Task 1.

Introduction activities
a. Examine the front cover of the novel. What do you think the novel
is about?
b. Write down anything you know about the author.

Task 2. Character development

Develop a list of creatures you meet throughout the novel and describe
briefly each of their personalities. Example below:
Creature Character Description of personality
Hobbit Bilbo Baggins Well to do, respectable
Dwarfs Thorin Oakenshield Respected elder etc.

Task 3. Illustration
1. Draw a picture of what each of the creatures’ looks like as you meet
throughout the novel. Annotate the features on each of the creatures
and classify whether you think they are good or evil.

Task 4. Novel summary – Complete task 1 below and select 1 other

task either 2, 3 or 4.
1. On the map provided, sketch in the chapter when Bilbo arrives at each
destination and who he meets at each location.
2. Pretend you are Bilbo and keep a diary of your adventures. Make an
entry (min. a few sentences) at the end of each chapter.
3. Create a board game of the adventures of Bilbo, highlighting places and
characters he meets along the way.
4. Recreate your own map similar to the one at the beginning of the book.

Task 5. Whilst reading activities (responses should be written in full

sentences and the TEL process should be used) All questions need to be
answered.
1. What indication is there that Thorin is the leader of the dwarves?
2. Explain the humour in the expression, "I . . . cook better than I cook."
3. Explain moon letters.
4. Explain the basic rules of the riddle game.
5. Explain the significance of the title of the chapter ‘Out of the Frying-Pan
into the Fire’ .
6. How did the Elvenking respond to the news of the dwarves' plans to slay
the dragon, Smaug, and capture his treasure.
7. How does Bilbo finally unlock the riddle and the secret door?
8. How did the dwarves respond when Bilbo asked for volunteers to
accompany him into the Mountain?
9. How does the Bard save the day?
10. What is the "gleam in the gloom" and how does it turn the tide of the
battle?

Criteria for whist reading activities

Very High Med Low Very Not
High Low Shown
Understanding of the events, characters,
themes and issues of the novel
Use of detail and examples where
appropriate
Mechanics of language – punctuation,
spelling, grammar etc
Adherence to presentation guidelines
Completion of all activities
Creativity – originality
Comments

Task 6. Oral presentation - Select and complete 1 of the activities

below (5min)
1. Write a short script of a conversation between two of the main
characters; for example, Bilbo and Thorin and act it out in front of your
classmates.
2. Pretend you are one of the characters in the novel and allow yourself to
be interviewed by your classmates.
3. With some of your classmates act out a scene from the novel.

Criteria for oral presentation

Very High Med Low Very Not
High Low Shown
You showed evidence of preparation for
the presentation (notes, props, evidence of
rehearsal)
Your presentation was engaging for the
audience, ie speaking clearly, eye contact
and effective use of body language
The presentation demonstrated an
understanding of the themes and issues in
the novel
Your presentation was long enough
Listening to other presentations with
respect
Comments

Task 7. Extended text response. Select two of the following (responses

should be between 150-250 words for each response– using TEL process)
1. Pretend you are either a dwarf or a troll and write a letter to J.R.R.
Tolkien commenting on his novel, The Hobbit.
2. Explain the expression, "I may be a burglar. . . but I am an honest
one". Explain the phrase, "Honour amongst thieves".
3. Is stealing always wrong? Defend your answer.
4. Are the dwarves basically good or basically evil? Write a short essay
defending your position.
5. Write a book review about what you enjoyed about the book and what
you have learned from it. Select the media source the review will be
published in (ie Bendigo Weekly, Herald Sun) ensure give a rating.
6. Outline the qualities of a leader. Select two characters from the novel
and compare and contrast their leadership abilities. Characters might
include: the Elvenking, the Hobbit, Thorin, Gandalf, and the Master
 7. Provide examples as to how Gandalf was able to manipulate various
characters in the novel.

Criteria for extended writing tasks

Very High Med Low Very Not
High Low Shown
Understanding of the themes and issues of
the text (depth of knowledge and
contention)
Spelling and expression (evidence of
proofreading and appropriate language)
Effective use of paragraphing
Use of TEEL format (within paragraphs)
Responses were of a satisfactory length
Comments

Task 8. Creativity - Select and complete 1 of the activities below

1. Create your own character for The Hobbit and discuss how you would
introduce them to the novel.(Provide sketches indicating it’s key
features)
2. Compose your own poem about the novel and illustrate it.
3. Write a new ending or add a new chapter to the novel.
4. Create a poster that promotes the novel. Make sure your poster is
colourful yet simple.
5. Write and perform with some of your classmates a song that tells the
story from the perspective of one of the characters.
6. Pretend that you wish to create a fan club for Tolkien's works. Create a
web site outlining why you admire Tolkien's books.
7. Tolkien composed songs and verses for the creatures of Middle-earth to
sing. Choose an event from the novel, such as the Battle of Five
Armies or Bilbo's fight with the spiders, and write a verse based on the
event. Add music, prerecorded or original.

Criteria for creative tasks

Very High Med Low Very Not
High Low Shown
Understanding of the events, characters,
themes and issues of the novel
Use of detail and examples where
appropriate
Meeting the criteria of the question
Creativity – originality
Comments

Task 9. Research - Select and complete 1 of the activities below

(ensure to reference your work including books and websites used listed in
alphabetical order)

1. Research information on trolls, dwarves, and wizards. Provide

illustrations.
 2. Compare and contrast The Hobbit with other works of fantasy. Use both
ancient and contemporary works of literature. Is there a particular age
group to whom the fantasy genre appeals? Explain.
3. Research how messages are encrypted and deciphered. Invent your
own code for sending secret messages and see if any of your classmates
can break the code. Find rune fonts on the net and download them to
your own computer. Write a short note or letter to your classmates and
see if they are able to decipher it. They may be downloaded in a zip
file. Microsoft Word Programs use .ttf (true type fonts). Check with
someone knowledgeable about computer software before installing the
fonts although they are usually installed in the Fonts subfolder located in
the Windows folder.
4. Tolkien has the trolls speaking with a Cockney accent. Research
Cockney Rhyming Slang and give some examples. Discuss why rhyming
slang was used and invent some of your own rhyming slang.
5. Write a short biography on J.R.R. Tolkien.

Criteria for research writing tasks

Very High Med Low Very Not
High Low Shown
Researching
Use of detail and examples where
appropriate
Meeting the criteria of the question
A variety of references used & listed
Comments

Class activity
Debate the following statement with your classmates. Fantasy is a waste of
time for most teenagers and adults. Fictional literature should for the most
part be limited to children below the age of 12 as it serves little purpose other
than to entertain. At the conclusion of the debate, conduct a vote and
announce the results.

Extension Activities
1. Do some research into Norse or Greek mythology. What elements do the
various myths share with the Middle-earth of The Hobbit?
2. Explain what happens between Bard and the Master of Esgaroth after
Smaug's death. Are there examples in contemporary world politics that
reflect the dynamics of this situation?
3. Write a 300 word essay on the above debate ‘Fantasy is a waste of time’
using the TEL process.

Criteria for extension task

Very High Med Low Very Not
High Low Shown
Developing an argument about complex
ideas, issues and themes
Depth of knowledge of the theme or issue
Demonstrating a detailed and deep
understanding of the theme or issue
Expression, spelling and punctuation
(correct grammar, clarity of writing)
Presentation (following the Presentation
Guidelines)
Comments