Harry Potter and the

Sorcerers Stone
HPSS Novel Study Unit: Curriculum Presentation
English Methods B
04/04/2017
Unit Plan Overview
Novel Study Unit centered around the core text Harry Potter and the
Sorcerers Stone by J.K. Rowling
Four Different Literary Foci:
Point of View (Chapters 1-5)
Character Analysis (Chapters 6-9)
Figurative Language (Chapters 10-13)
Literary Elements (Chapters 14 17)
Calendar Walkthrough
15 Weeks
Integration of Writers Workshop for reinforcement of skills
Flex Days
Unit Plan Overview (contd)
Essential Question (Content)
What does it mean to have power?
Essential Question (Skills)
POV: How are novels written in third-person limited more accessible
than others? Does that accessibility increase character appeal?
CA: What is the difference between direct and indirect
characterization?
FL: How does the use of figurative language involve the reader?
LE:text
Core Howis do you cite
enriched byrelevant textual evidence
many supplementary textsfrom
and amedia
novel?
(including, but not limited to: excerpts from Harry Potter and the
Cursed Child, biographies of J.K. Rowling, movie clips, images)
Class Walkthrough Intro. Days

Warm Up (students will be asked to recall anything that they

remotely know about the topic)
Introducing Concept/Topic (give students a brief overview of what
they will be learning about that day, pass out guided notes packets)
Guided Notes (guide students through corresponding PowerPoint,
prompting them with stop and jots along the way)
Post Guided Notes Activity (activity will vary based on topic, but is
meant to encourage group work and practice covered skills)
Class Walkthrough Reading Days
Students are given vocabulary words (3 required per chapter) the day before
reading the corresponding chapter.
Warm Up (includes recall and use of 3 vocabulary words in action and a
reflection on the previous chapter read)
Homework Check/Review (walk students through the comprehension
worksheet assigned for homework for the previous chapter read)
Prepare for Next Chapter (distribute during reading question sheets and books)
Read Chapter (audiobook)
After Reading Discussion (recap the chapter using during reading handout as a
guide for discussion)
Distribute Homework (comprehension worksheet for that days chapter)
Assessments
POWER Project
To tie in overarching theme, students will work on their POWER project over the course of
this novel study (working at it at their own pace)
Tests
Each literary foci has its own corresponding assessment, four total (address vocabulary,
comprehension, and writing prompt that focuses on specific skill being learned)
Focus Projects
Each literary foci has its own mini project to assess student progress in skill proficiency
Book Report
Culminating project which incorporates all 4 literary foci as well as a movie
analysis/comparison section
Mini Lesson: Chapter Three /
Point of View
You should have TWO sheets of paper, a highlighter, and a pencil in front
of you.
1. Chapter One POV Activity Sheet
On your handout write your NAME, SECTION (EM), and DATE at the top
of the page. Do NOTHING else on this worksheet at this time.
2. Text Printout

Once you have all of your materials in front of you and have put your
NAME, SECTION (EM), and DATE on your handout, put your eyes on me.
 Mini Lesson: Chapter Three /
Point of View (contd)
Directions: Read the Story Event box. Using the word bank below, work with a
partner to fill out the Emotions boxes for Harry, the Dursleys, and the snake. Use
the text as your guide to determine which characters are feeling the emotions
listed below. Once you and your partner have matched the emotions with each of
the characters, find one piece of text evidence to support the emotion you chose.
NOTE: One of the characters only has TWO emotions.
Yes,
a
intrigued amused surprised to be mused i
s
the e in their suppose
moti twic d
irritated thankful angry felt o e
by m n amu . Yes,
char o s
acte re than ed is
amused shocked r. one