The following bolded large processes and concepts are covered in this assessment task.
purpose
preview
predict
read, listen and view
reflect
respond
Each time a chapter is completed, the class will name new characters that are introduced and add a short description. On their own, students will characterize each character as good or evil. The journal can be completed while the student is reading or after they finish. Additional notes can be added when more information is introduced in further reading.
Upon completion of the unit, the students must turn in a revamped character list complete with description from throughout the novel.
Students should be reminded of this assignment often. It should be mentioned in class and also be written permanently on the board.
Vernon Dursley
Petunia Dursley
Dudley Dursley
Professor Aldus Dumbledore
Professor McGonagall
You-Know-Who/Voldemort
Lily Potter
James Potter
Harry Potter
Hagrid
Mrs. Figg
Piers Polkiss
Dudley 's gang
Dennis
Malcolm
Gordon
No new characters
Cornelius Fudge
People at Leaky Cauldron
Professor Quirrell
Griphook
Madam Malkin
Mr. Ollivander
The Weasleys
Mom
Ginny
Fred
George
Ron
Hermione Granger
Draco Malfoy
Scabbers
Crabbe and Goyle
Seamus
Neville
Professor Snape
Mr. Filch
Peeves
Mrs. Norris
Professor Sprout
Professor Binns
Professor Flitwick
No new characters
The Troll
No new characters
Additional information on Mr. and Mrs. Potter
Nicolas Flammel
Charlie
Norbert
No new characters
Harry Potter and the PHILOSOPHER'S Stone?
Directions: When the book was released in England in 1997, it was titled Harry Potter and the Philosopher's Stone . When the book was released in the United States , the title was changed to Harry Potter and the Sorcerer's Stone in order to make it sound more magical and less philosophy-oriented. The Philosopher's Stone in the original book was changed to the Sorcerer's Stone. But that's not all that was changed. Match the following British word on the left with the American word on the right. If you know of any other British and American words that are different, write them down for extra credit!
(The word in the second column IS the matching word to the one directly across from it in the first column. Mix them up and assign them letters to your desire.)
U.K. Word U.S. Word
Shan't Won't
Sherbet lemon Lemon drop
Bobble hats Bonnets
Roundabout Carousel
Cooker Stove
Sellotape Scotch tape
Cinema Movies
Holiday Vacation
Beetroot Beet
Fringe Bangs
Comprehensive Public school
Letter-box Mail slot
Post Mail
Motorway Highway
Gummy Toothless
Hoover Vacuum
Trolley Cart
Trainers Sneakers
Dressing gowns Bath rones
Football Soccer
Crumpets English muffins
http://www.primaryresources.co.uk/harry/philosopher.htm
Information & activities by Gareth Pitchford
Harry Potter and the Philosopher's Stone (Sorcerer's Stone) Teaching Resources
Possible Videos/Video Clips
The following video clips can be used in class for comparison/contrast purposes.
PowerPuff Girls – cartoon with kindergarten superheroes fighting villains
(also used in set induction to show hero creation)
Thundercats , He-Man , She-Ra , Voltron – fantasy cartoons with heroes and villains
X-men – use clip from movie showing school
also cartoon showing superheroes with magical powers
consider showing entire film for compare/contrast
Watership Down – fantasy novel and animated movie with talking rabbit protagonists who
face danger. Hazel is the hero while General Woundwart is the villain.
Potter-y
Harry Potter Poetry
By Dr. Rose Wolf Kimbrough
Dr. Rose Wolf Kimbrough is the Assistant Director of High Hallack, the genre research library founded in 1999 by SF&F legend Andre Norton. Rose holds a PhD in Science Fiction and Fantasy, and is the author of UniVerses , a collection of poetry published last year by Xlibris. http://scifidimensions.fanhosts.com/Jun01/pottery.htm
ROUNDEL by RIDDLE
(Last Days at the Orphanage)
When he cried, the little children died in the streets.
Soft falls the rain upon the windowpane.
" I was not born to stand," one mage did cry,
"And look at rain!" Indeed; yet the inane
Rhythm is soothing as my hour draws nigh.
Soft falls the rain.
How few suspect Lord Voldemort am I…
"Riddle's a joke!" long ran the cruel refrain.
Once they died laughing; soon I laugh--they die.
I shall substantiate, when wizard-trained,
That claim here first: let windows stand for eyes,
Rain will be blood--indelible dis/dain--
When I am God, and from an iron sky
Hard falls my reign.
A Letter to Hogwarts
(by Normal Mail)
For, of course, J.K.R.
O Wizard World, wit-crafted as your books
Were we by God, yet tools and toil are ours;
Bid us return, re-learn, resume our powers,
Command the morning with a Fiat Lux!
Yet not for magic but for morals bright/
Black-etched as moonscape would we share your story:
Child, Call--the Middle-Age-less allegory
That sets Lord Will-of-Death against Lord White.
Harried away, we feel an amputation
Of flit-quick wings that dooms us groundward go,
Knocking at humble doors with, "Do you know--?"
Seeking the Alley gate, the Platform station.
All folk, like Hogwarts robes, bear stars within--
And, once o'er Death's dark lake,
(Clutching our Fluffy cake),
May we, at longing last, like-"wiz" be s'Muggled in!
A Legend of Hogwarts
…love may toil all night,
But take at morning; wrestle till the break
Of day, but then wield power with God and Man.
--Christina Rossetti
Albina Lorn to Hogwarts came,
Solace her sorcery:
Kind words she used of calm and care--
White owls sent forth to message-bear
Kissed, cast, and winging free.
The sad grew glad when she was by:
The boggarts kept their shapes;
The ghosts played only pleasant whims;
The killing Willow drooped its limbs
Limp as a maypole's tapes.
A glass that gazed to Azkaban
She made by magic art;
And called to that dire island-hell
And to Algol, its captain fell,
Who bore the hungriest heart.
But she would die for Severus Snape
And longed (o lady lorn!)
That in his deathly-freighted den
Her heart might end a specimen
Pierced on his wand's swart thorn.
One day he told her he would wed
The coming Christmas-tide;
And--for no other maid of them
Would dare to touch his midnight hem--
She thought herself his bride.
She crowned her with a nightshade wreath,
Plucked one pure lily chill,
And swept in sable down the stair--
But what she saw before her there
Stopped her, doubt-stricken, still.
A simpering chit of Slytherin
In his arm's ring sat curled:
And cruel and cold Snape laughed aloud
And scorned Albina to the crowd:
"I never said you , girl."
"If I may not be yours," she vowed,
"I'll have for mate no man;
But I know one will take my kiss--
Yea, take my kiss, and give me his--
Algol of Azkaban!"
Then from the hall she fled away
And, mounting to her tower,
She stepped before the mirror-gate
And shrieked, "Lord Ghoul, your bride awaits--
Come, claim me in this hour!"
(Friends followed screaming, smote the door:
"Albina, no --'tis doom!")
The mirror vanished like a smoke
And, weird as ringwraith, grim as groke,
Algol was in the room.
The door flew wide--they hurtled in--
Alas, too late! The maid
Now held a talon fast, and stood
Tiptoe to reach the cavern-hood,
Fey, fain, and unafraid.
One cry she gave (yet seeming glad),
And then no more. They wept
Who loved her; and, with final glance
At that foul mock of wedding-dance,
Back to the hall they crept.
Ah, have you seen, on starless night,
Black waters drink the moon?
So her fair face was lifted up,
Bright wine to that dim chalice-cup:
She swayed--yet did not swoon.
But praise to Love, who bursts the bars
Of Death or Azkaban!
For, when at morn she broke the kiss,
From his cere-clothes as chrysalis,
There rose a living man.
Then, hand in warm and fleshly hand,
They left the tower room;
And, meeting Snape, Lord Algol sighed,
"Last night you would not kiss the bride--
Now you must kiss the groom. . ."
The coward mage knew what this was
That bore, to clasp its cowl,
The sigil of the Iron Isle,
Of wizard might in durance vile:
The bound and blindfold Owl.
He shrieked, but the Dementor's claw
Caught like a corpse's hand;
He struggled, yet did not win free
Till on his brow, for all to see,
Was set a traitor's brand.
But maid and shade returned at eve
To Azkaban; their bliss
Brought hope and health into its halls,
And a first sunrise on its walls
Fell like the lovers' kiss.
Harry on the Web
Sites to help teach Harry Potter and the Sorcerer's Stone
http://www.primaryresources.co.uk/harry/philosopher.htm
This is a great site compiled by teacher in Britain that have taught the book. It contains numerous activities and discussion questions for each chapter. It also contains teaching materials for the other books in the series as well as links to other Harry Potter sites (fan sites, Harry Potter memorabilia, and the official film site).
http://journeytohogwarts.moonfruit.com/
Journey to Hogwarts
This site is truly a virtual journey into Hogwarts. Kids can enroll via email (or shall I say “owl mail”) and become a member being placed in a certain House. They are assigned homework and can access books (the same ones used by Harry and his comrades) through the virtual library. This site also includes virtual Quidditch.
http://www.gilberte-schnur.de/harry/harryguide.htm
Harry Potter
The Sorcerer's Stone
A great link for teaching ideas. This can come in handy for the character log as it has names and descriptions of characters for each chapter. It contains a biography of J.K. Rowling, information on other books in the series, links to other Harry Potter sites, illustrations, and a page on themes. Most helpful is a page devoted to each individual chapter containing summaries, new characters, new words, and classroom activities.
http://www.hpgalleries.com/hol/index.html
The Harry Potter Galleries: HOL – Virtual Hogwarts Simulation
Another virtual Hogwarts packed full of information and online activities. It includes a lot of fan fiction which you could encourage students to write and submit. It has a layout of the school and has detailed pictures of classrooms. You have to simply visit this site to see all it has to offer..
http://www.the-leaky-cauldron.org/2001_09_02_archive.html
This is an unofficial fan site like any other you'd expect with news and contests, but it has a section of Harry Potter “Who Wants to be a Millionaire” that might be fun to use in the classroom.
http://www.harrypotterfans.net/hogwarts/commons/index.html
Unofficial Harry Potter Fan Club – Hogwarts Common Rooms
Includes House information which would be useful to students when making flags/jerseys or to run off as reminders of what each House stands for.
Name of Item: Good vs. Evil |
|||
Learning Area: Read, Listen and View |
Content Standard: Fiction |
Educational Level: Middle |
Submission Type: Assessment Task |
Standard Specification: Those parts of the standard that are assessed in this task are bolded.
A student shall demonstrate the ability to comprehend, interpret, and evaluate information in fictional reading, listening, and viewing selections by: • retelling a story, including major characters, setting, sequence of events, and conflicts; • showing evidence of an ongoing process for expanding vocabulary; • interpreting literal and figurative language and imagery; • categorizing events, behavior, or characters; • i predicting logical cause and effect sequence; and • evaluating fiction according to preestablished criteria. |
Large Processes and Concepts: The items from the Large Processes and Concepts for this learning area that are addressed in this assessment task are bolded in the right hand column.
|
The following bolded large processes and concepts are covered in this assessment task.
purpose preview predict read, listen and view reflect respond |
Evidence of Learning: The following product(s) supply evidence of student learning.
Journal Entry T-chart |
Task Summary: The following is a brief summary of this assessment task.
Throughout the unit, characters have been labeled as either good or evil. The book, however is fiction. In the real world, people can have characteristics of both good and evil. By library and Internet research, students will create a T-chart for someone viewed as “evil” or “bad” in history. On one side of the chart will be the bad characteristics while on the other side will be at least one good characteristic possessed by this person. |
Feedback Checklist : Items in the checklist are aligned with the standard and describe the quality criteria for each piece of evidence. Items indicate what is being assessed and how well it needs to be demonstrated.
Task Checklist Y = Yes N = No Evidence Shown |
||
Student |
Type of Evidence |
Teacher |
|
T-Chart |
|
|
Sample t-chart in class |
|
|
Notes page(s) from library |
|
|
Chart clearly lists person's name and position on the top accompanied by a picture (if possible) |
|
|
One side listing good characteristic(s) and one listing bad characteristics |
|
|
More evil characteristics than good characteristics |
|
|
Source(s) cited properly |
|
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Journal Reflection |
|
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Personal meaning of good and evil prior to task |
|
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Wthis unit and this task has taught you about good and evil and if it has changed what your meaning of the words. |
|
Task Description: Includes clear, step-by-step, instructions.
Is it possible for a person to be genuinely evil or does everyone have some good in them? This task will help us find out. We've been categorizing characters from the book as either good or evil. Now we're going to categorize some real people in history who are often viewed as evil. In this task, you will choose one of these people then do some research on him/her. You will create a T-Chart showing his/her bad and good qualities to prove that even those we view as evil have some good in them.
• Write a journal entry about what your definitions of good and evil. What makes you think the way you do about these terms? Is it fair for a person to be categorized under one term or the other?
• Take part in participating in the making of a sample T-Chart in class. This needs to be turned in with the final product and should be used as a guide while you create your own chart.
• Take part in creating a list of people viewed as “evil” in class. Feel free to add to this list later if you think of more.
• Once you pick/are assigned a person, write down anything you already know about this person. This will be the beginning of your notes page.
• Spend time in the library compiling notes about this person through books, the Internet, and any other sources you find. Be sure to write down the information to properly cite the sources: - Title • Author • Date of publication • Place of publication • Publisher • Once your notes are completed, highlight the information you've gathered: Highlight evil characteristics in one color and good characteristics in another.
• Create your t-chart. • Put the person's name, position, and picture (if possible) on the top • Put evil characteristics on the right side • Put good characteristics on the left side • Cites the source(s) at the bottom
• Staple together the pieces in this order: • Final t-chart • Notes • Sample t-chart
9. Reflect in your journal about your initial meanings of good and evil. Have you changed your mind about what you wrote before you made your t-chart? Why or why not?
|
Special Notes: Includes any tips or special instructions.
Name of Item: Fantasy Across the Board |
|||
Learning Area: Read, Listen and View |
Content Standard: Fiction |
Educational Level: Middle |
Submission Type: Assessment Task |
Standard Specification: Those parts of the standard that are assessed in this task are bolded.
A student shall demonstrate the ability to comprehend, interpret, and evaluate information in fictional reading, listening, and viewing selections by: • retelling a story, including major characters, setting, sequence of events, and conflicts; • showing evidence of an ongoing process for expanding vocabulary; • interpreting literal and figurative language and imagery; • categorizing events, behavior, or characters ; • predicting logical cause and effect sequence; and • evaluating fiction according to preestablished criteria . |
Large Processes and Concepts: The items from the Large Processes and Concepts for this learning area that are addressed in this assessment task are bolded in the right hand column.
|
The following bolded large processes and concepts are covered in this assessment task.
purpose preview predict read, listen and view reflect respond |
Evidence of Learning: The following product(s) supply evidence of student learning.
Fantasy Elements Chart |
Task Summary: The following is a brief summary of this assessment task.
While reading Harry Potter and the Sorcerer's Stone , students have maintained a worksheet on the elements of fantasy. They have written down part of the novel that correspond with the elements. In this task, students will create a fantasy elements chart. The chart will list the main elements of fantasy with a short explanation down the side with 3 columns across. The first column will be for examples from the novel, the second will be examples from the short excerpt from The Lion the Witch and the Wardrobe (Chapter 1) by C.S. Lewis, and the third will be examples student create on their own. |
Feedback Checklist : Items in the checklist are aligned with the standard and describe the quality criteria for each piece of evidence. Items indicate what is being assessed and how well it needs to be demonstrated.
Task Checklist Y = Yes N = No Evidence Shown |
||
Student |
Type of Evidence |
Teacher |
|
Chart |
|
|
Chart clearly lists the 7 elements of fantasy |
|
|
Each element is described briefly |
|
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Clear examples from the novel |
|
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Clear examples from the excerpt |
|
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Clear creative examples |
|
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Journal |
|
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Predictions (from before reading the excerpt) whether or not the text will include elements of fantasy. |
|
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Entry containing information about whether predictions held true |
|
Task Description: Includes clear, step-by-step, instructions.
Fantasy literature is like no other with its unrealistic elements. We have read Harry Potter and the Sorcerer's Stone and classified it as a fantasy novel due to the criteria of fantasy literature. We have also read an excerpt from C.S. Lewis' The Lion, the Witch, and the Wardrobe . Using the Elements of Fantasy Worksheet, you will create a fantasy chart with examples from both works of literature as well as examples you create yourself.
1. Take out your journal entry about your fantasy predictions about The Lion, the Witch, and the Wardrobe which is to be handed in with this assignment.
2. Physically create the chart. This is open to ideas. You can try to fit all the elements on to one page, you can fit as many as one page as you can and go on to another, or you can use a different page for each element. Choose whatever format is most comfortable for you.
3. Label the chart. The first column should be labeled Fantasy Elements, the second Harry Potter, the third Lion/Witch/Wardrobe, and the fourth My Own Creation.
4. In the first column, list the major elements of fantasy accompanied by a brief description. Example: Good vs. Evil – one character represents each and good usually wins.
5. Move on to the second column and give an example from the novel for each element Example: Good vs. Evil – Harry represents good while Quirell represents evil. In the end, Harry wins.
6. Move on to the third column and do the same with examples from The Lion, the Witch, and the Wardrobe .
7. Move on to the fourth column and prepare to be creative. This column is open for your own fantasy ideas. Make up your own characters, conflict, setting, etc.
8. If you like, you may decorate your chart upon completion. Just make sure the words in the chart are clearly visible.
9. In addition to the first journal entry (which you should have handy from step 1), write an entry about whether or not your predictions about fantasy in the excerpt held true.
|
Name of Item: Fantasy Schools |
|||
Learning Area: Read, Listen and View |
Content Standard: Fiction |
Educational Level: Middle |
Submission Type: Assessment Task |
Standard Specification: Those parts of the standard that are assessed in this task are bolded.
A student shall demonstrate the ability to comprehend, interpret, and evaluate information in fictional reading, listening, and viewing selections by: • retelling a story, including major characters, setting, sequence of events, and conflicts; • showing evidence of an ongoing process for expanding vocabulary; • interpreting literal and figurative language and imagery; • categorizing events, behavior, or characters; • i predicting logical cause and effect sequence; and • evaluating fiction according to preestablished criteria. |
Large Processes and Concepts: The items from the Large Processes and Concepts for this learning area that are addressed in this assessment task are bolded in the right hand column.
|
The following bolded large processes and concepts are covered in this assessment task.
purpose preview predict read, listen and view reflect respond |
Evidence of Learning: The following product(s) supply evidence of student learning.
Comparison/Contrast Essay |
Task Summary: The following is a brief summary of this assessment task.
Students will have completed reading Harry Potter and the Sorcerer's Stone then will view the film X-Men . They will choose a character from the novel to compare and contrast with a similar character from the film and will also compare and contrast the school in the film to the school in the book. Both these comparisons and contrasts will be based on the elements of fantasy. |
Feedback Checklist : Items in the checklist are aligned with the standard and describe the quality criteria for each piece of evidence. Items indicate what is being assessed and how well it needs to be demonstrated.
Task Checklist Y = Yes N = No Evidence Shown |
||
Student |
Type of Evidence |
Teacher |
|
Essay |
|
|
Fantasy Element Worksheet has been filled out completely and correctly |
|
|
Has completed the novel and has viewed the film |
|
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Produces a chart comparing the chosen characters |
|
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Produces a chart contrasting the chosen characters |
|
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Produces a chart comparing the schools |
|
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Produces a chart contrasting the schools |
|
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Completes first draft |
|
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Conferences with peer |
|
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Makes necessary revisions |
|
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Complete final draft |
|
Task Description: Includes clear, step-by-step, instructions.
Fantasy elements can be found in many films today. X-Men is only one example but fits well with Harry Potter and the Sorcerer's Stone since it deals with younger characters who attend school. Since you are now familiar with fantasy elements, you will be able to compare and contrast the movie with the novel using these elements as the basis of your essay.
• We will review the Elements of Fantasy Worksheet in class one last time. Be sure to ask questions if something is unclear. We have been working with the elements throughout the unit, but questions may arise and need to be answered so that you can write a good, solid essay.
• View the film in class. Be sure to take notes on characters and the school. Begin to think of any ties to the novel. It would be helpful to write these down in your notes so you don't forget them later.
• Organize your notes: • Make a chart that compares the two characters • Make a chart that contrasts the two characters • Make a chart that compares the two schools • Make a chart that contrasts the two schools Write down the elements of fantasy that apply to the ideas you have down
• Turn your notes into an essay with an introduction, as many body paragraphs necessary to get down your ideas, and a conclusion
• Give your draft to another classmate. The classmate will read the draft checking for the introduction, body, and conclusion. The classmate will reread the draft checking for the mention of fantasy elements as well as clear comparison and contrast between the book and the movie.
6. You will create another draft to turn in as a final making any necessary changes.
• Turn your assignment in with the following components in this order: • Final draft • Rough draft • 4 charts • Movie notes
|
|
Criteria for Each Assignment
INDIVIDUAL ACTIVITIES
Letter to Dursleys
Total = 25 points
• To/from = 5 points
• Who Harry is = 5 points
• Why Harry is there = 5 points
• Complete = 5 points
• Overall quality (spelling, grammar, neatness) = 5 points
Journal for Harry or Dudley
Total = 25 points
• What Harry thinks of Dudley /What Dudley thinks of Harry = 5 points
• Wha
