“It was cool to find out that Lewis wrote the book with Jesus in mind. It made me realize there’s a deep connection between an author’s life and what they write.”
Nicholas, 6th grade
Every reading experience is an encounter—an invitation to see through someone else’s eyes and explore meaning beyond the surface. The Lion, the Witch and the Wardrobe, with its rich and profound themes (which I explore in depth in this article), offers remarkable potential for the middle school classroom.
One particularly powerful way to unlock that potential is through intertextual comparison. When we invite students to read The Lion, the Witch and the Wardrobe alongside the Bible, we offer them more than a literary exercise. We give them the opportunity to discover how stories speak to one another—and how a powerful narrative can hold deeper layers of meaning and significance.
1. Reveal Symbolism and Deepen Textual Understanding
C.S. Lewis was not just a brilliant storyteller; he was a Christian apologist who viewed narrative as a path to truth. Through Aslan, he offers young readers a figure of hope, leadership, and sacrifice.
When students explore key parallels between Aslan and Jesus Christ—and read selected biblical passages side by side with the novel—they begin to understand how Christian symbolism and biblical language shape the story’s emotional power and structure.
This kind of reading doesn’t flatten the novel into allegory—it expands its resonance. It also strengthens students’ comprehension and pattern recognition, inviting them to read with more curiosity and care.
2. Discover the Author’s Voice and Vision
Intertextual comparison naturally leads to questions about authorial intent. Why did Lewis portray Aslan in this way? What personal convictions and experiences shaped the world of Narnia?
Understanding Lewis also means understanding his friendship with J.R.R. Tolkien and the circle of writers known as the Inklings. Their collaboration and mutual influence reveal how literature often grows out of dialogue and shared imagination—a dynamic I explore further in my article on introducing The Hobbit to middle school students, where I reflect on their friendship and its impact on their work.
As students reflect on these connections, they begin to see literature as a personal and purposeful act of communication. Learning about Lewis—his faith, imagination, and worldview—adds depth to the reading experience and makes literary analysis more human and meaningful.
The Eagle and Child, Oxford – This historic pub served as the regular meeting place of the Inklings, the literary circle that included C.S. Lewis (pictured above in a watercolor portrait) and J.R.R. Tolkien. Here, they shared drafts, exchanged ideas, and offered one another critical feedback, shaping and influencing some of the most beloved works of twentieth-century literature.
3. Strengthen Critical Thinking and Symbolic Understanding
One of the most powerful benefits of intertextual work is that it teaches students to read more actively. They must ask questions and make inferences. As historian Robert Turcan wisely reminds us:
“Il faut pour distinguer et distinguer pour comprendre”
—we must first perceive the differences in order to understand.
This shift in thinking turns reading into a thoughtful, comparative act—one that gives students tools they can use across genres and disciplines.
4. Make Room for Personal Reflection
These comparisons open the door to reflection. Students consider not only what the characters do, but what they represent. They may wonder: Why did Lewis write Aslan this way? What does his sacrifice mean to the other characters—and to me?
Such questions promote empathy, spiritual literacy, and symbolic thinking—qualities that matter deeply, whether your context is secular or faith-based.
A Note for Educators
If you’re considering exploring this approach with your class, I’ve created a ready-to-use intertextual comparison activity designed specifically for middle school students. It includes:
- Parallel passages from the novel and the Bible
- Thoughtful questions for close reading and reflection
- A clear, accessible format for classroom use
- Support for literary analysis in grades 6–8
It works beautifully as part of a novel unit, a cross-curricular lesson, or a culminating assessment. Whether you’re teaching in a secular or faith-based setting, it offers rich material for engagement, reflection, and classroom discussion.
You can explore the resource and preview its contents here:
Final thoughts
When we teach literature through intertextual comparison, we invite students to read with new eyes. As Lewis himself wrote, “My own eyes are not enough for me.” Guiding them to consider one story through the lens of another doesn’t just enhance understanding—it nurtures insight, imagination, and wonder.
If you’re ready to offer your students an experience that blends literature, biblical symbolism, and personal discovery, this approach is a meaningful step forward.
Thank you for walking this path with me—one story at a time, one discovery at a time!
As always, may we journey forward like hobbits: with curiosity, courage, and joy.
Warmly,
Chiara
