1

Harry Potter And The Sorcerer’s

Stone Hero’s Journey
Unit Plan
Grade 6 ELA
Amelia Walcott
 2

Table of Contents
Background Information
Overview and Rationale of Unit…………………………………………………………………………………. 3
Key Concepts, Essential Questions, Skill Objectives, Texts, and Resources of Unit……………………………. 4
Frameworks and Their Connections to Unit………………...……………………………..……………………. 5
Unit Specific Handouts
Chapter Summary Handout ………………………………………………………………………………….…. 6
Character Chart Handout ………………………………………………………………………………………. 7
Assessments
Designing Diagon Alley Assignment Sheet …...…………………………………………………………………. 8
Designing Diagon Alley Evidence Sheet (Performance Assessment) ……………………………………………. 9
Designing Diagon Alley Building Illustration with Rubric and Checklist (Performance Assessment) ……....… 10
Designing Diagon Alley Persuasive Essay Description with Checklist (Paper) …………......…………….……. 11
Designing Diagon Alley Persuasive Essay Rubric ……………………………...…...…………………………. 12
Unit Test (test) …………………………………….……………………………………………………………. 13
Unit Test (test) …………………………….……………………………………………………………………. 14
Unit Test (test) ……………………………….…………………………………………………………………. 15
Unit Test (test) ………………………………………….………………………………………………………. 16
Unit Test (test) Open Response Rubric………………………………………………………………………….17
Lesson Plans
Lesson 1: Designing Diagon Alley...……………………………………………………………………………. 18
Lesson 1 Background Information…………………………………………………………………………….... 19
Lesson 1 Instructional Procedure ………………………………………………………………………………. 20
Lesson 1 Evidence Sheet In-Class Draft Handout ……………………………….……………………………. 21
Lesson 1 Power Point Overview ……………………………………………………………………………….. 22
Lesson 2: Transitions and the Houses …………………………………………………………………………. 23
Lesson 2 Background Information …………………………………………………………………………….. 24
Lesson 2 Instructional Procedure ……………………………………………………………………………… 25
Lesson 2 Evidence Sheet and Task Delegation ………………………………………………………………... 26
Lesson 3: Persuasive Essay Presentations to the “Selection Committee”………………...…………………….. 27
Lesson 3 Background Information ……………………………………………………………………………... 28
Lesson 3 Instructional Procedure ………………………………………………………………………………. 29
Lesson 3Committee Presentation Handout…………………………………………………………………….. 30
Lesson 3 Teacher Rubric……………………………………………………………………………………….. 31
Lesson 3 Student Rubrics………………………………………………………………………………………. 32
Lesson 3 Seating Chart…………………………………………………………………………………………. 33
Lesson 4: Designing Diagon Alley Essay Workshopping……………………………………………………….. 34
Lesson 4 Background Information…………………………………………………………………………….... 35
Lesson 4 Instructional Procedure ………………………………………………………………………………. 36
Lesson 4 Student Rubric………………………………………………………………………………………... 37
Lesson 4 Essay Descriptor Handout……………………………………………………………………………. 38
Lesson 4 Descriptor Vocabulary Handout……………………………………………………………………... 39
 3

Harry Potter Unit

The Hero’s Journey
Overview: This unit is built for a 6th grade English classroom, and will be the first full unit of the year. It is
designed for both students whose primary language is English and for ELL students as well and I have used the
SEI lesson plan template to guide my structuring of each lesson so that it meets the needs of those ELL students.
This unit is intentionally built to help student’s better understand archetype, and specifically, the archetype of
“The Hero’s Journey”. Student’s will mainly be using modern day literature, specifically, Harry Potter and The
Sorcerer’s Stone, to work through this unit, however, the archetype will be connected back to literature of the past
as well. Students will begin the unit with a number of themed activities to get them interested in the novel, and
will get a crash course on the archetype of “The Hero’s Journey” as they begin their reading. Throughout the
reading of the novel, students will engage in close reading, character analysis, and even some deep questioning
over whether or not Harry is the singular hero within the novel.
This unit is also part of a larger “block” which in total would contain three units. The totality of the book
will be read over the course of the block but the hero’s journey will be the overarching theme/ foundation to
look back on as the concept spans throughout the novel. The second unit will focus on the role of Greek
mythology within Harry Potter and the Sorcerer’s Stone and the final unit will consist of a culminating project which
will introduce students to a structured creative writing process and act as a reflection period for the novel. The
overall year’s units will all tie in to my imaginary school’s 6th grade question, “how do people overcome
adversity?”, this unit, especially with the theme of the hero’s journey will be a good introduction to that
question.

Rationale: The rationale behind choosing Harry Potter and the Sorcerer’s Stone is predominantly based in the
themes which it uses. It of course addresses the Hero’s Journey, but it also addresses friendship, good vs evil,
family, courage, and loyalty, themes which 6th grader’s would likely find more or less relatable. Additionally, this
is a modern novel and it doesn't necessarily fit the mold of what students normally read in school, making it
more interesting and exciting. In addition, students will be reading other works of literature along the way to
coincide and teach the Hero’s Journey, including poems, short stories, film, and informational texts. For this
unit, I would provide a permission slip to read the novel, as I know in the past that it has caused issues within
the religious sphere, in the event that a student is not approved to read the text, I would have them read The
Odyssey instead.
Some practitioners/theorists whose work I’ve consulted:
Penny Kittle and her book Write Beside Them
I read this book in ENGL 301 with Dr. Torda, and have been forever changed by it. Kittle is a
teacher from NH, who has a crazy passion for integrating writing, especially journaling into her
classroom. Because of this, and the success she has seemed to have in using it, I intentionally
tend to integrate a ton of journaling into this unit to help students not only reflect on what
they’ve read, but also to tackled ideas like adversity and heroism.
Jim Burke and chapter 5 of his book The English Teacher’s Companion
Chapter 5 discusses teaching reading in classrooms, but I specifically drew upon pages 151-152
which talk about using literature as conversation pieces. With my unit, I intend, as I discussed
with journaling, to tackle big questions and larger issues through Harry Potter and the Sorcerer’s Stone
like adversity, and heroism, and potentially a little bit about banned books.
Jim Burke and chapter 4 of his book The English Teacher’s Companion (I know, him again)
In chapter 4, reading strategies are discussed. I chose to use Burke again, because I believe in the
effectiveness of summary, especially the recording of those summaries for future use, however, it
 4

seems like most practitioners and theorists believe this as well so it’s hard to pinpoint someone
specific, which is why I again went with Burke. For this unit, each chapter will have a
corresponding summary sheet which the students will have to fill out. Although I will use it to
gauge their understanding, I mostly want to use it to give students a solid foundation to look
back on when writing about the novel as a whole, or even when discussing certain chapters in
class. I also strongly believe that these chapter summary sheets will be effective study tools for
reading quizzes/tests.
Key Concepts:
-Students should understand that Harry is the main “Hero” figure of the novel, but I would also like them to
challenge the notion that he is the only hero of the novel.
-Students should know what the Hero’s Journey is, and how it fits into Harry Potter and the Sorcerer’s Stone
-Students should understand theme and character development as it relates to the novel.
Essential questions:
What is “The Hero’s Journey”?
How does your knowledge of “The Hero’s Journey” help you to more deeply understand character?
Skill Objectives:
-the ability to conduct a sustained reading of a longer novel
-character analysis
-recognizing themes and archetypes and also connecting them to other works
Texts:
Novel: Harry Potter and The Sorcerer’s Stone
(If too many have already read it, I will either use the Odyssey or Percy Jackson and the Olympians)
Excerpts from Joseph Campbell’s A Hero With a Thousand Faces
Poem: Snape’s Potion Poem in Harry Potter and The Sorcerer’s Stone
https://www.pottermore.com/features/pottermore-poetry-corner-appraising-our-favourite-harry-potter-poems
Short Story: The Hero’s Journey of Barack Obama
http://www.heroconstruction.org/the-heros-journey-of-barack-obama/
Film: Harry Potter and The Sorcerer’s Stone
Informational Text: https://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler
Portions of Black Panther, with parental consent
Resources:
Joseph Campbell A Hero With a Thousand Faces
Disney’s The Lion King
Disney’s Mulan
The Hunger Games
Men in Black
https://ed.ted.com/on/mAoy9FPU
http://www.pbs.org/mythsandheroes/myths_arch_hero.html#content
https://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey
https://www.pottermore.com
https://www.shmoop.com/pinocchio/heros-journey.html
https://www.pottermore.com/features/fluffy-and-other-creatures-inspired-by-classical-mythology
 5

Frameworks:
Standard Connection
Rl.6.1 Cite textual evidence to support analysis of Students will, throughout the unit, both in writing
what the text says explicitly as well as inferences and in discussion, cite the text when describing
drawn from the text. events, characters, or relationships. They will also
need to draw inferences from the text to explain
how parts relate to the hero’s journey archetype.
For example, students would not just say that
Hagrid is Harry’s mentor, but rather, will find a
specific passage where Hargird acts as a mentor
towards Harry.
RL.6.2 Determine a theme or central idea of a text Student’s will know that Harry Potter and the
and how it is conveyed through particular details; Sorcerer’s Stone exhibits the theme of the Hero’s
provide a summary of the text distinct from personal Journey, however, I will not be explicitly telling
opinions or judgments. them which parts of the novel show this, they will
have to use details of the novel to describe how it
shows the Hero’s Journey
RL.6.3 Describe how a particular story’s or drama’s Students will read the novel in chunks and will be
plot unfolds in a series of episodes as well as how the making connections from each chapter through the
characters respond or change as the plot moves next. At the end they will be challenged to discuss if
toward a resolution. Harry was a hero all along, or if he grew into one as
the novel unfolded.
RL.6.6 Explain how an author develops the point of Students will conduct character studies to determine
view of the narrator or speaker in a text. character’s points of view throughout the text
specifically through the use of character charting.
W.6.3 Write narratives to develop real or imagined At the end of the unit, students will be doing a
experiences or events using effective technique, project where they write their own Hero’s Journey.
relevant descriptive details, and well-structured This will require students to adhere to the W.6.3
event sequences. standard.
 6

Chapter Summary
Name:____________________  
Important Details:
House:____________________  
Date:_____________________   1.

Chapter title:

Setting: 2.

Main Characters:

3.

Summary:
Will be filled out as a bell ringer on due date
 7

Character Chart
Make sure to include page numbers!
Background Information
Character’s name:
Chapter where we first meet them: How are we introduced to the character:

Important physical details:

Character’s family and friends

Name: Name:
Relationship to character: Relationship to character:
Important details of relationship: Important details of relationship:

Name: Name:
Relationship to character: Relationship to character:
Important details of relationship: Important details of relationship:

Name: Name:
Relationship to character: Relationship to character:
Important details of relationship: Important details of relationship:

Name: Name:
Relationship to character: Relationship to character:
Important details of relationship: Important details of relationship:

Character’s Personality
Page Quote What does this say about the
character
 8

Designing Diagon Alley

Congratulations! Today is September 1st, 2008, and you have just been hired as an
engineer/designer/architect for Universal Studio Orlando’s new project, The Wizarding World
of Harry Potter. They’re in a bit of a time crunch, and only have two weeks to design the
buildings within the Alley for the park so they’ve hired you to help them. Universal Orlando
needs you to design either the outside or inside of one building to be featured in the Alley, the
catch is your design is competing against other designs, so it has to be accurate. You need to
read the portions of the book that mention the Alley in order to make their park as close to the
book as possible.

So here’s exactly what Universal Studio Orlando needs from you:

1.   An evidence sheet to prove the accuracy of you design proposal

2.   An illustration of either the outside or inside of one of the following buildings in the Alley:
a.   Gringott’s Bank
b.   Ollivander’s Wand Shop
c.   The Leaky Cauldron
3.   A persuasive essay explaining why your design should be chosen

On the following pages are the requirements for each piece of your project.
 9

Designing Diagon Alley

Evidence Sheet
To create a realistic design, you must consult your book, Harry Potter and the Sorcerer’s Stone. This chart is where
you will collect all of your evidence that you will consult for your building design. Include page numbers, the
quote which shows something about the building, and a statement explaining what the quote shows. You must
fill at least one of these evidence sheets in order for your design to be considered by Universal Orlando (You
must fill at least one of these evidence sheets in order to receive anything higher than a B on the project), but if
you need more, you may certainly ask for more evidence sheets.

Building choice (circle one)

Gringott’s Bank Ollivander’s Wand Shop The Leaky Cauldron

Page Quote What’s this show?

 10

Designing Diagon Alley

Building Illustration

In order for your design to be considered by Universal Orlando, you have to have something to show them,
that’s where the illustration comes in. On a poster board (approximately 22 x 28 inches), illustrate the design of
one of the buildings listed on the assignment sheet. In that design, you should include dimensions of the building
so that Universal Orlando knows how large you want the building to be, and the illustration of either the inside
or the outside of the building (you may include both for a better chance of having your design considered aka
extra credit). Below is a more detailed description of the requirements.

Checklist

Illustration is presented on a poster board, or other large paper (22 x 28 inches)

Illustration includes realistic (not too big and not too small unless the text describes it that way)
dimensions
Illustration is of either the inside or outside of the building (extra credit if both are included)
Illustration is colored
Illustration includes 3 details about elements of the design (why a door is a specific shape, why you
chose to make the building larger or smaller than normal, etc.)

Rubric

element Above Target Target Approaching Target Below Target

Illustration Illustration shows attention Illustration shows Illustration shows Illustration shows
to detail and exceptional effort and detail. some effort and little to no notable
effort. Illustration is Illustration is also detail. effort
colored colored.

Checklist All of the items on the All of the items on 3-4 of the items on >3 of the items on
checklist are included, and the checklist are the checklist are the the checklist are
student included included included included
illustrations of both the
inside and outside of the
building
 11

Designing Diagon Alley

Persuasive essay

Designers, Engineers, and architects alike need to be able to argue and persuade for their designs and creations
which is why the last part of your job for Universal Orlando is writing a persuasive essay. Since you can’t travel
all the way to Florida just to defend your project proposal, this essay will be sent along with your design to
persuade the selection committee to choose your design. As explained in class, a persuasive essay is an essay that
argues something, in this case it's the validity and merit of your building design, or why your design is the best
design. However, you can’t argue that your design is the best simply because you think so, or even because you
think that you are a great artist. What you can argue is that your design deserves to be chosen because it is the
most accurate representation of how the book explains the building and you can prove that by explaining your
research. In order for this essay to be sent to the committee, it must be 2 pages, double spaced, include a
completed persuasion map, and follow the rubric below.

Checklist

Essay is 2 pages
Essay is double spaced
Essay includes a title
Essay has a proper heading (name, class, date)
Essay has proper citations, but should only have one source, the Sorcerer’s Stone text (in-text, and a
works cited page)

Modified by ReadWriteThink.com’s Persuasion Rubric
element Above Target
Organization The introduction is
inviting, states the goal or
thesis, and provides an
overview of your
argument. Information is
presented in a logical
order and maintains the
interest of the audience.
The conclusion strongly
states your personal
opinion about your work.
Thesis There is one goal or
thesis that strongly and
clearly states a personal
opinion and identifies the
issue
Reason and Three or more excellent
support reasons are stated with
good support. It is
evident that a lot of
thought and research was
put into this assignment.
Attention to Arguments demonstrates
audience a clear understanding of
the potential audience
and anticipates
counterarguments
Word choice Word choice is creative
and enhances the
argument
Grammar and There are no errors in
mechanics grammar, mechanics,
and/or spelling.
Checklist
12
Rubric
Target Approaching Target Below Target
The Introduction The introduction There is no clear
includes the goal or includes the main goal introduction,
thesis and provides an or thesis. Most structure, or
overview of the issue. information is conclusion.
Information is presented presented in a logical
in a logical order but order. A conclusion is
doesn’t always maintain included but it does
the interest of the not clearly state a
audience. The personal opinion.
conclusion states your
personal opinion about
your work.
There is one goal or A personal opinion is The personal opinion
thesis that states a not clearly states. is not easily
personal opinion and There is little understood there is
identifies the issue. reference to the issue. little or no reference to
the issue.
Three or more reasons Two reasons are Arguments are weak
are states but the made but with weak or missing. Less than
arguments are arguments. two reasons are made.
somewhat weak in
places.
Argument demonstrates Argument Argument does not
a clear understand of the demonstrates some seem to target any
potential audience. understanding of the particular audience.
potential audience.
Word choice enhances There is evidence of Word choice is limited
the argument attention to word
choice.
There are few errors in There are several There are numerous
grammar, mechanics, errors in grammar, errors in grammar,
and/or spelling, but mechanics, and/or mechanics, and/or
they do not interfere spelling. spelling.
with understanding.
All of the items on the 3-4 of the items on the >3 of the items on the
checklist are included checklist are included the checklist are
included
 13

Harry Potter and the Sorcerer’s Stone

Unit Test
(some questions pulled from Shmoop and Pottermore Quizzes)
Name ________________________
Date ______________________
Class ______________________
House _____________________
Multiple Choice
please select the best answer for each of the following:
1. How does Harry first learn that he is a wizard?
a. The Dursleys tell him when he is eight
b. Dudley accidentally lets it slip
c. Hagrid has to track him down to tell him
d. He reads about it in the Daily Prophet

2. Who decides where the children will be housed at Hogwarts?

a. Albus Dumbledore
b. The Sorting Hat
c. The Sorting Broom
d. Each child decides for him- or herself

3. Who is Fluffy?

a. Hagrid’s dragon
b. Harry’s owl
c. Hagrid’s three-headed dog
d. Dumbledore’s pet snake

4. What does Harry see when he looks in the Mirror of Erised for the first time?

a. Himself as an old, wise wizard

b. A Quidditch trophy
c. The Sorcerer’s Stone
d. His parents

5.The first step in the Hero’s Journey is…

a. Departure
b. Call to Adventure
c. Assistance
d. Crisis

6.The quest in the Hero’s Journey must pass through a(n)…

 14

a. Magical universe
b. Dangerous place
c. Unfamiliar, special world
d. New place

7.The person that guides and prepares the hero for the journey is called…

a. ally
b. friend
c. teacher
d. mentor

8.When the Hero leaves their status quo/ordinary world and enters the new world, it is called

a. Crossing the threshold

b. Entering the special world
c. Crossing the world
d. Leaving
True/False
decide whether each statement is true or false.
1. the Sorcerer’s Stone creates the immortality potion
true
false
2. Harry’s wand shares the same core as Voldemort’s
true
false
3. Harry gets into Diagon Alley by putting fluffy to sleep with an enchanted harp
true
false
4. Snape is the person who cursed Harry during his first Quidditch game
true
false
 15

Short Answer
answer each of the following questions completely and to the best of your ability. Your answer should be in full
sentences and be at least 3 sentences long.

1. How does Harry receive his Call to Adventure? What happens when he receives it? Why is that important?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Who is one of Harry’s “Assistants” in the novel? How do you know? Give at least one specific example.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. What is one trial Harry faces? How do you know it is a trail? Give at least one specific example
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4. What is Harry’s “crisis”? how do you know it is a crisis? what makes this different from his previous trials?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 16

Open Response
choose one of the following prompts, and answer it in at least one page (or three paragraphs). Remember, you
should have an introductory paragraph, a body paragraph, and a concluding paragraph.

1. write a short persuasive response arguing that Harry is not the only character who goes through a Hero’s
Journey in this novel. It doesn’t have to be as in-depth as Harry’s is, but it should hit a number of the steps in
the Hero’s Journey.

2. from a book, TV show, or movie, select a character who goes through a Hero’s Journey. In your response
identify the character, describe how they go through a Hero’s Journey, and relate it to Harry’s journey.
 17

Open Response Rubric (MCAS Open Response Rubric)

Topic/Idea Development
Score Descriptions
-Rich topic/idea development
6 -Careful and/or subtle organization
-Effective/rich use of language
-Full topic/idea development
5 -Logical organization
-Strong details
-Appropriate use of language
-Moderate topic/idea development and organization
4 -Adequate, relevant details
-Some variety in language
-Rudimentary topic/idea development and/or
organization
3
-Basic supporting details
-Simplistic language
-Limited or weak topic/idea development,
2 organization, and/or details
-Limited awareness of audience and/or task
-Little topic/idea development, organization, and/or
1 details
-Little or no awareness of audience and/or task

Standard English Conventions

-Control of sentence structure, grammar and usage,
4 and mechanics (length and complexity of essay
provide opportunity for student to show control of
standard English conventions)
-Errors do not interfere with communication and/or
3 -Few errors relative to length of essay or complexity
of sentence structure, grammar and usage, and
mechanics
-Errors interfere somewhat with communication
and/or
2 -Too many errors relative to the length of the essay or
complexity of sentence structure, grammar and
usage, and mechanics
-Errors seriously interfere with communication and
1 Little control of sentence structure, grammar and
usage, and mechanics
 18

Lesson 1
Designing Diagon Alley
 19

Lesson 1 Background Information

Name:
Content Area: ELA
Lesson Length: 90 minutes
Lesson Topic: Designing Diagon Alley (day 9)

Objective: Language Objective:

SWBAT independently create in-text citations for SWBAT define the key terms involved in citing
Harry Potter and the Sorcerer’s Stone material in order to better understand citing,
specifically, in-text citations.

CCSS:
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text
RI.6.3 Analyze in detail how a key individual, event, or ideal is introduced, illustrated, and elaborated in a text
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
Prerequisite Knowledge:
Knowledge of the Diagon Alley portion of Harry Potter and the Sorcerer’s Stone.

Key Content Vocabulary: Materials/Equipment:

In-text PowerPoint
Citation Quizlet Live
Evidence Copies of Harry Potter and the Sorcerer’s Stone.
Source
Paraphrase
Quote
 20

Instructional Procedure

Duration Description
Connection to prior learning or background building activity:
-10 mins -Diagon Alley Project will be explained. Assignment sheet, evidence sheet, rubric, and calendar
will be given to student.
-5 mins -Students will be introduced to the key content vocabulary above. They will define them
formally for homework.
-10 mins -quick lecture on citations. Students will have a guided notes sheet to complete.

Activities to present new content area knowledge or skill

-10 mins -students will be guided in creating the citation for Harry Potter and the Sorcerer’s Stone. They
will be asked specific questions that they will need to answer in order to create the final citation
(who is the author? What is the title of the book? What is the city of publication? Etc).
-20 mins -students will then be grouped, and will be given the challenge of working together to identify
and create in-text citations for 3 quotes pulled from the book. The first group to correctly find
and cite all three will receive bonus points.
-20 mins -the rest of class will be spent working on their Diagon Alley project. They will specifically be
looking for and citing quotes to be used as evidence in their project.

Activities to present new language knowledge or skill

have red witch hat next to them

Activities to assess or review learning of new language/content/skill

-15 mins -ticket to leave: students will participate in Quizlet live where they will have to choose the
correct citation for given quotes pulled from the book.

Homework/extension activities:
-study for chapter 3,4, and 5 quiz
-work on Diagon Alley project.
-define key terms in notebook. Summarize your notes in 4 sentences or less using all 6 key terms.
 21

Evidence Sheet In-Class Draft

Building choice (circle one)

Gringott’s Bank Ollivander’s Wand Shop The Leaky Cauldron

Page Quote What’s this show?

 22

PowerPoint Overview
 23

Lesson 2
Transitions and The Houses
 24

Lesson 2 Background Information

Name:
Content Area: ELA
Lesson Length: 90 minutes
Lesson Topic: Harry Potter Houses (day 12)

Objective: Language Objective:

SWBAT have a deeper understanding of the houses SWBAT express and connect their experience of
within the world of Harry Potter and in turn, have a moving into middle school to the new witches and
better understanding of Harry’s “other world”. wizards at Hogwarts through journal writing
SWBAT connect their experience of moving into
middle school to the new witches and wizards at
Hogwarts.
SWBAT use text evidence to create a visual
representation of their Hogwarts’ House

CCSS:
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
Prerequisite Knowledge:
Knowledge of the sorting hat portion of Harry Potter and the Sorcerer’s Stone.

Key Content Vocabulary: Materials/Equipment:

-“everything a first year should know about Hogwarts”
article from Pottermore
-House welcome letters from Pottermore
-banners
 25

Instructional Procedure

Duration Description
Connection to prior learning or background building activity:
-5 mins -Bell-ringer: what are 5 things 5th graders should know about 6th grade/middle school?
-15 mins -As a class, we will read an article posted on Pottermore about the things a first year should
know about Hogwarts. Are there any similarities between this list and yours? Why is it important
for first years to know these things? Why might it be important for 5th graders to know about the
things you wrote?
https://www.pottermore.com/features/everything-a-first-year-should-know-about-hogwarts
-10 mins -Students will spend 10 minutes journaling about their experience coming to middle school. Was
it difficult? If so, how and why? What was enjoyable about it? How might groups like the
Houses in Hogwarts help students to feel more at home in an unfamiliar place?
-Students will get into their newly formed houses and read their Houses’ welcome letter together
-20 mins (on Pottermore). They will, as they’re reading, mark up their letter (practicing active reading
skills), noting things they would find important if they were a first-year witch or wizard in that
house.
Activities to present new content area knowledge or skill
-30 mins -Houses will make their house banners which should include:
-House colors
-House emblem
-House founder
-Head of House
-Famous member(s)
-A quote from the welcome letter
houses will need to delegate tasks, and will need to complete an evidence sheet (providing
quotes from their welcome letter) as well as a delegation sheet (showing who is supposed to be
doing what)

Activities to present new language knowledge or skill

-journaling with explicit instructions to guide the students’ writing will help to achieve language
objective

Activities to assess or review learning of new language/content/skill

-journaling will assess the student’s ability to connect their experience of moving into middle
school to the new witches and wizards at Hogwarts.
-The house banners will assess student’s ability to use text evidence to create a visual
representation of their Hogwarts’ House
Homework/extension activities:
-Ticket to Leave: how did your first group experience with your house go? Did everyone “pull their weight”?
What might you, as an individual, have done better? (5-10 minutes)
-Post a short list of things first-year members of your house should know, based on the welcome letter, to
Google Classroom.

Lesson 2 Evidence Sheet and Task Delegation

 26

Evidence
Item Evidence of item (quotation)
House colors

House emblem

House founder

Head of House

Famous member(s)

Quote from welcome letter

Task Delegation
Name Task on Banner
 27

Lesson 3
Persuasive Essay Presentations to the “Selection
Committee”
 28

Lesson 3 Background Information

Name:
Content Area: ELA
Lesson Length: 90 minutes (2 class periods)
Lesson Topic: Persuasive Essay Presentations (Designing Diagon Alley) to the Selection Committee (day 17 and 18)

Objective: Language Objective:

SWBAT verbally present a persuasive essay to a SWBAT verbally present a persuasive essay to a group
group of peers of peers with the use of a script
SWBAT present and explain their design alongside
their essay

CCSS:
CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to
clarify information.
CCSS.ELA-LITERACY.SL.6.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)
Prerequisite Knowledge:
-presentation expectations
-verbal persuasion expectations

Key Content Vocabulary: Materials/Equipment:

-presentation easel
-computer/projector
-podium
-desks formed to make a horseshoe around podium
-teacher and student rubrics
 29

Instructional Procedure

Duration Description
Connection to prior learning or background building activity:
5 minutes -Bell-ringer: students will receive their presentation order, and will be given 5 minutes to prepare
(this will also be a time where students may print out any forgotten material, however, they will
be deducted points for preparedness).
10 minutes -Students will be grouped based on their building of choice from their project, and a selection
committee will be assembled. Half of the selection committee will sit in the front row of the
horseshoe, and will have rubrics that they will use to guide their decision making process. The
second half of the committee will sit in the second row of the horseshoe, and will receive a
different rubric than the front row that they will use to guide their decision making process. The
process of the proceeding presentation will be explained and they will be given a handout
explaining those proceedings so they have visual reminders. A “Committee Head” will be
chosen by the group, and for that session, they will be the moderator. They will be assigned a
stop watch and will be given instructions on how to begin and end the presentation, and how to
direct the questioning portion, they will also collect the rubrics at the end and thank the presenter
for their time.
Activities to present new content area knowledge or skill
5 minutes -students will have 5 minutes to present their essay and their design
(x10)
2 minutes -committee will have 2 minutes to ask questions
(x10)
Activities to assess or review learning of new language/content/skill
-after each building group has finished, and the rubrics/scoring sheets have been completed by
the selection committee, scores will be tallied up, and the selected design will be announced. The
student whose design has been chosen (based off of the design itself and the presentation) will
receive a certificate and extra points of the final project grade. The committees scores will count
for 25% of the student’s grade, while my scores will count for the other 75%.
5 minutes -ticket-to-leave: students will write for 5 minutes about their experience as a committee member
or about their experience as a presenter.
Homework/extension activities:
-students who presented that day will have to write a one paragraph reflection on their presentation (what did
you do well? What could you improve on? Is there anything you would have added to your presentation?)
 30

Designing Diagon Alley

Committee Presentation

After sending in your essay and design to Universal Orlando’s Committee, you get a call back from them saying
that they love your design and want to hear about it in person! At the end of this week, you will fly down to
Florida to present your work to the committee. You will have 5 minutes in front of them with 2 minutes for
answering questions, so prepare accordingly. You may shorten your essay if needed. Also, you must bring the
design you created to show the committee alongside your presentation. On the day of the presentation, you will
be grouped with the other candidates. The committee will see each presentation and fill out a rubric for each. At
the end, I (CEO of Universal Orlando) will tally up the scores from the committee which will count for 25 % of
the grade and will then add my own scores which will count for 75% of the grade. Finally, the presenter who the
Committee chooses to be their designer for the building in Diagon Alley will receive extra credit on the final
grade. If you choose to, you may make a PowerPoint to accompany your presentation.

Checklist

Presentation is 5 minutes long

Final design is brought to class with you
Extra Student is dressed formally for the presentation (no jeans, sweatpants, or leggings.)
Credit
 31

Teacher Rubric
Modified by ReadWriteThink.com’s Oral Persuasion Rubric  

element Above Target Target Approaching Target Below Target

Delivery -Holds attention of entire -Consistent use of direct -Displays minimal eye -Holds no eye contact
audience with the use of eye contact with contact with with audience, as
direct eye contact, audience, but still audience, while entire report is read
seldom looking at notes returns to notes reading mostly from from notes
the notes
-Speaks with fluctuation -Speaks with satisfactory -Speaks in low volume
in volume and inflection variation of volume and -Speaks in uneven and/ or monotonous
to maintain audience inflection volume with little or tone, which causes
interest and emphasize no inflection audience to disengage
key points

Content/ -Demonstrates full -Is at ease with expected -Is uncomfortable -Does not have grasp
Organization knowledge by answering answers to all of the with information and of information and
all of the Committee’s Committee’s questions, is able to answer only cannot answer the
questions without elaboration the Committee’s Committee’s questions
with explanations and rudimentary questions about subject
elaboration -Has somewhat clear
purpose and subject; -Attempts to define -Does not clearly
-Provides clear purpose some examples, facts, purpose and subject; define subject and
and subject; pertinent and/or statistics that provides purpose; provides
examples, facts, and/or support the subject; weak examples, facts, weak or no support of
statistics; supports includes some data or and/ or statistics, subject; gives
conclusions/ideas with evidence that supports which do not insufficient support for
evidence conclusions adequately support ideas or conclusions
the subject; includes
very thin data or
evidence

Enthusiasm/ -Demonstrates strong -Shows some -Shows little or mixed -Shows no interest in
Audience enthusiasm about topic enthusiastic feelings feelings about the topic presented
Awareness during entire about topic topic being presented
presentation
-convinces an audience
-convinces an audience to recognize the validity
to recognize the validity and importance of the
and importance of the subject
subject

Checklist All of the items on the All of the items on the 1 of the items on the >1 of the items on the
checklist are included checklist are included checklist are included the checklist are
+the extra credit points included
 32

Student Rubric 1- Physical Presentation

Element 3 2 1
Eye-Contact Presenter makes constant Presenter makes some eye- Presenter makes no eye-
eye-contact with the contact with the audience contact with the audience
audience
Body Language Presenter looks comfortable Presenter looks comfortable Presenter looks
in front of the audience, in front of the audience, but uncomfortable in front of
and speaks to them as if their voice does not indicate the audience
he/she/they knows them a desire to connect with the
audience
Presenter’s Presentation has
convinced you to choose
their design (3-yes, 2-
maybe, 1-no)
Comments to the Presenter:

Student Rubric 2- Content

Element
Sources/Citations
(make a check on the lines
when you hear a quote or
reference to keep track)
Design
Questions
Presenter’s Presentation has
convinced you to choose
their design (3-yes, 2-
maybe, 1-no)
Comments to the Presenter:
3 2 1
Presenter uses many Presenter uses some Presenter uses few
quotations and book quotations and book quotations and book
references while explaining references while explaining references while explaining
their design (5+) their design (3-4) their design (less than 3)
__ __ __ __ __ __ __ __ __ __ __ __
Presenter’s design matches Presenter’s design has some Presenter’s Design is not
their presentation differences from their the same as what is
presentation explained in their
presentation
Presenter answers all Presenter answers some Presenter does not answer
questions completely questions completely any questions completely
 33

Committee Presentation Seating Chart

Presenter

Committee Group 1

Committee Group 2

Committee Head/ Moderator

Teacher
 34

Lesson 4
Designing Diagon Alley Essay Workshopping
 35

Lesson 4 Background Information

Name:
Content Area: ELA
Lesson Length: 90 minutes (20 minutes for quiz, 70 minutes for workshopping)
Lesson Topic: essay workshopping (day 14)

Objective: Language Objective:

-SWBAT workshop their peer’s essays using a rubric -SWBAT develop constructive feedback on the essay
-SWBAT develop constructive feedback on the essay utilizing vocabulary from a hand out

CCSS:
CCSS.ELA-LITERACY.WHST.6-8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.

Prerequisite Knowledge:
-Students will already have an understanding of constructive feedback
-Students will already know what it means to workshop and essay

Key Content Vocabulary: Materials/Equipment:

-Vocabulary is listed in the homework sheet -highlighters
-colorful pens/pencils
-rubrics
-essays
-desks shaped in a large circle/square
-4 copies of each essay with names blacked out and
numbers assigned
 36

Instructional Procedure

Duration Description
Connection to prior learning or background building activity:
5 minutes -As a class, we will review vocabulary to use during constructive feedback*
5 minutes -As a class, we will go over the rubrics, and what is expected of students during this Workshop.
5 minutes -Each essay will have the name blacked out, and will be assigned a number before the students
arrive. After we've gone over the vocabulary and rubrics, the essays will be placed in order
around the square/circle of desks (I will place the students so they don’t end up near their own
paper). It will be explained that students will have 5 minutes to read through the essay and when
the music stops (harry potter film scores will be played, and there will be a timer up on the board)
they will have 5 minutes to fill out the rubric and write comments
Activities to present new content area knowledge or skill
5 minutes -Students will read through the first essay
(x4) -Students will fill out the rubric and write comments
5 minutes -students will hand me their edited rubric and essay
(x4) -students will move to the desk to their right (where an additional copy of that essay will be
placed) and they will repeat the process
-at the end, students will receive a packets with all of the rubrics and edited copies of their essay

Activities to present new language knowledge or skill

-starred above

Activities to assess or review learning of new language/content/skill

-revised essays will be handed in at a later date
5 minutes -ticket-to-leave: what is the purpose of workshopping? What is the purpose of revising? How can
they make your paper better?

Homework/extension activities:
-Chapter 9 + summary sheet
-prepare for presentations
-revise your essay using the rubrics and constructive feedback
 37

Rubric
Modified by ReadWriteThink.com’s Persuasion Rubric  

element Above Target Target Approaching Target Below Target

Organization This person’s essay is This Person’s essay is The organization of The organization of
(highlight well organized. They do pretty well organized, this person’s essay this person’s essay
proof in blue) not jump from thought but there are points could use some extra could use some extra
to thought and the essay where I feel confused attention. But I don’t attention. I feel lost
flows well (think of a feel too lost while while reading the
river rather than the reading it and can still essay.
commuter rail) understand what they
mean
Thesis This person’s thesis is This person’s thesis is I had trouble I could not find this
(highlight easily recognizable and easily recognizable and understanding this person’s thesis
proof in green) really helps me to explains what I should person’s thesis. It did
understand how the essay expect in the essay not make sense with
will be organized the organization of
the rest of the essay
Reason and This person used 5+ This person used 3-4 This person used 1-2 This person used no
support citations/book references citations/book citations/book citations/book
(highlight in their essay references in their essay references in their references in their
proof in essay essay
yellow)
Attention to It is clear that the It is somewhat clear This essay does not
audience audience of this essay is that the audience of seem to have been
the selection committee. this essay is the written for a selection
selection committee committee (not formal
but their word choice enough, not enough
could be stronger strong vocabulary)
 38

Essay Descriptors

This essay is (highlight all that apply , and explain how)…..

Descriptor How did this essay exemplify this word?

Powerful

Exciting

Professional

Direct

Unique

Precise

Honest

Dynamic

Mature

Realistic

Creative

Imaginative

Thorough

Strong
 39

Descriptor Definitions
You will be allowed time to do these in class. Any words not defined in class should be defined
for homework. You may use your completed chart when filling out the Descriptor handout
during workshopping.

Powerful

Exciting

Professional

Direct

Unique

Precise

Honest

Dynamic

Mature

Realistic

Creative

Imaginative

Thorough

Strong