Harry Potter vs Draco Malfoy A Study in

Harry Potter vs. Draco Malfoy A Study in Character Traits Exit

Link to Document “Harry Potter vs. Draco Malfoy” - A Study in Character Traits Grade Level & Topic: 7 th grade - critical thinking, parts of speech, comparing/contrasting, poetry Standards Covered: 7. 3. 7 7. 5. 2 7. 5. 6 T H E Engage: What makes a person dislike another? Has there ever been a person in your life that you just couldn’t stand? What kinds of differences did the two of you have that you think may have contributed to your mutual dislike? Explore: Jigsaw reading time! Break up into your prospective “Expert Groups” for reading. Selected readings from text to be covered include: Chapter 5, pages 76 -80; Chapter 6 in its entirety, pages 88 -112. 5 E M O D E L “Expert Groups” rejoin your home groups and discuss what happened between Harry and Draco to cause them to dislike each other. Jot down the reasons discussed in your personal journals for large group time. Explain: Teacher-led, student-centered instruction – open-ended questions, character traits listing, comparing and contrasting, review over parts of speech, examples Elaborate: Separate your list of characteristic into nouns, adjectives, and participles using the chart that is included in the Diamante Poem Instruction handout. Use blank Diamante template to create your poem and hand in for assessment. Evaluate: You will be assessed a letter grade for your completed poem. Exit

Indiana Academic Standards being covered in this lesson: 7. 3. 7 Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of ways. 7. 5. 2 Write responses to literature that develop an interpretation that shows careful reading, understanding, and insight. Organize interpretations around several clear ideas, premises, or images from the literary work. Support statements with evidence from the text. 7. 5. 6 Use varied word choices to make writing interesting. Exit

“Harry Potter vs. Draco Malfoy” - A Study in Character Traits Lesson Plan Time Consideration: Materials Required: Technology Considerations: To complete this activity, two 60 -minute class periods will be needed. Copies of JK Rowling’s “Harry Potter and the Sorcerer’s Stone”, pencils, student journals, Diamante Poem Instructions handout with blank template. Teacher will lead student-centered instruction via Smart Board. Exit

What do YOU believe are the main components in the conflict between Harry and Draco? (Text Reading pages 76 -80) Why were some of the comments that Draco said during his initial meeting with Harry in the dress shop negative? Why do you believe that Draco feels that some families are better than others? Did Draco provide proof for his opinions, or did those opinions seem to stem from ideals passed down to him from his family? Why did Harry feel uncomfortable with Draco’s stereotype? Exit

What do YOU believe are the main components in the conflict between Harry and Draco? (Text Reading pages 88 -112) Do you think that Draco’s socioeconomic standing influences his prejudice? Do you think that Draco singles Ron out because of his family’s acceptance of all people with varying blood status, or more because Ron’s family is poor? Why do you think that Harry tells Draco that he, “…thinks that he can tell who the wrong sort [of people] are for himself” on the train? Exit

List the Traits of Two Separate Characters in a Novel: (Harry) (Draco) *protagoni brav st e celebrity compassion ate genero sensitiv us e loya modest shy l doubtf ul fearf ul helpful *antago nist confida nt bully rich spitef ul conceit ed sneaky unpopul ar jerk snob by mea superi n or Exit

Comparing and Contrasting Character Traits: (Harry) (Draco) Protagonist Antagonist Celebrity Unpopular Modest Conceited Shy <OPPOSITES> Confidant Compassionate Bully Brave Sneaky Sensitive Jerk Doubtful Superior Helpful Spiteful Fearful Mean Exit

Review on Parts of Speech: NOUN >A word that is used to name a person, place, thing, quality, or action >A word that can function as: - the subject or object of a verb - the object of a preposition ADJECTIVE >A word that describes a noun or pronoun, primarily by describing a particular quality of the word >Answers questions such as: - what kind? - which one? - how many? PARTICIPLE >A word having the characteristics of both verbs and adjectives >A verbal form that functions as an adjective and shows - tense - voice - capacity >Participles modify nouns Exit

Locate your Adjectives, Nouns, and Participles from your lists: (Harry) (Draco) Antagonist noun Brave noun adjective Conceited adjective Celebrity noun Confidant Compassionate adjective Sneaky adjective Generous adjective Bully* Sensitive Unpopular* Loyal adjective noun adjective Rich adjective Modest adjective Snobby adjective noun Protagonist Shy adjective We can create participles from these - participle = Doubting Doubtful Fearful Helpful participle = Fearing participle = Helping Jerk We can create participles from these - Superior participle = Disliked participle = Entitled *Bully participle = Bullying *Unpopular Exit

Directions for Creating a Diamante Poem: • Line 1: write the name of the first character; skip to line 7 and write the name of the second character. • Line 2: write two adjectives describing the character in line 1. • Line 3: write three participles (verb form ending with –ed or –ing) relating to the character in Line 1. • Line 4: write four nouns; the first two nouns will relate to Line 1; the last two nouns will relate to Line 7. • Line 5: write three participles relating to the character in Line 7. • Line 6: write two adjectives describing the character in Line 7. • Line 7: write the name of the second character. Exit

( Example of Completed Poem ) Harry compassion modest ate doubting helping fearing antagonis jerk protagoni celebrity t st entitled disliked bullying conceited sneaky Draco Exit

Expected Objectives and Performance Assessments The learner will: 1. Recall the initial meeting between Harry Potter and Draco Malfoy in JK Rowling’s “Harry Potter and the Sorcerer’s Stone”. 2. Discuss the conflict presented that caused Harry and Draco to dislike one another. (Who did Draco insult and why? ) 3. Describe the character traits of Harry, and the character traits of Draco. 4. Compare and Contrast the two characters: Harry and Draco. 5. Create a Diamante Poem using nouns, adjectives, and participles to describe the two characters, Harry Potter and Draco Malfoy, in Rowling’s “Harry Potter and the Sorcerer’s Stone”. Indiana Academic Standards being covered in this lesson: 7. 3. 7 Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of ways. 7. 5. 2 Write responses to literature that develop an interpretation that shows careful reading, understanding, and insight. Organize interpretations around several clear ideas, premises, or images from the literary work. Support statements with evidence from the text. 7. 5. 6 Use varied word choices to make writing interesting. Exit

Expected Objectives and Performance Assessments (cont. ) PERFORMANCE ASSESSMENT/EVALUATION: Students will be evaluated with a (+)/ (-) form of evaluation for the Procedural Steps 3 and 5. Students will receive a letter grade for Procedural Step 6. Procedural Step 1 will not be assessed as it is meant to improve reading skills. However, students are expected to read their portion of text during jigsaw reading. Procedural Step 2 will not be assessed as it is meant to improve collaborative learning skills and active student-led support in the learning and mastering of key concepts as they relate to the text. However, students are expected to actively contribute their share of expertise to each member of their home group correctly. Procedural Step 3 is meant for improving communication skills in the classroom – both listening and speaking – and children have differing levels of comfort with large group discussions. Therefore, ALL students will be given a (+) for this step. Procedural Step 4 will not be assessed as this is a teacher-led, teacher-completed activity that will be performed via Smart board. Students will be given a (+) for completing their rule sheet. Students who do not complete their rule sheet will be given a (-). Students will be assessed a letter grade for their completed Diamante Poem. Their poem will be graded based on correct word usage – nouns, adjectives, and participles - as well as creative use of descriptions. All descriptions MUST relate to the proper character as stated in the preceding rule sheet. *(+)/ (-) marks MAY affect letter grades given in this class. Although (-) marks WILL NOT negatively affect letter grades, (+) marks CAN increase letter grades on completed assignments. Exit

References Glass, K. (2012). Differentiated Instruction and the English Language Arts Common Core Standards. Retrieved from: http: //www. kathyglassconsulting. com/documents/DIMEMPHISJune 2012 Kathy. Glass. pdf Jigsaw | Classroom Strategies | Ad. Lit. org. (2014). Retrieved from: http: //www. adlit. org/strategies/22371 Exit