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Read The Lion, the Witch and the Wardrobe, Chapters 1-4; Complete Student Packet Worksheets for Chapters 1-4

Ask students to write a one word association in response to a place written on the board or chart paper—“Playground.” Ask students, What does this place make you think? Feel? Give students a few seconds to write their first word association on a sticky note. Then have students take turns reading their word association aloud. Next, write “Empty Playground” on the board or chart paper and have students write one word association on a sticky note in response. Then have students take turns reading their word association aloud. Finally, write an even more descriptive version of the playground—“Chilly, deserted playground, standing silent in the dark.” Have students write down their word association response on a sticky note and take turns reading them aloud. Explain to students how the word associations became both stronger and more similar when they were provided with specific, descriptive language for a setting.

will explain that authors use descriptive language to make the reader feel strongly about a place. When we referred to “playground,” we all had different word associations, but when we added more descriptive detail, we were transported to the eerie feeling of an abandoned, dark playground. Since fantasy stories take us to imaginary worlds we can never travel to, it is important for a fantasy writer to use language that will make the reader feel like they can picture the setting. In other words, the author uses convincing details to make a made up place feel real for the reader (even if this place is not fantastical). A good reader pays careful attention to the language used to describe a given place to visualize it and understand its emotional impact (i.e. is this place frightening or safe, awe-inspiring or dangerous, etc.).

I will examine the language used to describe the old Professor’s house in Chapter 1 of The Lion, the Witch and the Wardrobe by paying careful attention to what I can see, smell, taste, hear, and feel. I will look for adjectives used to describe the house. I will record evidence of how the characters feel or think about the house, and I will identify how the house makes me feel. I will create The Language of Setting Chart-Old Professor’s House. I will fill in each box with descriptive details from Chapter 1. See The Language of Setting Chart-Old Professor’s House. Note: Create this chart by dividing the chart into four boxes and write “Setting: Old Professor’s House” at the top. Each box will address the following:

Box 1) What can you see, smell, taste, hear, and feel in this place? It is important to start with the senses because we experience places through our senses. For example, when I walk down the street, I smell my neighbors’ cooking; I hear the sounds of cars and taxi cabs and the sounds of children laughing; I feel the sun on my skin. These sensory experiences make me know that I’m home. Similarly, to visualize a setting, I want to pay attention to what is heard, felt, smelled, tasted, and seen in this place.

Box 2) List any adjectives used to describe the place. This question will require that I pay careful attention to description. It is important to note, not just that I can see a wardrobe, but more importantly a towering wardrobe, or a mysterious wardrobe. These adjectives give elements of the setting impact and help them come to life for the reader.

Box 3) Record any textual evidence that tells you how the characters feel about this place. Textual evidence provides the narrative context. I want to know how the characters are experiencing this place, and I can use textual evidence to figure that out.

Box 4) How does the description of the place make you feel? I will synthesize my ideas from Boxes 1-3 to explain how I am impacted by this setting.

Ask: "How can I examine the language an author uses to give a place in a story emotional impact?" Students should respond that you need to look for what you can see, touch, taste, smell, and hear in a setting. You also need to pay careful attention to the adjectives and any text evidence about how characters feel about a place. Then, you need to think about how this place makes you feel.

will chart and examine the descriptive language in Chapter 2 of The Lion, the Witch and the Wardrobe that describes Tumnus’ cave. We will create a 4-box chart to record the sensory experience of the place, any adjectives used to describe the place, textual evidence letting us know how the characters feel about this place, and information about how the place makes us feel. See The Language of Setting Chart- Tumnus’ Cave for an example.

will complete The Language of Setting page in your Student Packet, charting the descriptive language used to describe the woods of Narnia in Chapters 3-4 of The Lion, the Witch and the Wardrobe. (See page 7 in the Student Packet.)

will come back together to share the language used to make Narnia believable and real to the reader. We will discuss how the descriptive language differed when Lucy and Edmund experienced Narnia.