Our Fantasy Hero Harry
A 6-week Unit on Harry Potter and the Sorcerer's Stone by J.K. Rowling
Prefatory Statement: This unit on Harry Potter and the Sorcerer's Stone will emphasize four major themes: journaling to relate student life to the text, viewing Harry Potter as a hero, familiarizing students with the fantasy genre, and successful group work. The performance package included can be used to fulfill the two following Minnesota Graduation Standards: Read, Listen, and View: Middle: Fiction: 4. Categorizing events, behavior, or characters and 6. Evaluating fiction according to pre-established criteria.
Young Harry Potter has taken the nation literally by storm with his sympathetic-turned-heroic adventure. What better book to guide students to a love of reading? Many young children love books, but when they reach middle school, students become bombarded with many new things often causing reading to take a back seat. As students move into high school, pleasure reading often becomes nonexistent. If we can maintain a love of reading back into middle school students, they will have a much better chance of becoming lifelong readers. Producing lifelong readers should be an ultimate goal as an English/Language Arts teacher. Readers thrive in this world, and part of our job as teachers is to prepare students for the real world. Not only will this unit help to maintain a love of reading, but it will bring across the old cliché that one cannot judge a book by its cover. Students will have a chance to make character logs that includes categorizing characters as either good or evil. At the end of the unit, students will have the opportunity to change first impressions so that they can learn first impressions don't always hold true. The assessment task Good vs. Evil also allows students to see that people cannot be placed into one extreme or the other and that even those viewed as evil have their good points.
It seems as though everyone has at least heard of Harry Potter (especially now with the feature film being released), and the vast majority of readers have a very positive attitude towards him. Putting a copy of Harry Potter and the Sorcerer's Stone in front of an eighth grader is a great deal less threatening than shoving a Shakespeare play before them. I've always considered myself a reader, and canonical texts frightened me throughout junior high and high school. A teacher should develop a unit that both s/he and the students will be excited about, units that will make students want to come to class. With vast popularity, a compelling plot, and non-threatening language, Harry Potter and the Sorcerer's Stone can capture student interest and keep them excited about class.
This novel takes place in England , so students will be exposed to some language that they're not familiar to. This also presents an opportunity for an interdisciplinary unit or lesson(s) dealing with British culture that could be done in conjunction with a social studies teacher. Race is not brought up in the plot. By the covers, readers are to infer that the main characters are white. Different creatures (ie witches, wizards, goblins, trolls, and centaurs) could possibly be used as a metaphor to race in its immediate absence. Gender does play a role in the text. The protagonist is male, but his female cohort plays an important role and is the brains behind most of the brilliance. Class issues occur in the novel between Ron Weasley and Draco Malfoy. The Weasley family may be poor, but their family portrays more honorable characteristics than the Malfoys. Like in any fantasy story, social justice is portrayed when the good, heroic characters of Harry and Dumbledore defeat the evil Quirrel and Voldemort.
There are two reasons why I chose to create this unit. If one year ago someone would have told me I'd be creating a unit dealing with fantasy literature on my own free will, I would've laughed hysterically. I've had a negative reaction to the genre for as long as I can remember, and I feel that if this book can get me to enjoy fantasy, it should be able to prove the same for others. But my main inspiration proves to be an eighth grade boy. At the beginning of last semester, I saw this boy who was a poor, unorganized student who cared little if at all about reading. As the semester progressed, he devoured all four of the books in the Harry Potter series. The books sparked his interest in reading and caused him to better his performance in the class. If Harry Potter can do it for him, it can do it for others his age as well.
Class Specification:
This unit is appropriate to teach to a general middle level English/Language Arts class. Older students may object to using the text in class by seeing it as a kids book, but middle school students are still in (the upper end of) the intended age group. This unit should be accessible to members of all socio-economic groups. As mentioned in the prefatory statement, different classes are discussed in the text and different creatures can be used as a metaphor to different races and/or cultures. If there are ESL students in the class, a teacher could award extra points to those students who would volunteer extra time to help the ESL students in their reading (possibly by simply reading out loud to the ESL student or allowing the ESL student to read out loud to them). An ESL student may feel more comfortable working with a peer than working side by side with a teacher. Harry Potter has spent a great deal of time atop the New York Times Best-Seller List and has worked miracles in getting children hooked on reading. The novel has thrived in classrooms across both Great Britain and the United States , so this unit should prove appropriate for all students.
Significant Assumptions:
In order to complete this unit, students will have had a background in reading and writing up to an eighth grade level. Students will be expected to have some background in group work. Students will also be expected to have some experience with journaling so that they can begin the journaling process successfully right away. All of these skills will be modeled effectively by the teacher throughout the unit.
Students learn by being able to relate personally to the text. Despite the text being in the fantasy genre, there are possible topics that relate to the students and get them more involved in the test. I will relay the relations through journal entries which will be done at the beginning of every class period throughout the unit. By using journaling, students will have something to do as soon as they sit down (the question will be posted in the same place on the board each day). They can put time into journaling while the teacher takes care of housekeeping tasks such as attendance. Besides relating the text to their own lives, journaling will give the students a chance to reflect on the text and prepare them for class discussion.
Students learn best from other students. Being able to work effectively and efficiently in groups is a skill that is priceless in today's work. Students will work in groups to share their skills and talents with their classmates and also break up any monotony that may arise with discussion and individual work. Group work can also be a time when students will be allowed to move around. It is requesting an impossible feat to require students to sit still for entire class periods.
A little friendly competition always serves as good incentive for students. In this unit, student points from assignments, various activities, quizzes, and journals will be added to a team total. Students can also lose points for their team for late work, unexcused absences, and behavioral problems. The class will be split into four teams to match the Houses at Hogwarts Academy (the novel's setting): Hufflepuff, Ravenclaw, Slytherin*, and Gryffindor. Upon completion of the unit, prizes will be awarded to the winning team. Other teams will receive a smaller prize for their time and effort. The promise of prizes and the chance to work with peers should keep students interested throughout the unit.
Since parents play a key role in education, parents should be notified in advance that students will be reading the book. Encourage parents to read the novel themselves. Sending home a permission slip well before implementing the unit is a good idea (a sample letter/
permission slip is provided in the Supporting Materials for Teachers section of the unit).
*Students may object to being in the bad House, but House names will be drawn randomly for each team at the beginning of the unit before they have an idea or connotation with the house. If students do object, make them aware that they just share the House name , not its qualities .
Desired Outcomes/Standards/Objectives to be Met:
1. Students will be able to relate their own lives to events that occur in the text. (Journal)
2. Students will be able to categorize characters as good or evil based on their dialog and action. (Character lists)
3. Students will know the elements that cause a text to be considered fantasy. (Elements of Fantasy worksheet/paper)
4. Students will be able to pick out elements of fantasy within the text. (Elements of Fantasy worksheet/paper)
5. Students will be able to define a hero and tell why Harry Potter can be considered a hero. (Hero journal)
6. Students will be able to work successfully and a group. (Team points)
7. Students will be able to compare and contrast Harry Potter with other young heroes and with
superheroes who also possess magical powers. (Compare/contrast responses)
8. Students will be able to show how both physical and mental strength win battles. (Creating hero, hero journal, compare/contrast responses)
9. Students will be able to predict using clues from the text. (Journaling, class discussion, handed-in predictions throughout course of unit)
10. Students will be able to summarize what they've read. (Class discussion)
Minnesota Graduation Standards:
Read, Listen, and View
Middle
Fiction
4. Categorizing events, behavior, or characters
6. Evaluating fiction according to pre-established criteria.
Possible Whole-Class Activities:
• Fill out main points on Elements of Fantasy Worksheet
• Share other pieces of fantasy genres or fantasy movies
• Develop a list of characteristics for both good and evil characters
• Discussions throughout the text
• Role play Diagon Alley shopping experience
• Review qualities of Houses and place celebrities in appropriate Houses (have students and teacher create a list of local, national, and international celebrities along with their identifying qualities. Each person will be placed in a House based on these qualities.)
• Develop character list
Possible Small-Group Activities:
• Participate in all team activities
• Come up with solutions for Harry's problems
• Create a flag or Quidditch jersey for the team
• Map Harry, Ron, and Hermione's journey through the chambers
• Write the 3 rd Floor Corridor legend
• Choosing the best individual piece of writing from the group to compete with that of other groups to earn points
Possible Individual Activities:
• Create the letter Dumbledore wrote to the Dursleys
• Write a journal entry for Harry or Dudley
• Write the letter arriving at the Dursleys that is addressed to Harry
• Create a brochure for our school
• Design a shopping ad for Diagon Alley
• Make a trading card for a character
• Write about what you'd see in the mirror (your future)
• Make various predictions throughout the text
Ongoing Activities:
• Keep character list
• Keep journal
• Keep hero journal
• Complete Elements of Fantasy worksheet with thorough answers
• Team activities/group work
Student Resources:
Students will need to bring a notebook that serves as a journal to class each day. This notebook will serve three purposes daily journal writing, the hero journal, and character list/notes. The teacher will provide tabs to separate the three sections. The daily journal and character list will be turned in at the end of the unit while hero journals will be collected each Monday.
Students will be provided a copy of Harry Potter and the Sorcerer's Stone . They will be held accountable for this book. If the book is lost or damaged upon completion, the student will have to pay for the book.
Dictionaries are available in the classroom in case students come upon words they are unfamiliar with.
Unit Organization
Week 1
Monday Set induction
Tuesday Journal (to be written on the board before students enter the classroom)
Read Ch. 1 aloud*
Give RCQ (Reading Check Quiz) (pass back to correct, then collect)
Pass out sheet with teams and how to earn team points
Homework: We never get to see what the letter said that Dumbledore wrote
to the Dursleys explaining what happened to Harry and why he's there.
Write this letter.
Include: Who the letter is to/from
Who Harry is
Why Harry is there
* For those students who have already read novel, have them go to the library and begin the second book in the series, Harry Potter and the Chamber of Secrets , during SSR and any reading done aloud.
Wednesday Journal
10-15 minutes to rewrite/correct letters
Get into teams, read letters aloud, pick the one they think is best and mark it with
a star. The best of the starred letters earns an extra 5 points for the team.
Discussion*: What do you think a Muggle is? What clues are there?
What are the professors professors of? What kind of school
do they teach at?
What impressions do you have of Mr. Dursley? Do you know
anyone or any characters like him?
Homework: Read Ch. 2
*For those students who have already read the novel, have them make discussion questions and have them help the instructor in leading the discussion.
Thursday Journal
RCQ
Hand-out of all the characters we've met so far in the reading. Put into character
log as a class.
Team Work: Harry's in a bad living situation. Knowing what you do already,
What should Harry do? List at least 2 options.
Extra Time: SSR
Homework: Read Ch. 3
Friday Journal
RCQ
Review new characters added to list
On scratch paper, write down team name and who you think is knocking at the door at
the end of Chapter 3.
Correct answers will receive a point for your team.
Choose a writing assignment: Write a journal entry for Harry or for Dudley at this
Point in the novel OR write the letter trying to get to Harry.
Due Monday.
Use remaining time to work on assignment or read.
Homework: Ch. 4 and writing assignment
Monday Journal
RCQ
Share hero journals
Collect hero journals
Discussion: Was it okay for Hagrid to lose his temper? (set up debate with sides
who pick spokespeople to represent them)
What is a motive? (look up in dictionary if necessary) What is
Petunia's motive for treating Harry like she does? Do Vernon and
Dudley have motives? What would happen to people like this in real
life?
Ask students to recap the story of how Harry came to live with the
Dursleys and why Harry is a celebrity.
SSR if discussion runs short
Reveal team standings
Homework: pages 76-95
Tuesday Journal
RCQ
Review new characters added to list
Read 96-109 out loud
Homework: Choose then brainstorm some ideas for one of the following writing
assignments: Write a short intro to one of Harry's textbooks, make a
a brochure promoting our school, or write advertisements for shopping
in Diagon Alley.
Wednesday Journal
Role play shopping in Diagon Alley
Give criteria for writing assignments (due Friday) then give time to work on it.
Homework: Read pg. 110-125
Thursday Journal
Discussion: Do people get an impression of you from your siblings? How do you
feel about that? Is it fair?
Discuss answers to journal questions
Ask them to come up with questions
Give at least half the period to read the second half of chapter 6 or work on the
writing assignment.
Homework: Remainder of Ch. 6 and writing assignment
Friday Journal
RCQ
Review new characters added to list
Collect writing assignments
Check predictions about Hogwarts.
Discussion: What are your impressions of Hermione?
Do you think that Draco will play a big role? What does his
dialog tell about him?
Why is Hogwarts off the mainland? Advantages/disadvantages.
What if our school was off the mainland?
Are boarding schools good ideas today? Would you like to
attend one?
Hand out U.K. vs. U.S. words worksheet. Due Tues. Team with most right
answers overall gets 10 additional points.
Homework: Read Ch. 7 and Worksheet
Reveal standings
Homework: Read Ch. 8
RCQ
Review new characters added to list
Correct U.K. vs. U.S. worksheet then collect
Ask for anything they want to discuss
Start reading Ch. 9 out loud (try to get through half)
Homework: Finish reading Ch. 9
Wednesday Journal
RCQ
Pitch Trading Card assignment (ex. Pg. 128 of book). Sign up for a character.
Members of the losing teams get first pick. Due in one week.
Time to work on assignment. Let them use each other as resources.
Thursday Journal (to be handed in immediately)
SSR
Homework: Read Ch. 10
Friday Journal
RCQ
Review new characters added to list
Mini-lesson on denotation/connotation (to connect with journal entry about student idea
of a troll versus the book's idea of a troll)
Team Work: Create a flag or Quidditch jersey for your team
Homework: Read Ch. 11
Monday Journal
RCQ
Review new characters added to list
Share hero journals
Collect hero journals
Fantasy Element check tell them how and what sections should be filled out as well
the elements to be on the look out for while reading
Allow 15 minutes to use one another as resources.
Reveal team standings
If time permits, allow students to go to computer lab to play Virtual Quidditch
http://journeytohogwarts.moonfruit.com/
Under Qudditch then Quidditch Practice
Tuesday Journal
½ hour read Ch. 12 aloud
½ hour SSR
Homework: Finish Ch. 12
Wednesday Journal
RCQ
Share Trading Card assignment with class then collect
Review new aspects of Lily and James Potter
Talk about the mirror and what does the inscription mean.
Homework: Read Ch. 13
Thursday Journal
RCQ
Review character of Flammel
Have students volunteer to recap the chapter
In class writing assignment to be read in class Friday: If you were to look in the
mirror, what do you see in your future ie. College, job, marriage, family.
Homework: Read Ch. 14
Friday Journal
RCQ
Review new characters added to list
Read yesterday's writing assignments out loud to class
Any remaining time, SSR
Homework: Read Ch. 15
Monday Journal
RCQ
Share hero journals with class
Collect hero journals
Centaur discussion bring in Greek myth dealing with the centaur
Reveal team standings
Homework Read Ch. 16 to pg. 340
Tuesday Journal
Read remainder of Ch. 16 out lout
RCQ
On paper, have them write who they think is in the last chamber and what makes
them think this. Correct predictions will acquire team points.
Team Work: Create a map of Harry, Ron, and Hermione's journey through the
chambers. Draw at least small rooms with name. For extra credit, draw each room
(5 pts. extra for each room drawn). Due Wednesday.
Wednesday Journal
SSR Ch. 17
Thursday they should be ready to turn in journals. Tell them they can get entries
they missed from teacher files.
Homework: Read Ch. 17
Thursday Journal
RCQ
Student volunteers to recap final chapter.
Have students write in their journal about if they liked the book and why/why not
they would recommend it. Share in teams then with the whole class.
Friday Revamp character list in class.
Monday Good and Evil Assessment Task (spend class time in library)
Tuesday Spend half period in the library and other half reading the excerpt from The Lion, the
Witch, and the Wardrobe .
Wednesday Good and Evil Assessment Task due
Give Fantasy Across the Board Assessment Task and give time to work in class.
Thursday Watch X-Men
Friday - Finish watching X-Men
Give Fantasy Schools Assessment Task assignment (due Monday)
Collect Fantasy Elements Across the Board Assessment Task
Lesson Plan #1
Set Induction
Week 1 Monday
Objectives:
- Students will be able to make a prediction due to a number of clues.
- Students will be able to recognize fantasy literature and movies.
- Students will be able to make a list of good, evil, and heroic traits.
- Students will be able to work successfully in groups to create their own heroes.
Methods:
- Predicting Exercise (10 minutes)
• Take student volunteers by pairs numbering them off 1-6
• Take a student volunteer to create a list on one end of the board
• First pair comes to the front. One sits in a desk facing the class and the other sits in a desk facing the board.
• Write the word wizard on the board
• One student gives clues to the other until the word is guessed. Once it is guessed, the third student writes that word to begin the list.
• Do the same with the following pairs with these words: magic, school, hero, villain, kids.
• All students return to desks and take out a piece of scratch paper upon they write their name and what book they think we'll be reading due to the clues on the board.
• Harry Potter is right, and the right answer will earn points for their team (to be discussed Tuesday).
- Genre (5 minutes)
• Review (or introduce if necessary) the term genre with students
• Ask students what genre they believe this book is. (Clues if necessary closely related to science-fiction, imaginative, unrealistic)
• Ask students to share other pieces of fantasy literature or movies they are familiar with. Write on board.
- Good vs. Evil/Elements of Fantasy (15 minutes)
• Ask students to volunteer traits of each. Make a chart on the board.
• Hand out the Elements of Fantasy worksheet (tell them to hang on to it and keep
it in a safe place!).
• Read through worksheet then have them add the traits they compiled from the board.
- Hero Creation (20 minutes)
• Ask if heroic traits are the same as their list of good traits. Add what is needed.
• If possible, show clip of PowerPuff Girls in which the three create an imaginary hero.
• Group work (count off by 5's): create the ultimate heroic character. Include mental and physical characteristics, magical powers, a name, an age, and a picture if time permits and if a group member volunteers to draw.
- Housekeeping (5 minutes)
• Have a journal for tomorrow
• This unit will involve teams and team activities. Have students take out a piece of paper, write their name on the top, and write two people they do not want to be in a group with. If students don't care, let them know they can write that down.
Evaluation:
- Predictions of book
- Compilation of lists on board
- Created hero
Lesson Plan #2
Class Discussion
Week 2 Monday
Objectives:
- Students will be able to use predicting skills in connection with information and opinions they've already gathered from the text
- Students will be able to summarize Harry's story.
Methods:
- Journal entry (posted on board for students to do during teacher's housekeeping
activities) Why could Hagrid have been expelled from Hogwarts? (5 minutes)
- Reading check quiz pass back to correct then collect. (10 minutes)
• Who came to the Dursley's house?
• What was in the box Hagrid pulled out of his pocket?
• How did the Dursleys tell Harry his parents died?
• How did Harry's parents really die?
• Where will Harry be going to school?
- Now that they've read four chapters, students should have at least four entries in their
hero journals. 5 students will share one of their entries then their name will be crossed off the list so that everyone will share through the duration of the unit. Collect all students' hero journal entries. (5-10 minutes)
- For the first time, there are no new characters. Remind students to update their character lists regularly adding whatever information they feel is pertinent. (1-2 minutes)
-Discussion: (up to 20 minutes)
• Raise hand if it was ok for Hagrid to lose temper. Then those who don't.
Set up a debate making two teams. They discuss reasons in groups then chose
a spokesperson to relay the information they've gathered.
• What is a motive? Have a student look up the term if no one knows.
What is Petunia's motive to treat Harry like she does? Is that okay?
Inform students of police proceedings for child abuse (people like the
Dursleys would be taken into custody).
• What will Hogwarts be like?
Get a class recorder to write down the predictions
These predictions will be compared to the real Hogwarts later.
- Allow student volunteers to recap Harry's story. (5 minutes)
- Reveal team standings. (2 minutes)
- Homework: Read pages 76-95. (If discussion runs short, allow the remainder of class for SSR.)
Evaluation:
- Journal entry
- Hero journal completion
- Participation in discussion
- List of predictions of Hogwarts
Lesson Plan #3
Role Play Diagon Alley
Week 2 Wednesday
Objectives:
- Students will be able to feel what it would be like in Harry's situation.
- Students will be able to manage money to get what they need.
- Students will leave class knowing the criteria of their writing assignment.
Materials: Something to act as currency (either paper coins or real coins), signs with shop names and bank (set aside 7 areas in the classroom to act as these places), sticks to act as wands, old clothing, books, empty bottles, pens/pencils/folders, boxes labeled jellybeans.
Methods:
- Journal: How will the Dursley's treat Harry when he goes back to their house until
school starts? (5 minutes)
- The classroom should be made up ahead of time with the following shops Books, Clothes, Wands (use sticks), Potions (use empty bottles), General Supplies (pens/pencils/folders), and Candy. A bank should also be set up with the currency rate posted above it, coins separated into different boxes, and three sheets with number corresponding to money.
- Students will have random cards placed on their desks with a role written on the back side
(shop owner, banker, or student).
- Prep time: store owners should think of ways to get customers to their store, bankers look at sheet with money and numbers (each student has a number that corresponds with the amount of money they'll get from the bank and a list of items they are to buy), and bankers and students familiarize themselves with the currency conversion rates 29 Knuts to a Sickle, 17 Sickles to a Galleon. (5 minutes)
- Take places and role play. Teacher observes and helps when necessary. (25 minutes)
- Students return to seats and are given sheets with the assignment criteria. Read all criteria aloud and ask for questions. The writing assignment of their choice will be due Friday, and they will be given time in class to complete the assignment tomorrow (explain credentials). (5-8 minutes)
- Use remaining class time for students to write an evaluation of whether they feel like they were in Diagon Alley. Shop keepers can write about any way that attracted customers, bankers can express any difficulties they had, and students can write about if they got what they needed to start the school year.
- Homework: Reading the remainder of chapter 6 and gather ideas for writing assignments.
Evaluation:
- Successful role play without disruptions
- Student evaluations
- If they turn in the writing assignment Friday with it completed correctly.
Instructions: This writing assignment will be worth 25 points , and if you receive the full 25 points, an additional 5 points will be given to your team.
In this assignment, you will have three choices to pick from. Here are your choices and what the breakdown of points will be for each.
Option 1 Introduction to one of Harry Potter's textbooks.
Choose one of Harry's texts and write a short introduction that would be found in the book. The points will be as follows.
• Completed assignment 5 pts.
• Who wrote the book and his/her credentials 5 pts.
• What the book can be used for 5 pts.
• Why students need this book 5 pts.
• Overall quality (neatness, spelling, grammar) 5 pts.
Harry received a brochure from Hogwarts to promote the school. Create a brochure for our school that includes the following:
• School name and location (city, state, address, phone number) 5pts
• 5 reasons why to come to the school (what makes it unique 5 pts.
• Picture or illustration of the school 5 pts.
In addition:
• Overall quality (neatness, spelling, grammar) 5 pts.
• Completed assignment 5 pts.
(A brochure should be in the form of a booklet)
Make a flyer for shopping at stores in Diagon Alley. Necessary parts include:
• Ads for two different stores 5 pts.
• Pictures/Illustrations of two different items 5 pts.
• Phrases or statements convincing people why they should shop there 5 pts.
In addition:
• Overall quality (neatness, spelling, grammar) 5 pts.
• Completed assignment 5 pts.
This assignment is due FRIDAY!
ELEMENTS of Fantasy
Good Versus Evil
• good usually wins over evil
• one character represents good
• another character represents evil
• sometimes has weapons or magic to use in battles
• has a high degree of innocence
• uses his courage to gain wisdom and truth in order to conquer evil
• has to overcome different challenges or obstacles
• Battles the good character to take over whatever they are fighting over
• Tricks people
• Deceives people
• Greedy/selfish behavior
• Steal
• Do not feel love or compassion
• Want to take over the world
• Curses
• Sometimes scared of good
• Levitate things
• Transform
• Destroy things
• Fly
• Protection from evil
Save the World from Evil
• Friends help the good character in quest/solving of mystery
• Good character gains strength from magical force to overcome the evil character
• Uses personal resources to help solve problem
This sheet should be used as a guide for your own Fantasy Elements sheet in which you will give an example for each subheading given on this sheet.
From: http://www.d118.s-cook.k12.il.us/east/media/fantasies.htm
Fantasy Titles
Teams Rosters, Points, and a Handsome Reward
Once we delve into Harry Potter, your team names will make more sense. For now just go with the flow! Here are the team names and rosters:
Student names Student names Student names Student names
Get comfortable with your team members because you will be competing against other teams to receive a reward at the end of this 6-week unit. The team who accumulates the most points will receive a handsome reward to be revealed at a later date. Other teams will receive smaller rewards for participating. Team standings will be posted in class every Monday.
So how do you earn points? Here's the low down:
- The following in-class team projects will award your team with the corresponding points:
• Hero creation = 25 points
• Harry's options = 10 points (+ extra credit option)
• Jersey/Flag creation = 25 points
• 3 rd Floor Corridor legend = 25 points
• Map of journey = 25 points
- Each day a chapter is due, I will give a 5-question Reading Check Quiz on basic points from the chapter to make sure you're keeping up with the reading. A 5 out of 5 on these quizzes will give your team 5 points.
- Throughout the reading of the book, I will be asking you to make individual predictions . A correct prediction will earn 5 points for your team.
- Individual assignments will also be worth team points. (You will receive an individual assignment checklist) Your score on these assignments will be added to the team total .
- Groups are permitted to create extra credit activities . Groups are to write out the idea and hand it in to me. I will consider the proposal then talk to the group about how many points I feel it should be worth.
Don't forget about losing points! Points can be taken away from your team for the following reasons:
- Late work
- Unexcused absences/tardiness
- Behavioral problems