Harry Potter reading & writing lesson

I. Overview of the lesson

Lesson Title: Harry Potter from , 1999

Student Profile: 2nd grade of middle school, Intermediate Low

Target Language: Vocabulary items relating to reading article/ creating an invitation card

Materials: Reading articles/ Hand out

Step7 (Warm Up)

*Teacher starts a class by asking, “What is your hobby? “ to activate students’ schema

* Teacher makes students answer the question using T-S-S-T and visualize the answers on the board.

* Teacher asks more questions such as “Does anybody know what a novel is? “, “ What is the characters’ name in novel that you have read or heard about?”

* Students think about the characters’ name in novel by T-P-S

* Teacher visualizes the answers on the board.

Step8 (Presentation)

* Teacher introduces that students are going to read an advertisement of a novel.

* Teacher gives students a reading material.

* Teacher let students gist the main idea of the reading articles by T-P-S.

* After T-P-S, teacher let student summarize the main idea.

* Teacher gives students 3 focus questions and asks the answers using T-S-S-T.

* Teacher gives students hand out to practice vocabulary items of the reading material. This includes “boring”, “uneventful”, “exciting”, and “eventful”.

* Teacher checks students’ feedbacks asking, “ Do you want to read the novel, Harry Potter? Why? or Why not? “

Step9 (Controlled activity)

* Teacher gives students handout and students have to fill out the blanks in it to summarize the story by T-P-S.

* Students do storytelling with their partners.

* Teacher gives students another handout and students have to sequence the given sentences by T-P-S.

Step10 (Independent activity)

* Teacher introduces the activity, “ Creating an invitation card for Harry”.

* Before writing, Teacher let students know what kind of information can be included in the heading, the body and the closing asking questions “ What would you like to start this card? “, “ How could you conclude this card?” “ What kind of information can be included in the body?”

* Give students 15 minutes for creating an invitation card for Harry.

II. The theoretical justification of the activities

A. Input Hypothesis

Teacher gives meaningful questions. Teacher starts the class asking, “ What is your hobby? “ and “ What is the characters’ name in novels you have read or heard about? “ in step7. Also, teacher asks, “ Do you want to read the novel, Harry Potter? Why or Why not? “ in step8. Those are all personalized questions and questions starts from closed type to open type.

Teacher uses an authentic material. Teacher uses an advertisement of a novel as a reading material in step8 and this material is roughly tuned input; because this includes not only the target language (i) but also only +1 languages.

Students ask and answer the questions and these question and answers are roughly tuned input. Students share ideas about the characters’ name of the novels by T-P-S in step7 and gist the main idea by T-P-S in step8. Also, students summarize and sequence the story using T-P-S in step9.

B. Affective theory: Risk Taking

T-S-S-T is found in step7 and step8. Students have to ask, “ What is your hobby? “ and answer it in step7. They have to ask on focus questions and answer them in step8. So, students should listen carefully what the other students are saying and answer it considering the correctness of the form and message.

Individual student predicts the title of reading material, gusts the main idea, then summarize it in step8. Students have to sequence the given sentences in step9 as well. In addition, students have to create an invitation card by themselves in step10. Students have to take higher risk gradually throughout step8, step9 and step10.

C. Neurological factors: Right hemisphere participation

This lesson includes group activities. T-P-S activities are found in step7, step8 and step9. Also, storytelling activity is found in step9. To perform these activities, students have to ask and answer to share ideas using target language and language that they have learned.

Students have to stand ambiguity. Students have to predict the title of the reading material, gist the main idea and summarize them in step8. Students have to stand the uncertainty but it gives students chances to practice their languages.

III. Conclusion

This lesson applies 3 theories. They are Input Hypothesis, Risk Taking and Right Hemisphere Participation. In step7, this lesson plan accounts for Input Hypothesis using meaningful question and T-P-S and Risk Taking using T-S-S-T. In step8, this lesson plan accounts for Input Hypothesis applying an authentic materials, T-P-S activity and Right Hemisphere Participation using predicting, gist and summarizing. Finally, Risk Taking using T-S-S-T. In step9, this lesson plan supports Input Hypothesis and Right Hemisphere Participation applying storytelling and T-P-S activity and Risk Taking using sequencing the story. In step10, this lesson applies Risk Taking choosing creative writing.

If this lesson plan includes visuals in step7, this can activate students’ schema more effectively. Teacher can prepare the pictures of characters in novels.

Submitted by Janet

Filed Under: Teaching methodology

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