Creating Narnia Maps

Overview

In this creative reading-and-writing lesson, children use comprehension strategies to recall important locations from The Lion, the Witch and the Wardrobe and transform them into a clear, imaginative map. They will discuss key details, retrieve information, and draft map features using organisational devices like titles and labels.

Learning intentions

• Students will participate in discussion about a familiar story, listening to others and building on ideas.
• Students will retrieve and record key information about settings from the story.
• Students will draft and write a map that includes settings, routes, and labels.
• Students will create a clear organisational layout using headings, labels, and simple sections.

Success criteria

• I can talk about my chosen Narnia locations and what happens there using evidence from the story.
• I can include important map features (title, key/legend, labels) that help the reader understand my map.
• I can write labels and short descriptions accurately and in a logical order.
• I can explain (orally or in writing) why my map choices fit the story.

Curriculum links

• Reading – comprehension: participate in discussion about books read to them and those they read for themselves, taking turns and listening.
• Reading – comprehension: retrieve and record information from non-fiction (adapted here as retrieving and recording story details onto a map record).
• Reading – comprehension: understand what they read by discussing and retelling orally aspects of texts they know.
• Writing – composition: draft and write in narratives by creating settings, characters and plot (maps as narrative spaces).
• Writing – composition: draft and write using simple organisational devices such as headings and sub-headings.

Lesson structure (60 minutes)

1. 0–5 min · Hook and purpose Teacher shows an example of a simple fantasy map (without giving away Narnia details) and asks: “What makes a map helpful to a reader?” Students turn and talk, sharing one thing a good map must include.

2. 5–15 min · Story recall discussion Teacher displays prompts: “Where do key events happen?” and “What do you notice about each place?” and briefly revisits a short excerpt from the story (teacher reads aloud). Students, in pairs, list 3 locations they remember (e.g., wardrobe, forest, lamppost area, Cair Paravel) and share one detail each time.

3. 15–25 min · Map planning (retrieve and record) Teacher models a planning template: Title box, Location list, Route idea, Key/legend, and optional “What happens here?” note. Students complete their template with:

• 5–8 locations (as headings or bullet points)
• 1–2 route connections between locations
• 2 labels they will include on the final map (using short noun phrases)

4. 25–35 min · Mini teach: clarity and organisational devices Teacher demonstrates how headings, sub-headings, and a key/legend improve clarity (e.g., “Forest of Winter” as a label; “River” as a line label; arrows for routes). Students add to their plan: a title, a simple compass/arrow indicator (optional), and a key/legend with 3 symbols they choose.

5. 35–50 min · Creative drafting (make the map) Teacher circulates, reminding children to match map features to story details and to keep labels readable (large writing, consistent style). Students draft and draw their Narnia map on A3/A4 paper, including:

• a clearly written title
• labelled settings
• at least one “route” using arrows or a path line
• a key/legend for symbols Students also write 1 short descriptive sentence for two locations (e.g., “This is where the lamppost helps them find their way.”)

6. 50–57 min · Share and refine Teacher invites students to share in groups of 4, using a sentence stem: “Your map helps me because…” and “I can see where… by the label…”. Students give one improvement suggestion (label clearer, route makes sense, key/legend added, or sentence matches the story).

7. 57–60 min · Quick exit ticket Teacher asks: “Name one setting you included and one reason it matters in the story.” Students write a single sentence (or draw a small “label” and write one phrase).

Resources

• Printed planning template (title, location list, route, key/legend, two sentence boxes)
• Large paper (A3 or A4) and pencils/coloured pencils or crayons
• Example fantasy map (teacher-made or from a class set)
• Story excerpt for teacher read-aloud (selected short passage)
• Sentence stems on display (e.g., “Your map helps me because…”, “I can see where… because…”)
• Timer for group share and drafting

Assessment

• Teacher listens during paired and group discussions for comprehension (children using story details, taking turns, listening).
• Teacher checks plans during circulation: presence of title, labelled locations, route idea, and key/legend.
• Exit ticket shows whether children can justify a setting choice with a clear reason.

Differentiation

• Support:
• Provide a word bank of locations and label starters (e.g., “Forest…”, “Castle…”, “Where…”).
• Offer sentence starters for the two descriptive sentences and a partially filled template for children who need structure.
• Allow children to draw symbols first, then write labels.
• Extension:
• Challenge students to include a “map note” box (e.g., “Watch for the Deep Magic!”) connected to the story.
• Ask for an extra route and one additional labelled setting, plus a second descriptive sentence.
• EAL/SEN:
• Pair with a supportive partner and allow oral rehearsal before writing.
• Accept label phrases (not full sentences) where necessary, while still meeting map clarity expectations.
• High attainers:
• Encourage more precise language (e.g., choosing vivid adjectives) and clear links between the route and story events.