Theory: This plan is designed for average 9th grade students. This plan is broken down into one-week segments used mainly for “Into” and “Beyond” activities. The four-week center block is used mostly for “Through” activities. There are myriad theories that support this unit’s individual daily activities. The overall essential theory is Vigotsky’s “building blocks” as well as “scaffolding” generally. Piaget’s theories also support the concept of building on a text that engages the student, then connecting it with as many other related matters, as it may be feasible to present.
Time: The time for this unit is 30 class periods of 55 minutes each.
Objectives: In plain words, after this unit students will be much better able to understand the nuance and the idiom of English and its connections to other symbols and myths in literature and history after they study this unit. Besides increasing confidence in using context to cipher out word meanings, students will have an increased sense of their own ability to find many connections, root words, and related ideas that make richer “word connections” for new words.
Additionally, we will be constantly writing both in basic paragraphs and in full essays to give additional practice at organization, punctuation, logic and grammar in this important skill
Students will constantly be analyzing character and settings for as much information as they can find. They will learn to use “evidence” from the text to support their inferences.
Students will also tackle ethical issues that this book presents as some of its many themes.
This unit is designed to work on the following required standards:
- English-Language Arts Content Standards for Ninth Grade include the following relevant standards that our curriculum is designed to teach:
- “Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
- Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.
- Identify and use the literal and figurative meanings of words and understand word derivations.
- Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words.
Generate relevant questions about readings on issues that can be researched. Literary Response and Analysis
Writing Strategies: Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress throughout the stages of the writing process as needed.
1. Integrate quotations and citations into a written text while maintaining the flow of ideas.
2. Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice and the tone by taking into consideration the audience purpose and formality of the context.
Write responses to literature:
a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
Support important ideas and viewpoints through accurate and detailed references to the text or to other works.
Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
Identify and assess the importance of perceived ambiguities, nuances and complexities within the text.
Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
Use specific rhetorical devices to support assertions (e.g. appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
Listening And Speaking Strategies
Deliver narrative presentations:
Deliver descriptive presentations:
a. Establish clearly the speaker’s point of view on the subject of the presentation.
b. Establish clearly the speaker’s relationship with that subject (e.g. dispassionate observation, personal involvement).
The main theme of this unit is reading, both oral and silent. The emphasis of this reading is to improve vocabulary and comprehension as well as introducing explication of texts for their deeper or more symbolic imagery. Woven into the main theme of reading for fun and explication are exercises in vocabulary acquisition, writing, and organization. Students will begin to develop skill at using descriptive passages as evidentiary support for an opinion about the text and will be expected to recognize the basic concepts of “setting” and “tone of characters”.
28 copies of “Harry Potter and the Philosopher’s Stone” or as many as you have students, plus three in reserve. This is the UK version. If you cannot find it, use “Harry Potter and the Sorcerer’s Stone”, the USA version.
Water Colour Paints (if colored markers are not available)
Character summary sheets
Setting summary sheets
Books about traditional uses of herbs
Good book of Greek, Latin, German and Norse mythology
A Latin/English dictionary
Dictionary of English slang
Dictionary of mythology
Several large unabridged dictionaries as you can find to keep in the classroom during this unit. (They may be available on CD’s) These dictionaries should, preferably, have all the roots and etymology of words provided. This should NOT be just a normal collegiate dictionary. You might have to go to the public library to obtain the right type of dictionary for this unit.
A variety of small colour stamps and ink pads (at least 6)
There is a class routine in each class period. First item of the day is to write down the agenda in class notebooks and to do the “quick write” written on the board. This “quick write” may vary from correction of sentences that have punctuation and grammar faults, responding to an opinion prompt written on the board or solving a “brainteaser” or word puzzle. These short exercises may either relate to or be distinct from the lesson of the day. (Standard daily time use is 10 minutes.)
At the last five minutes of each class we have a routine of collecting the homework from the day before, if it is due, and of returning stamped work and inserting it into our “Project notebooks”.
Each day’s completed work is returned (usually the next day) to the student to put in chronological order in a “notebook” type folder made of coloured construction paper. At the end of the unit, the whole project folder is collected and a grade assigned. These notebook folders are suitable for display and will be returned to the students two weeks before the end of the quarter so that any relevant materials may be used in review for the comprehensive examination.
Typically the notebook will also include all handouts given in class, student homework, notes for group projects, (stamped daily), as well as drafts of writing assignments, vocabulary cards, art work, and other work generated by the assignments given during this unit.
Day By Day
A. Agendas, quick write (10 minutes total)
What is “mythology”?
Anticipation Guide 1. Students work in small groups to answer the questions on their Anticipation Guides. This takes about 15 minutes.
C. Teacher introduces the new book: Harry Potter and the Sorcerer’s Stone, with a short biographical thumbnail about the author. Teacher mini lecture about why we are reading this book. Especially emphasizing the wonderful use of words and their nuances….and the imagery of the book. (Time: 5 minutes)
1. Your anticipation guide is designed to familiarize you with issues that appear in this book.
In this guide you have been asked to find different books that will be of use while we read HP. What do you think we will be using these books for?
During your study of this book you will have two important learning tasks : learning about the “nuance” of language, and learning about the “imagery” or picture creating use of words.
Additionally, you have been asked to write down two or three important words or concepts that you associate with the words written on the Anticipation guide. Now we will use those ideas to learn more about your views on these issues.
Using the ideas that the students developed in their anticipation guide answers, the teacher chooses groups of four to respond to one of the anticipation guide questions. Discussion groups, with assigned roles of recorder, reporter, and moderator, come to the front of the class after reviewing their ideas for about 5 minutes within their own group. As discussion leaders, one writes at the board the class’s ideas on the subject, one picks on students who want to express their ideas, and the third questions and redirects the discussion as necessary with the teacher remaining in the background to assist if needed. (5 + 10 minutes)
Tonight you will be looking for words as you read Chapter One of HP, looking up even those you thought you already knew. Please read the whole entry in the dictionary for each word. You do not have to write these down yet, but be prepared to discuss at least three of the words from the first list.
As you read, keep your HP journals next to you to jot down important ideas.
Quick Write: “paranormal” happenings: Do they really exist? (10 minutes)
A. Beginning with Character Sketch pages: Working filling in blank transparencies, one to a character. This is just to start the students thinking about characters so it is short: 3 minutes per character. (Time 12 minutes)
B. After working to find relevant supporting language from Chapter One, then break into student groups according to the months students were born in so that we have spring, summer, fall, winter, students in each group.
C. Have the groups work on a character of their choice creating a description of the character not to exceed 15 words. (8 minutes)
D. Choosing three to five students per group, have them use crayons or colour pens to create a physical image of one of the following characters: (15 minutes)
E. Students use the last 5 minutes of class to begin to work in their groups to finish defining the first chapter vocabulary words.
Homework is to preread Chapter 2 at home, again noting any interesting facts or ideas in their journals, and again noting any words they do not know.
Stamp HP journals at the end of the notes for the past two days
Stamp lists of words that students did not know at the end
What do you believe should have happened to the letter Dumbledore left with Harry on the Dursley’s doorstep?
Working in groups of 5 students according to the alphabetic place of the first letter of their first name, pupils will work with colour pens to make a group picture of the reptile house, the boa constrictor’s cage, the cupboard under the stairs, the Dursley’s house as it looks on Privet Lane, Professor McGonigall first as a cat and then as herself, or Dudley’s best friends. (15 minutes)
Using their first chapter vocabulary words, students are to look for the words, similar words, and either latin/greek words that sound or are similarly spelled. After they have looked up the words as a group, they are to design a picture and definition card for 5 of the words. If the word makes an image or is used in a pun you may use that information in your definition card. (I have the words on cards, 3 copies each word, and they draw the words that they will work to define. 15 minutes)
The rest of the class period is only 5 minutes: It is used for an open ended discussion of any student questions, whether about their vocabulary, about the imagery that they think they can see, or anything else that struck them as interesting from their HP journal entries.
Homework for tonight is Chapter 3 to read at home using the routine guidelines for journal entries and vocabulary words.
What do you think Harry should get for his birthday from the Dursleys?
Today we begin by stamping all character sheets and journals at the end of their work
A. Class opens with students discussing the vocabulary words so far.
Question for the class: How else could you use this word?
What related roots, prefixes or suffixes did you find while looking through the various dictionaries:
What other words does this word make you think of and why?
What other words does this word sound like? Is there any relationship that you can find?
Can you create a relationship between this word and any others that are not actually related, but “might” be? (15 minutes)
Students volunteer to come up and add to the lists of character descriptions and setting description transparencies that we are filling in as we read through the book.
As a writing exercise, students are asked to make a new dated journal entry. Their assignment is to create a diary entry for one of the characters they have read about so far. In that entry, of at least six sentences, their character is describing one of the other characters or events that occurred from their viewpoint. Use as much support from the words in the book as you can, keep in character. (Example: Dudley is not going to say how much he loves Harry!) Use vocabulary words if you can, and get 2 points per word. Punctuation, spelling and organization all count. (15 minutes)
Think, pair, share their entries with another student (5 minutes)
Teacher calls for entries from each of the major characters, students volunteer their responses. As the entries are given, students note words or passages that help “show not tell” about the characters or events in the diaries. (10 minutes)
Homework is to work on the vocabulary list for Chapter 2, using the same guidelines about learning the meanings and discovering related words as we used previously.
The second task for tonight is to find at least one “word pun” or symbol in the reading that you have completed and be prepared to explain it. Last, but not least, if you have the time, add another 10 or more pages to your reading.
Journals for Stamping
Quick Write: “Who do you like in the story best/worst and why?”
Or “What have you most/least enjoyed about this book so far?”
Today, we should begin with your vocabulary words. Again, I want you to form small groups of two or more students who will work on the words they draw to find as many meanings, images, symbols, historic uses, similar Greek or Latin words or word parts as you can in the time allotted to this task. (20 minutes.)
B. As I call out the various words from the Chapter 2 list, students volunteer to come to the overhead and put their definitions, and related, similar, root, etc. research.
Class is free to comment or question entries offered from the various groups, having “mini-discussions” as we move through the list.(10 minutes)
(Remove the Chapter One word cards from their positions hanging around the room.)
We briefly move “in reprise” to answer any questions about the vocabulary in Chapter One’s list before taking a brief test where students are asked to write a definition or use the word in a sentence as the words are called out and written on the overhead. Trade and Grade of the Chapter One vocabulary (10 minutes.) Interactive calling on students to provide the definitions to add to the transparency as we correct.
Collect the vocabulary tests for recording the grades.
Homework Read the next Chapter (5) or two if you like, working with your vocabulary and dialectic journals as before. (Do not go past Chapter 6) Enjoy your weekend.
Stamping journals and vocabulary lists
Turn back Vocabulary tests from Friday
Quick Write: What additional book or supply would you suggest Harry bring to Hogwarts. Or : Make Harry’s entry in his Diary telling about his day in Diagon Alley.
A. Today we are going to work on “settings”. Students choose to make a group drawing/painting of any one of Diagon Alley’s shops or of the Leaky Cauldron.
We are going to form groups of four divided into two competitive teams:
Write a description of one of the shopkeepers in Diagon Alley using information from the text supplemented by your imaginations to completely dress and identify this shopkeeper. Do not tell the other team members who you are describing. Take up to ten minutes. Use proper paragraph form, and remember that spelling and punctuation, logic and organization do count. (15 minutes)
C.. Each team takes a turn allowing the opposing team to guess. Then the group votes one of the two descriptions as being the one to present to the class. (5 minutes)
D. Taking turns each team comes to the head of the class, reading their description and calling on the class to guess who it is . While two students work taking turns the remaining two are using markers and butcher paper to draw their shopkeeper. (10 minutes)
(Put up the pictured shopkeepers around the bulletin boards of the classroom for the week.)
Now students in the same groups draw the shop that their shopkeeper owns, again, using descriptive language that they find in the text along with their imaginations. (remainder of the class)
Collect the descriptions, making sure that all members of each team are listed on each paper.
Homework: Read the next chapter of the book using your vocabulary and journals. Begin to study any words you have put in your personal vocabulary lists and also the words listed for Chapter 3. Remember that you will have more points if you can find more “connections” with your words. Look for puns, symbolism, related meanings, Latin/Greek roots, or mythological or herbological references as well as similar sounds or different meanings of words that “sound” close.
Quick Write: Suggest a fifteen minute activity for learning reading, vocabulary or writing skills that you would enjoy doing as a class or group. Be detailed and include what is the learning objective of your idea.
Trade your suggestion with a classmate, briefly read both and discuss them. If you believe that one of you has a “winner” idea, (5 minutes)
Take the time to present the ideas that sound best to the class. (7-10 minutes)
Use a student volunteer to record the ideas that are offered.
Have pupils put down their three favorite ideas on a piece of paper, in order of most to least desireable. (2 minutes)
Have two students tally the poll at the back of the classroom while the class “popcorn” reads Chapter 8. (20 minutes)
During the last five minutes of class divide the class into three teams. One team is to play act a scene of Harry leaving on Track 9 ¾. The second team is to play act the scene of Harry and Hagrid going to Gringott’s Bank.
The Third team is to act the scene of Harry on the train /or arriving at Hogworts.
They are to organize into two writers, as many actors as they feel necessary, a prop’s and scene person, and a director. They must create the lines and the blocking for the scene.
This will be their classwork and homework until Friday. They will be presenting their “Actor’s theatre” beginning on Friday. This assignment will require that they turn in a list of all the roles on their team, and a list of props or scenery that they will need. I will expect to see the lines typed up or written out neatly in a script. The director must include “blocking” instructions. During this remaining three days the teacher is to work individually with each group assisting as needed with information, blocking, scenery/props, etc.
Agendas-- Today is the presentation of Actor’s theatre, and the next vocabulary review for a vocabulary test on Monday
No quick write today.
A. Students not performing are expected to critique the other teams. Their written responses should include some affirmation and some recommendation just as we have done throughout the school year. Put your name on your comments and turn them in at the end of class.
Actor’s Theatre by team: 10 minutes per team.
C Actor’s may comment afterwards briefly , not to exceed 5 minutes per group.
If we finish today, students may write down which team they enjoyed most…and do not have to put their names on it, just give reason why.
D. Last 5 minutes of class: Open question answer period on all vocabulary words either in personal list or in Chapter 1-3 vocabulary lists. Test on Monday.
E. Homework: Read the book one more chapter. Use journals and personal vocabulary lists as before. Make a short entry by your most/least favorite character about the events that are happening in Chapter 7 or Chapter 8, depending on how far you have read.
Remember your vocabulary test on Monday.
A. 15 minute “mystery” activity from student ideas.
B. 5 minute class evaluation; turn in work product for stamping.
Today we will begin working on two paragraph comparisons of characters. To begin we will write on the board 5 facts about each of the main characters. Once we have 5 facts on each of these characters, teams of 4 students each will work on turning these facts and others into a two paragraph comparison using the same topic/evidence/comment/so what format order of sentences as we have used throughout this school year. Be sure to put page numbers next to the “evidence” you find in the book. (20 minutes)
If your team is more comfortable working from scratch, your team may choose to compare two settings, using the same format.
D. The class will be spending 20 minutes today working on their drafts of the comparisons. (20 minutes)
E. Close of class today: Review of parts of a concluding paragraph. 5 minute interactive mini lecture. Student recorder writes parts on the board, students enter this information in their journals.
F. Homework is to read over and become familiar with the meanings of your Chapter 4 vocabulary words and your personal list as well for chapter 4. Be prepared to define at least 5 words…with a thorough word search as before. Read an additional 10 pages.
Also, be thinking of what conclusion you would write to your group’s comparison paragraphs. Have a few ideas jotted down. Start reading where you left off, read at least 10 pages, making the usual annotations.
Stamp journals/vocabulary lists
What is your favorite word so far and why?
What shop in Diagon Alley would you most like to visit and what would you buy there?
Student moderator begins to call the words from Chapter 4 list and calls on students to volunteer their research and definitions. Second student writes this information in on a transparency large enough so students may copy or add to their own notes. (This takes about ½ hour)
Student groups have 15 minutes to craft a 4+ sentence conclusion paragraph in the proper form. Teacher comes to each group (6 groups) and comments, helps, etc. students as necessary. Student teams sign and turn in the completed draft.
Student assistant makes 4 copies of each team’s comparison, giving a copy to every member.
Students spend remaining class time writing the introduction paragraph according to the format they have previously learned: Grabber, context, theses, transition sentences.
Homework is to complete your own rough draft from the group’s paper, using your own first paragraph and adding a third body paragraph. Be sure to write your name on your draft. Review your words for a vocabulary test to be given on Friday (Day 15). Read the next 10 pages.
Quick Write: Using your draft comparison essays, trade with a partner looking in the first two paragraphs for any grammar or punctuation errors, use proper editor’s marks to note problems. Red pencils are available on the counter by the free-reading books.
Continue with your editing until each essay has been edited for grammar/punctuation errors. (15 minutes)
Have a brief “instructional conversation” about flow, organization, imagery, and other relevant issues about each essay. (10 minutes)
Now, you have two choices: you may either complete your first re-write and edit so that you have a second draft, or
You may have 20 minutes free quiet time to make up and execute your own related learning activity. You must allow yourself adequate cleanup time. Remember you will have to write down what you are learning and why it is relevant on your project.
Finish your second draft. Review your vocabulary words, be prepared to announce your House affiliation at Hogwarts and tell your partner why you chose it. Bring your second drafts to class on Friday with all initial edits completed. Keep your first drafts.
Read the next 10 pages
Quick Write: Tell which house you chose and why. What did the sorting hat tell you and what was its second choice?
A. Today we begin to assemble our folders in order. I have a list of all completed assignments so far and their dates. I have folders to give out in 4 colours. You may choose the color you like and decorate it to suit yourself as long as it is neat and appropriate and has your name on it. (15 minutes)
B I have brought several herbs that have been mentioned so far as well as borrowed some of the chemicals and items from “potions” class so that you can see examples of the class supplies. We will be creating (on paper) our own potions and spells to have a “good or white magic” effect. (30 minutes)
C. Student groups may examine the items set out on the tables at the side of the room. Remember, please, that some of the chemicals may be poisonous or noxious so don’t touch any of the marked items. Please wash your hands at the back of the room when your group is done examining the display.
After your group has examined the display you need to plan out your magic project. You will need to record the spell, state the effects you desire and back up your spell with a potion concocted of herbs and minerals that would have the desired effect. Back up your chemistry with mythological and herbological references from the resource texts in this room.
Your spell should rhyme and use ideas related to your goal.
The potion should choose herbs that have a supposed effect that would logically relate to your goal.
(We will not be actually making these concoctions…but we will be using our imaginations to do something good and useful from our “alchemy”.) Do not be afraid to be creative, but keep it appropriate! (If you are not sure about something, talk to me.)
In your team you have a researcher of mythology, a researcher of herbs/minerals, a scribe for the spell, and an artist who draws the “before and after” pictures. You may choose among yourselves or you may go from oldest to youngest. Or tallest to shortest!
I have arranged for the whole class to work outdoors under the trees at the cafeteria tables, so please marshal your supplies and resource books by 10:15 so that we may all continue working out in the fresh air.
Homework: Read to the end of Chapter 9 and prepare a short (5 sentences at least) article telling us what was not written about how the break-in at Gringott’s occurred and what happened that the newspaper did not tell us. Put it in your journals.
Remember that you will have vocabulary test on Chapter 4 words on Friday, so study if you need to and remember to write down any questions about your words so that you may ask them before the test tomorrow.
Stamp all journals
Question period before vocabulary test (5 minutes.)
Preliminary question: Which “house” at Hogwart’s are you a member of? Please move to the sign for your house at one of the corners of the room. If too many students are in one house, ask for volunteers to change houses until teams are more or less even.
Please divide into four houses and line up for a “vocabulary bee”. The Youngest person in class may call the words and in turn each of the four houses will have a person from their team field the words and definitions.
The oldest person in the room will tally the scores
The person most nearly the exact median age of all of the students will write down next to their name on a tally sheet, whether each student answered correctly or not.
The person who is most nearly exactly 14 will write down the 5 least known words.
This “vocabulary bee” takes about 20 minutes.
F. Returning to your “potion/spell” groups, please polish your work and sign it. Each group will be given 5 minutes to present your spells/potions, explain the purpose and show (hang up) your before and after pictures. (6 groups = 30 minutes)
Homework: Read Chapter 10 using your journals and vocabulary lists as before.
Be prepared to tell me what was taken from Gringott’s vault and why you think so. Who do you think did it? How do you think they got in?
Pass out Chapter 5 vocabulary words
Have students choose a team member so that there are teams of two.
Start by passing out 10 vocabulary words to each pair so that they can research them and come up with relations/similars/ roots/ definitions/ sound alikes/ puns, with their team mate.
Students have 30 minutes to fully define and make vocabulary cards for 3 of their words. The remainder of their words they will define before the half hour is up.
As teacher calls out the words, student teams volunteer either to define or to show their vocabulary card and explain it to the class. Student recorder is recording definitions and “links” to imagery on transparencies so students may make notes of the words that they did not define in their team.(15 minutes)
If any words do not have a word card ask for student volunteers wanting extra credit to make a card as homework and bring it tomorrow so that we can hang it in the classroom.
Students work on the final finished drafts of their comparison essays, or may read quietly to the end of class. This is their time to receive individual help from the teacher on the finalization of their essays.
For homework tonight students are given a handout of how to type their essays…e.g. must use at least 1 inch margins, double spaced and in at least 12 point type with Garamond or Times Roman being preferred. Students who do not have computer access at home may sign up to use the class computers between now and Friday when the final drafts are due. Everything counts, logic, grammar, punctuation, format, and execution all matter.
Which class would you like to take at Hogworts and why?
Which teacher would you like to have (avoid) and why
A. We are going to start by popcorn reading Chapter 11. Students are encouraged to raise their hands when they do not know the meaning of a word so that we can make a vocabulary list of words to research. Additionally, each student should be working on their character summaries and their dialectic journals as we read through this chapter. (35 minutes)
(At this point, students needing to type up their final essay drafts may use the computers while the class reads.) Each student chooses another classmate to share notes with before beginning their typing.
Take five minutes to make a journal entry entitled prediction: Make one prediction about what will happen next and give supporting evidence from the text. If you have previously read the book, start working on a couple of (quidditch) team cheers for the team from your house. Enjoy, but as usual, keep it appropriate.
Homework for tonight: Think of themes from your reading that you would be comfortable writing 5 reading response prompts that the class might have to answer. Be prepared to answer any one of them yourself!
Quick Write: Write a quick entry in either the Diary of Professor Quirrell or Snape about the events of Halloween. If you cannot think of an entry, then write an entry for Hagrid or professor Dumbledore’s diaries.
Going around the room for short response, each student gives one RR to the class, class members volunteer to answer, the creating student gives brief feedback. (3 minutes per question/answer) (10 questions) (30 minutes)
Work quietly on your vocabulary definitions for the remaining 15 minutes of class, using all the texts available in the classroom. If you are done with that, you may have individual help on your final essay drafts.
Homework today: Essays are due Friday (Day 20) and there will be a vocabulary test at that time. Pre-read the next chapter (11) if you have time.
What class that is not given at this school should be given and why. Be serious…this is not for “imaginative” (fantasy) subjects. This is for the real thing! Do you have a suggestion for who should teach it? How would it improve your education.
Choose a group to work with from one of these five choices:
Create a three dimensional quidditch field using construction paper, colors, glue. On one page list citations for information of what your quidditch field looks like using information found in the book.
Create class cheering songs of at least two verses for cheering on your quidditch team.
Construct a schedule of how the quidditch matches move up the quidditch season to the final or “Dumbledore Trophy” match. Explain how such events are organized. Be sure to line up the speakers and presenters of the final award ceremony, giving your reasons why these celebrities should make the awards.
Draw the uniforms for your quidditch team and the opposing team using themes from the “houses” at Hogwarts. Choose an appropriate mascot for your house.
Make a list of the main rules of quidditch suitable for hanging as a sign at the quidditch field so that all players know the rules and regulations of the quidditch field.
Teams should not consist of more than 5 students per team. You are allowed ½ hour to complete your assignment.
. Each team is to choose another team and explain your project to that other team. You may have 10 minutes.
Reprise activity: Using your prior work on letter formats begin to write a letter to your family inviting them to “Happy Hogwarts Day and Quidditch Final match of the season followed by Magic Banquet and Scholastic Awards ceremony.
Using “two pair share”, have another class member edit your letter.
Change and edit as necessary and begin working on a handwritten final draft.
For homework, finish your letter drafts and bring them with you to class tomorrow.
If you have not completed your vocabulary study, please finish tonight as the test is tomorrow.
Remember that the final draft of your essays is due tomorrow and that it must be typed and proofed.
Continue reading Chapter 11 if you have time.
A. Vocabulary Bingo
A student serves as the caller. This person announces a definition as “B-3” or “G-6”, etc.
Laying down the card with the definition on it on a large Bingo layout.
Students have smaller blank bingo cards with just the words on them. If they know which word fits the definition, they may cover that “Bingo” number/letter combination on their card. First to win is the person who can make a “bingo” straight line or diagonal line on their card.
Every person has the same ability to win so cards that are not “winners” mean that students did not recognize the definition. As to “fantasy” “myth” or “made up words” we will be using our “research” definitions of similar, roots, sound alike, symbolism facts about these words as our definitions.
This game takes about ½ hour, if we play until people eventually fill their whole card.
I will record in a list those who first have bingo and those who achieve it later. The quickest have the most correct matches of word and definition, and so down the line.
Turn in your finished essays and letters for grading.
Remainder of the period to finish reading Chapter 11 if you have not otherwise finished it.
Pass out vocabulary words for Chapter 5 .
Homework: None…although you are free to begin working on your vocabulary words if you like.
Hand back essays and letters
We are going to go over some of the more difficult words in Chapter 5 vocabulary in class. Because there are several “fantasy” and unusual words in this vocabulary, at least 10 will need to be done working as a “committee of the whole”.
Teacher models example: Arsenius Jigger: The definition is:
Arsenius: of or pertaining to a solution or compound containing arsenic. (Also defines arsenic…including description…(pretty green color) found naturally occurring with copper. Once used extensively as a dye for wallpaper with resulting ill effects of those who accidentally inhaled its fumes. (Teacher brings a piece of copper with a patina in “arsenic” green. ) Uses unabridged and Latin/Greek dictionaries.
Jigger: A small measuring cup for measuring liquids, especially liquors. Usually contains 1.5 ounces in one side and 1.0 ounces in the other. Looks like two cones placed “tip to tip”. Provides a jigger if it is possible to find one..
Mini lecture on the Pun/fun of the words this writer is using and the other hidden meanings and connections she is making for the savvy reader to enjoy.
Gives additional example: Professor Phyllida Spore
This takes about ½ hour.
C. At the end of the group work on the hardest words, groups of three form by shoe size. Each group chooses 4 words to research and define. The remainder of the class is used to finish this work.
Homework is to use four words that you like from the Chapter 5 word list in sentences and/or create a picture that demonstrates a meaning or related meaning of this word.
Quick Write: Write in your journals three sentences making obvious and more subtle grammar or punctuation errors. Trade with a friend who will correct your work, then sign their name in your journal next to their corrections.
We are going to read chapter 12 popcorn style. (20 minutes)
Discussion of predicting further action in the book. 10 minutes.
(Questions) What do you think will happen next to …….and why?
If Harry continues to look in the Mirror of Erised, what might happen to him?
What do you think the mirror is showing him?
What does the Mirror of Erised do?
Working alone or with a friend, begin to describe with “show not tell” details what one of these characters sees when they look in the Mirror of Erised. (15 minutes.)
After 10 minutes, pair share and have an instructional conversation where you tell your partner why you think this scene is right for this character.
For homework, continue reading chapter 13 in your book. Also making the usual journal entries.
Additionally, in your journals, using your own words, 40 or less, write a short paragraph describing what you would use your cape of invisibility for. (Keep it appropriate.) Try to find practical uses that would benefit mankind, rather than “fantastic” uses. Creativity, spelling, grammar and punctuation do count. 10 minutes.
What muggle invention do you think would most improve world relations? Give me your most practical and imaginative thoughts in 5 sentences or less.
Stamp all homework
Quick Write: Write two questions about the vocabulary words you are working with this week.
Working in small groups or alone, please make 3 vocabulary cards in the usual way for the words you drew from the box. (Each student draws three words from a box containing all words in this week’s lesson) (20 minutes)
Discuss: In groups of three choose and discuss two of the following questions: (5 minutes)
Is the Mirror of Erised dangerous? What might happen to a person if they became too attached to gazing into the mirror?
What “good” uses could you find for this mirror?
What ethical considerations would be issues in using either the mirror or the Cloak of invisibility?
If you looked in the mirror what would you see? (You may write this in your journal if you would rather not share it with a partner.)
What mythical, real, extinct, or magical animal would you like to have and why?
As a class, try to list all real world ethical issues that you have noticed as you are reading this book. Start with whether it is right or wrong for Harry, Ron and Hermione to go to the “forbidden” book section of the library. Are they breaking school rules? Is it ever “OK” to break the rules? How do you know when? Class discussion of 10 minutes on this and other ethical issues that students perceive.
Turn to another student and ask them to tell you an ethics issue incident they saw happen to a friend. How was it resolved? Do you agree with what their friend did, or not? Using an instructional conversation, share your views.
Now, try to think of an ethics issue that has recently arisen in the news and share your views of how the people involved acted. Would you have acted differently?
(Remainder of Class) Each of you write a sentence or two about one of these questions in your journals. (10 minutes)
Homework: Read Chapter 14 and also try to identify and jot down thoughts about some ethical issue you have encountered and how you resolved it. Also mention whether you believe that you were right, or whether you might act differently now that you have thought about it.
Do you think that dragons ever existed? What about unicorns?
Give your reasons for your views.
Read Chapter 15 popcorn style. (20 minutes)
Using your character sketch summaries, choose a character that you understand well and write down what mythical, extinct, or living animal would be a suitable pet for this person and why.
Name the most loveable and least loveable characteristics of which ever character you chose. Support your analysis with citation to the text. Use your paragraph writing skills to write this out in paragraph form on a single sheet of paper suitable for turning in. You may also use your mythological and other resource books for this task ( 30 minutes.)
Using a transparency with the character names on it, have volunteer students give their choices for animal/character pairs and their reasons why. (10 minutes)
Predicting: (20 minutes)
What do you think that Ron, Hermione, Harry and Nelville will have to do as detention? Will Malfoy have to do the same things?
Where and who do you think the person is who is trying to steal the stone? What do you think they want to use it for?
What do you think will happen to Harry when he has to leave school for summer vacation?
Which team will win the final quidditch match of the season? Why?
Choose one of these questions and write two well organized paragraphs on it in your journal using “show not tell” language for your descriptions and giving your supporting evidence and inferences.
For homework: Work on Chapter 6 vocabulary definitions. Be familiar with basic meanings of as many as you can, and choose 6 to investigate more thoroughly, be ready to report on two words to the class.
What three themes do you see as major in this book? Give me at least one good sentence on each theme and why it is important.
Working in small groups of not more than 4 students, draw 8 words from the box and work on completing the definitions as before…trying to find as many “connections’ as possible. Be imaginative, and be willing to “reach” and guess. (20 minutes)
Using a transparency with a student moderator and a student recorder, call the words and ask for volunteers to present their definitions and connections, writing in the results in the transparency so that students may take notes. (15 minutes)
In small groups or singly, make a definition card for three of your words, using ones that you prepared that have not already been chosen. (One student at the board calls the words, volunteers raise hands, and one is assigned until all words are assigned. (10 minutes.)
For homework: Go over your vocabulary lists and continue reading Chapter sixteen. Be prepared to write a short reading response on Monday.
Homework and journals stamped, classwork put into folders in chronological order. (15 minutes)
Reading response: On a fresh sheet of paper, write your name, then choose two of the following and write your answers using citation to the text (you may paraphrase) and you may use your dialectic journal notes: Support your answers.
Has Harry betrayed Nelville?
Has Hermione betrayed Nelville?
Is Harry breaking school rules and if so, is he justified?
What do you think is Dumbledore’s opinion of Harry or of Hermione or Ron?
What do you think is Prof. McGonigall’s opinion of Ron, Harry or Hermione?
Compare Malfoy and Dudley Dursley, which is more nearly “good”? If the answer is neither, then tell me who is most bad?
Are either Vernon or Petunia Dursley “evil” and if so, why?
(Write out the questions you are answering) You have 15 minutes to write your responses.
Collect the answers:
Now turn these same responses over to class discussion using a class scribe and a class moderator….from students who have not had these jobs before. (10 minutes)
C. Using teams of two or three, Create two RR questions that would be suitable for class discussion and turn them in. Be sure to put your name on your questions…all names for those working in a group. (5 minutes) Pass them forward.
D. Homework: Read the next chapter. (17)
A. Vocabulary Bee on chapter six: Working in your “house” teams. ‘As before, moderator, scribe and referee from the class. (20 minutes)
Preview Chapter 7 vocabulary words as a class, going over some of the more difficult words using the whole class as a research group. (10 minutes)
Give me five sentences about the creatures that inhabit the woods. Can you find any mythic connections to a creature that was a three-headed dog like “Fluffy” in the story? Use your research materials, and feel free to work with another student.(10 minutes)
Can you find any mythic connections to stories about dragons in mythology?
(Give me your best guesses if you cannot find anything. You may go online to look at indexes in the public library.) (10 minutes)
Where else might you look if you wanted more “connections” for one of these mythical beasts? (5 minutes to jot down your best suggestions.)
Homework: Write in your journals what you think is beyond the trapdoor.
Also go over your vocabulary words.
If each of the professors wrote one protective spell on the sorcerer’s stone, name at least professor and the type of spell or enchantment that you think they would use, given what you know about their skills.
Read chapter 18 together popcorn style. (15 minutes)
Student “debrief” review of the book: Students discuss as a class what they like best or worst about the book. (10 minutes)
Students use remainder of the period to write a review of the book. It must give a good analysis of one or more of the major themes in the book including, duty, trust, friendship, mentoring, obedience to rules, making decisions about “gray areas” or ethical dilemmas. Use your skills at finding evidence from the text.
Write a short prediction stating what you think Harry Potter’s eventual quest will be.
Homework: Finish working on these two writing assignments and bring them to class for peer editing.
Quick Write: Using the list given at the beginning of the semester, please nominate three books that you would like to read next in class, giving your first, second and third preference and a reason why. Your reason should relate to what you might learn or enjoy about this book.
A. Trade and edit your draft responses to the questions you were given yesterday. (10 minutes)
Work for the next 30 minutes on polishing and making a final draft.
Last five minutes of class: Questions for the teacher about vocabulary words?
Homework: Study your vocabulary words, test is tomorrow
Also, complete assembling your folders to turn in. They must be completed and ready to turn in before class begins tomorrow.
Summary sheets for what should be in your folders and the order are available at the back desk.
Turn in your folders.
A. Choose teams of two students and each write both of your names at the top of a new paper labeled vocabulary test.
You have 15 minutes to give five words for your partner to define and then receive five words that you must define from the list of vocabulary words for Chapter 6.
Pass forward for correction and grading.
Using your quick writes from yesterday, please raise your hand if you want to nominate a book as the class’ next book. (15 minutes.)
Teacher will also give a “thumbnail sketch” of 4 books not otherwise mentioned but on the list. (5 minutes)
Students may vote their favorite choices from the 12 nominated books giving their first and second choices. (5 minutes)
We will tally the results, then form “book reading circles” for these new books, trying to assign each student to one of their choices. (10 minutes)
First student task will be for groups to assign roles that will rotate weekly and then they are to create three reading exercises for the first 4 chapters in their chosen book that they believe will most help them to understand their book. Roles include, scribe, researcher, reader, and artist. Each week the roles rotate. Scribe writes down the assignments and the exercises. At least one exercise should be creative in music, art, or drama. No exercise is to take more than one single class period. (20 minutes) If they finish early, they may begin reading in their group.
Closure/Evaluation: The student folders contain both material that has only been stamped, and certain items that have been graded. Together all these assignments give a thorough picture of student mastery as well as student improvement in ongoing learning of vocabulary and context deciphering skills. They are turned in on the last day so that they may receive an overall grade and any comments that I think will help the individual students in their efforts.
Additionally we have some previously graded writing assignments and a variety of vocabulary quizzes that will allow for an accurate assessment of each student’s progress.
Lesson Analysis: This is left blank, as I have not used this plan yet.
This unit gives plenty of depth in vocabulary, context clues, and references to other types of literature and history. It should enlarge student interest and skills at using words with precision and enjoyment. Additionally, this unit offers constant writing on fairly short time deadlines so that students may develop their skills at getting to the task and organizing quickly and thoroughly. It should assist them in mastering analysis of character and setting as well as using that information and evidence in their analytic writings.