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Template 1 - Lesson Sequence Week 1

The document outlines a week of activities focused on the Harry Potter book and universe for students. The activities include: 1) Analyzing cover art from different versions of the first Harry Potter book and comparing international covers. 2) Having students receive personalized Hogwarts acceptance letters and writing responses. 3) Discussing an excerpt from Tales of Beedle the Bard and creating a vocabulary list. 4) Studying wand characteristics using the Pottermore website and analyzing wands of main characters. 5) Reading and discussing the Sorting Hat song and having students write their own poems or songs related to Harry Potter.

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58 views

Template 1 - Lesson Sequence Week 1

The document outlines a week of activities focused on the Harry Potter book and universe for students. The activities include: 1) Analyzing cover art from different versions of the first Harry Potter book and comparing international covers. 2) Having students receive personalized Hogwarts acceptance letters and writing responses. 3) Discussing an excerpt from Tales of Beedle the Bard and creating a vocabulary list. 4) Studying wand characteristics using the Pottermore website and analyzing wands of main characters. 5) Reading and discussing the Sorting Hat song and having students write their own poems or songs related to Harry Potter.

Uploaded by

api-298910286
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Focus for Student Activities Harry Potter and the Magic of Reading

Week 1:
Outco
mes
1
.

Designing, Selecting and Sequencing Activities

Resources

Cover art

2
.

Show students front cover of British Harry


Potter and the Philosophers Stone.
Discuss elements of cover art and purpose of
design (who do you think their target audience is?,
colours, chosen pictures/characters, what impression
does the cover give the author regarding what the
book is about?, etc.)
Students compare cover art of four versions of
British Harry Potter and the Philosophers stone and
make notes comparing and contrasting the different
versions of the text.
Students then compare cover art of
International versions of Harry Potter and the
Philosophers stone (perhaps discuss the change in
title).
Think, pair, share their ideas with a partner,
discussing their opinions

Hogwarts letters

Students are each given personalised


Hogwarts Acceptance Letters
Students read letter as a class
Students write a response to their letter
documenting how they felt when they received the
letter, what the letter asks them to do, what they are
most excited about going Hogwarts. Students should

Picture of
British version
Sheet of 4
versions of British
cover art
Sheet of
international cover
art

- Personalised
Hogwarts letters

Assessment
Involvement in
classroom verbal
discussion, classroom
work, and interaction
with peers.

Students response
letter and also
observation by the
teacher on the
students progress of
their classroom work.

D
F

3
.

4
.

also make reference to their uniform, course books and


other equipment and may also comment on the
possible subjects they will get to study. Students
choose to either write a journal entry in their diary; to a
friend or family member; or respond to the letter by
return owl to Prof. Dumbledore/Prof. McGonagall.
Tales of Beadle the Bard: The Fountain of Fair
Fortune
Students have read The Fountain of Fair
Fortune for homework. Briefly recap what happens in
the story.
Read Dumbledores notes at the end of the
story to the class without pause.
Students then re-read the story to themselves
and create a vocabulary list of unfamiliar words which
they find confusing or do not understand.
Students use dictionaries/computers (not all
words will be in dictionary) to find meanings and aid
understanding.
Create a list on the board of words students
didnt understand and discuss these as a class.
Re-read text as a class once more, pausing at
unfamiliar words and discussing them in the context of
the text. Emphasise to students that this is a strategy
they can use to help them to better understand other
texts when reading.
Wand study

Play the scene at Ollivanders


Discuss the quote, The wand chooses the
Wizard. (how, why, what is it looking for)
Using the Pottermore website, students study
the features and characteristics of wands (wood, core,
length, flexibility) and make notes.
Analyse the wands of three (3) main

Copies of
Tales of Beedle the
Bard with
Dumbledores notes.
Dictionarie
s
Computers

Computers/laptops
Pottermore.com links to
wand length, wand
wood, wand flexibility,
wand cores, etc.
Sheet with Character
wand descriptions.

Involvement in
classroom verbal
discussions, interaction
with peers and
classroom work of their
vocabulary list.

Involvement in
classroom verbal
discussion, interaction
with peers and their
completed work on
their chosen
witch/wizard.

5
.

characters in Harry Potter and the Philosophers Stone


and make notes. Choose characters from list provided.
Students comment on the features of their chosen
witch or wizards wand and make comparisons to their
personality and why they think that wand chose them.
Think pair share discuss with a partner what
they think their wand would be like and any interesting
facts about wands that they found. Ss then share with
the class their findings
Sorting Hat Song

B
C
D
F

Read the Sorting Hat song on pg. 88 while


students follow along. Discuss elements of the song
(language used, text structure, rhyming, rhythm,
vocabulary, theme)
Students write a song or poem with a rhythm.
The song/poem must be 8 lines and relate to Harry
Potter and the Philosophers stone in some way.
Student may choose to write about dragons, potions,
Hogwarts, subjects, quidditch, characters, etc.
Alternatively, students may wish to create a house
song (32 lines) with the other members of their house.
Students present songs/poems to class

Appendix

Sorting hat
song lyrics

Student participation in
their group,
involvement in
classroom verbal
discussion and
presentation of work.

Stage 3 English Outcomes


A.
B.
C.
D.
E.
F.

Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-1A
Composes, edits and presents well-structured and coherent texts EN3-2A
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-3A
Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts EN3-4A
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-5B
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN36B
G. Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-7C
H. Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-8D
I. Recognises, reflects on and assesses their strengths as a learner EN3-9E

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