraft, especially on nonmilitary targets a type of flying insect with a blue body eager for knowledge; curious a mirror small, Styrofoam-like balls containing chemicals to keep moths away from clothing in storage a scarf worn around the neck for warmth packages strange or unusual a disturbance or quarrel a large, cabinet-like piece of furniture which serves as a closet for storing clothing a radio without wires or cords “luckily been sent to a good place” “stop acting or talking that way” “it’s very likely” Vocabulary enrichment activities: A . Fill in the blanks with the words or expressions from the lists above that make the most sense based on the story. 1. The children were sent to stay with the Professor because of the . 2. Peter thought they had . 3. After the rooms full of books, they found a room that was empty except for a big with a in the door. 4. When Lucy found herself standing in the middle of a wood, she felt both frightened and 5. The first person she met in the wood was wearing a red . B . Correctly use each of these words in a sentence. 1. mothballs 2. parcels 3. row Comprehension – Answer the following questions based on Chapter 1. 1. Where did the children live before this story began? | 2. Why was Edmund bad-tempered the first night at the Professor’s house? | | --- | | 3. How did the adventures begin? | 4. What first made Lucy realize that something queer was happening in the wardrobe? ___________________________________________________________ 5. What did she think that convinced her it was safe to go on and explore? ___________________________________________________________ 6. What was the source of the light in the wood? ____

FAQs

Who are these materials intended for, and how are they meant to be used in class?

The materials are designed for students in grades 5–8, mainly in middle-grade mainstream/public school settings. Students can work individually or in small groups, depending on the situation.

What instructional components are included for each chapter?

Each chapter includes vocabulary and expressions, vocabulary enrichment activities (such as fill-in-the-blanks and sentence use), comprehension questions, and critical thinking and creative writing/discussion prompts.

How are the activity sheets structured for easy reproduction?

The guide uses a simple format of four black-and-white pages for each chapter that can be copied economically as two double-sided sheets, hole-punched, and collected in a notebook. An optional vocabulary quiz sheet can be added for additional challenge or assessment.

Oct 1, 2026

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