The Fellowship of the Ring

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What characteristics define a novel in the fantasy genre? Consider elements like setting, characters, magic, plot structure, and common themes. Name 3-5 examples of fantasy works and explain what makes them part of this genre.

Teaching Suggestion: Students might begin by brainstorming specific examples of fantasy stories, then draw from those titles to list common characteristics of the genre. It may be helpful to use an example with which most students are familiar to analyze the different elements of fantasy in a chart or table. After a whole-class discussion of a common example, students could work individually or in pairs to analyze a story of their own selection. Depending on the background and interest level of the class, students might also explore the differences between subgenres in the fantasy family such as high or epic fantasy, low fantasy, urban fantasy, magical realism, and contemporary fantasy.

• “What Is the Fantasy Genre?” - This link from MasterClass provides a history of the genre, describes the elements of a fantasy story, and explains the distinctions between fantasy and other genres.
• “15 Fantasy Short Stories You Can Read For Free Right Now” - Depending on students’ reading level and maturity level, one of these stories might be appropriate to analyze with regard to fantasy elements. (Teacher-appropriate; not student-facing without teacher guidance and selection due to mature content of some stories) Recommendations for grades 7-12 include Ursula K. Le Guin’s “The Ones Who Walk Away from Omelas” and Anne McCaffrey’s “The Smallest Dragonboy.”

2. Considering that J. R. R. Tolkien was a soldier in World War I, how do you think his experiences in this war might have influenced his portrayal of The Battle Between Good and Evil in his fiction? How might Tolkien’s war experiences have informed his creation of heroes and their journeys?

Teaching Suggestion: It may be beneficial for students to create common definitions for good and evil and list characteristics associated with each term before addressing the question. A Venn Diagram would suit students who acknowledge a “gray area” between the two, while a T-Chart would help students maintain separate distinctions. This question might require outside research if students are not familiar with the events of World War I, especially trench warfare.

• “War Without Allegory: WWI, Tolkien, and The Lord of the Rings” – (Teacher-appropriate; not student-facing due to complexity; the article addresses the trilogy The Lord of the Rings as a whole.) This article may help in guiding the discussion and making connections regarding Tolkien’s life experiences during novel study.
• “The Real Meaning of ‘Good’ and ‘Evil’” - This discussion offers one psychologist’s distinction between good and evil. Students might compare their definitions with those suggested in the article.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

What emotions or ideas are commonly associated with the notion of “home”? In stories where characters are on a long journey, how do you think their understanding of home might change or be challenged?

Teaching Suggestion: This question connects to the theme Exilic Wanderings and Home. Definitions, emotions, and experiences regarding the concept of “home” may vary widely from student to student due to background and family circumstances. Due to the potentially sensitive nature of this prompt, a private, individual written response may be the best strategy. This question connects to the theme Exilic Wanderings and Home. For an associated, oral discussion, students might select a variety of literary characters and frame their contributions around the characters’ thoughts and feelings of home.

Differentiation Suggestion: For students with musical or artistic interests, consider offering multiple options for creating their interpretations of “home.” Options could include drawing, collage, videography, or writing a song.