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EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities Harry Potter and the Magic of Reading
Week 2


Designing, Selecting and Sequencing Activities



Potions Scene from novel

Copies of
Harry Potter
and the

Student class
participation with
their peers as
well as in the
classroom verbal

In house groups students participate in a reciprocal teaching/reading

session, reading from the bottom of page 101 to top pg. 104 following
along reading their own copies of the book.
A list of words is provide to each group. This list contains words that
students may not understand. Students provide meaning of word and
write a synonym.
Form groups of 4 with one member from each house. Discuss
grammatical features of the scene, vocabulary, figurative language,
descriptive language, flow of the text, text structure. Emphasise the
use of language to spark imagination and evoke emotions. Make a list
of adjectives, nouns, verbs, adverbs.
Have class discussion about how they think all of these features assist
comprehension of the text and fluency.

reading role
Post it notes
List of words


Potions Scene from film adaptation

Recap potions scene from novel.

Watch Potions scene from the film adaptation of Harry Potter and the
Philosophers Stone
Think, pair, share what they thought about the film version opposed to
the novel
Discuss the different elements of the film (sound, lighting, positioning,
camera angles, etc.) How does listening to the actors and watching the

Potions Scene
from Harry
Potter and the
Stone film
Smart board

Student class
participation with
their peers as
well as in the

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks



film change our perception and understanding of the scene. Discuss

the language used in the film and how this is the same or different to
the novel. What is different? Why were changes made? (May create
comparison chart/table on Smart board) Have students estimate how
long they think the movie would be if every part of the book had made
it into the movie.

Tales of Beedle the Bard Babbity Rabbity and her cackling

stump (Drama)

Students have read Babbity Rabbity and her crackling

stump for homework. Have a brief class discussion about the
Fairytale, recapping what it was about.
Group students according to their houses, students have
already been sorted by the sorting hat.
Split Fairytale equally among the house groups (4
Each group must have a narrator and performers,
assigning themselves the roles of the Foolish King, the Charlatan,
Babbitty, and the Captain of the Brigade. They are to pantomime
their parts as the story is read aloud.
Each group will then act out their section of the Fairytale,
going in chronological order of the Fairytale
Note: As each group performs, the rest of the class can
participate by being the Brigade of Witch Hunters, the black
hounds, and the Lords and Ladies. They are to holler Get them!
every time they hear the word Witch Hunter read, bark every time
they hear hounds, and shout Ha-Ha when the phrase Lords and
Ladies is mentioned in the story. (Use SNB p.55)

Copies of Tales
of Beedle the
Bard Babbity
rabbity and her
Cackling stump

Observation of
work with peers,
as well as the
presentation of
the fairytale to
of the reading.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Remind students that the way it is performed is their adaptation. They

may use props, funny voices, use their bodies in a dramatic way


The Daily Prophet

View examples of the Daily Prophet and other newspaper articles.

Discuss language and text structure. What elements do newspapers
use to capture attention and engage their audience.
Students choose an event from the book to report on. If Students are
stuck provide examples (i.e. quidditch game, harry potter arriving at
Hogwarts, Halloween, Norbert, final battle scene, dead unicorn and
sighting or Voldemort on forbidden forest).
Once finished students re-read and proof read their own work, focus on
descriptive and emotive language.
Students swap articles and edit their peers work focussing on
descriptive and emotive language.
Students rewrite their article implementing the changes their peer has
made to enhance writing.
Articles are collected and made into a Daily Prophet newspaper

Daily prophet


Daily prophet

Copies of
Harry Potter
and the


Students news
articles and
feedback that
students have
written on their
peers workbook.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Stage 3 English Outcomes

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