If you’re introducing The Hobbit in middle school, you might be wondering how to make a novel published in 1937 feel alive and relevant to today’s students. I’ve asked myself the same question many times. Like you, I wanted more than polite compliance from my class—I wanted genuine curiosity. That’s why I always start by grounding students in the broader educational value of Tolkien’s work, as I explore in my comprehensive guide to The Hobbit in middle school.
Over the years, I’ve discovered that the key to introducing The Hobbit in middle school is not to begin with the plot. Instead of starting with chapter summaries or character lists, I begin with mystery and context. I invite students to decode runes before they meet Bilbo, and I tell them about the group of writers who gathered in an Oxford pub to discuss myths and stories.
Something shifts when we start there.
Students lean forward. They ask questions. They realize that this novel is not just “an old fantasy book,” but the product of a scholar’s passion and a creative community. Understanding who J. R. R. Tolkien was—not only a novelist, but a professor deeply immersed in Anglo-Saxon language and literature—changes the way they approach the text. As Tolkien scholar Tom Shippey has shown, Tolkien’s stories grew directly from his linguistic expertise. Sharing this insight with students helps them see Middle-earth as a carefully constructed world rooted in history and scholarship.
When introducing The Hobbit in middle school through this lens, the novel becomes more than an assignment. It becomes an invitation into language, myth, and intellectual friendship.
Introducing The Hobbit in Middle School Through Runes: A Creative Kickoff
The runic script that appears at the beginning of the novel offers a powerful entry point. Before students encounter Bilbo or the Shire, they are faced with mysterious symbols framing the title page. That initial moment of puzzlement is pedagogically rich: it invites inquiry, decoding, and interpretation.
Tolkien’s runes are inspired by historical Anglo-Saxon and Norse alphabets. Because he was trained in Old English language and literature, his adaptation of these scripts was rooted in authentic scholarship. Sharing this background allows students to see that fantasy often emerges from historical sources. The strange symbols are not random decorations; they echo alphabets once carved into wood and stone.
A meaningful classroom activity can deepen this awareness. After introducing Tolkien’s runic alphabet, students may first write their own names in runes, exploring how sounds correspond to unfamiliar shapes. Once they gain confidence, they can attempt a more challenging task: translating the runic version of the novel’s title printed at the beginning of The Hobbit. As recognizable letters gradually emerge from enigmatic symbols, students experience the intellectual satisfaction of uncovering hidden meaning. In doing so, they practice careful observation, pattern recognition, and interpretative reasoning—skills that are foundational to literary analysis.
Through this process, language becomes tangible. Students move from passive reading to active engagement, discovering that even the typography of a book contributes to world-building.
The Role of the Inklings in Introducing The Hobbit in Middle School
When introducing The Hobbit in middle school, it is equally valuable to situate the novel within the creative community that supported its development. Tolkien did not write in isolation. He was part of The Inklings, an informal literary circle that met regularly in Oxford, often at The Eagle and Child. Among its members was his close friend C. S. Lewis, along with other writers and scholars who shared a passion for myth and narrative.
For students, discovering this context can be transformative. Literature is often presented as the product of solitary genius, yet the history of the Inklings reveals a different reality. Their meetings were spaces of critique, encouragement, and shared intellectual exploration. Literary scholar Diana Pavlac Glyer has demonstrated that the group’s collaborative discussions significantly influenced the development of major works, including Tolkien’s fiction.
Understanding this collaborative dimension allows students to see creativity as relational. Stories emerge not only from imagination, but from conversation. When students recognize that even celebrated authors relied on feedback and dialogue, they may begin to value peer discussion within their own classroom community.
Myth, Meaning, and Lasting Relevance
Despite their varied backgrounds, the Inklings were united by their love for myths and storytelling. They shared a conviction that myth conveys enduring truths. This belief resonates strongly in The Hobbit, where themes of courage, greed, loyalty, and moral choice unfold within a fantastical setting. Tolkien himself articulated this perspective in his essay On Fairy-Stories, arguing that fantasy enables readers to experience “recovery” and to perceive reality with renewed clarity.
When introducing The Hobbit in middle school through this lens, teachers help students move beyond surface-level adventure. Bilbo’s journey becomes an exploration of growth, ethical decision-making, and self-discovery. Students begin to perceive that myths are not escapist distractions, but vehicles for examining human experience.
Preparing Students for Deeper Reading
Beginning with runes and literary context prepares students for a more attentive reading of the novel. They approach the text aware that language has been deliberately crafted and that the world they are entering rests upon historical and scholarly foundations. This preparation fosters curiosity and intellectual investment before the narrative fully unfolds.
By framing the novel within its linguistic and collaborative origins, introducing The Hobbit in middle school becomes an act of invitation. Students are invited not only into Middle-earth, but into a broader conversation about language, myth, and creativity.
An Interesting Idea, but… I Don’t Have Time!
I understand!
Thoughtful preparation requires time, and time is often the scarcest resource in a teacher’s schedule. Designing activities that illuminate Tolkien’s runes, explaining the significance of the Inklings, and connecting these elements to broader literary themes can feel overwhelming.
For this reason, I have created a detailed, classroom-ready presentation specifically designed to support teachers in introducing The Hobbit in middle school. It guides students through decoding the runic title page, explores Tolkien’s linguistic background, and explains the cultural importance of the Inklings. The visual materials featured in this post are all included in the resource.
You can explore it here:
And for more creative classroom strategies, you can also check my posts on friendship and courage in The Hobbit or using crossword puzzles to enhance learning. You may also be interested in a comprehensive guide to close read the novel, chapter by chapter: you can find it here.
Thanks for joining me on this adventure!
Happy teaching and may your classrooms resonate with the echoes of Middle Earth’s wonders!
Chiara
