LESSON PLAN

TEACHER:
OPTIONAL COURSE: A Journey Through the Worlds of Fantasy
GRADE: 12
th
intensive study
LEVEL: Advanced
NO. OF CLASSES / WEEK: 1 class/week
UNIT: J.K.Rowling-A Fantasy Writers Reci!e "or #uccess$
LESSON: Harry Potter A Dee!o"#$% Hero&'
T(PE OF LESSON: %ractising the rece!tive and !roductive skills
using critical thinking strategies
)OTIVATION: &his lesson was conceived in order to !rovide the students with 'ore
in-de!th in"or'ation on one o" todays highly !o!ular "antasy series( Harry Potter(
hel!ing students to analyse the hero status o" its !rotagonist in relation to the general
"eatures o" this archety!e. &he use o" critical thinking strategies will allow the students to
e)!ress their thoughts( o!inions and "eelings on the su*+ect in a !ersonal 'anner(
'otivating the' to actively !artici!ate in the class activities.
PRELI)INAR( CONDITIONS: &he students will *ase their new ac,uisitions on the
knowledge they have already ac,uired during this o!tional course on "antasy literature
and on the in"or'ation taken "ro' the 'edia on the Harry Potter series. &hey are also
"a'iliarised with so'e o" the critical thinking strategies to *e used in this lesson.
CO)PETENCES:
1. to *e a*le to *rainstor' on a given to!ic
2. to select and co''ent u!on signi"icant ,uotations "ro' a te)t
-. to analyse ideas in a te)t and then share the' with a class'ate
.. to e)!ress and argu'ent their o!inions
/. to "eel con"ident a*out engaging in a de*ate on a given su*+ect
TECHNI*UES: conversation( e)!lanation( identi"ication( scanning( de*ate0
Critical thinking strategies1 clustering( dual entry diary( reci!rocal teaching( corners
)ATERIALS: worksheets( note*ooks( *lack*oard( !icture
TI)E )ANAGE)ENT: the lesson will take /2 'inutes.
EVALUATION: the syste'atic o*servation o" the students( analysing the argu'ents
they *ring to su!!ort their o!inions( analysing the !roducts o" their activity
+I+LIOGRAPH(:
3urie4( 5. 222-. J.R.R. Tolkien and C.S. Lewis. The Story of Their Friendship( #utton
%u*lishing( 6loucestershire
Rowling( J.K. 222.. Harry Potter and the Philosophers Stone( 7loo's*ury( 8ondon
Rowling( J.K. 222.. Harry Potter and the Cha!"er of Se#rets( 7loo's*ury( 8ondon
Rowling( J.K. 222.. Harry Potter and the Prisoner of A$ka"an( 7loo's*ury( 8ondon
Rowling( J.K. 222.. Harry Potter and the %o"let of Fire( 7loo's*ury( 8ondon
Rowling( J.K. 222.. Harry Potter and the &rder of the Phoeni'( 7loo's*ury( 8ondon
Rowling( J.K. 2229. Harry Potter and the Half()lood Prin#e( 7loo's*ury( 8ondon
Rowling( J.K. 222:. Harry Potter and the *eathly Hallows( 7loo's*ury( 8ondon
#teele(J.(;eredith(K.(&e'!le(5h. 1<<:. +n #adru pentru de$,oltarea g-ndirii #riti#e
la di,ersele !aterii de studiu( 8#365.
Whited( 8.A. =ed.> 2222. The .,ory Tower and Harry Potter. Perspe#ti,es on a Literary
Pheno!enon( ?niversity o" ;issouri %ress( 5olu'*ia and 8ondon.Availa*le at1
htt!1//*ooks.google.ro/*ooks@idAiB/!A!w2Jyc5C!rintsecA"rontcoverCd,A
harryD!otterClrAEvAone!ageC,AC"A"alse
FFF &'ford Ad,an#ed Learners *i#tionary( 222/( B)"ord ?niversity %ress GBnlineH.
Availa*le at1 htt!1//www.ou!.co'/elt/catalogue/teachersites/oaldI/@ccAglo*al
FFF Spark/otes 0 Harry Potter. Availa*le at1
htt!1//gsearch.s!arknotes.co'/search@,A harryD!otterC search*gACte'!late
Ade"aultCout!utA )'lJnoJdtdCoeA?&F-:CieA?&F-:CclientA de"aultJ"rontend
C!ro)ystylesheetAde"aultJ"rontendCsiteAde"aultJcollectionC)A1IC yA2:>
THE LESSON STAGES:
I. EVOCATION =12 'inutes>
1. I,e-.rea/er =lockste!>
&he students are told they are going to see the !icture o" one o" the 'ost "a'ous
"ictional characters nowadays0 they have to guess who it is. &he answers 'ay *e1 Frodo(
#!ider'an( #u!er'an( etc. #o'e students will !ro*a*ly guess it is Karry %otter. &he
teacher shows the !icture and sticks it on the *lack*oard0 underneath she writes his na'e1
KARRL %B&&MR. &he students are asked to "ind at least three words that can *e "or'ed
with the letters that "or' the na'e1 !otter$( !ot$( art$( try$( heart$( etc. At least one
student will !ro*a*ly discover the word KMRB N the the'e word o" the lesson.
2. C!01ter#$% =individual work>
&he nucleus word( KMRB( is written in the 'iddle o" the !age( and "or "ive 'inutes(
each student has to write down around it any idea that co'es to 'ind on this to!ic. &hen(
connections 'ay *e drawn *etween ideas. &he students should 'ake no +udge'ent a*out
the thoughts( +ust !ut the' down. When the ti'e is u!( the students will read their ideas(
and as 'any as !ossi*le will *e written on the *lack*oard.
&he students 'ight associate the the'e word with1 *ravery( endurance( "aith( strength(
o!ti'is'( reward( "ight( good vs. evil( growth( "ear( intelligence( Kercules( Karry %otter(
Frodo( %rince 5as!ian( etc.
&he teacher then announces that( since they started with the !icture o" Karry %otter( he
will *e the character they will discuss during this class.
II. REALISATION OF )EANING =22 'inutes>
1. D0a! E$try D#ary =individual work>
&he students are given a worksheet !resenting ,uotations "ro' the Karry %otter *ooks
that 'ay *e used to analyse the 'ain character. &hey 'ust read the ,uotations( and then(
on a white sheet o" !a!er( they 'ust draw a vertical line. Bn one side they should write
the ,uotations that attracted their attention( on the other side they should !ut down so'e
co''ents a*out that ,uote. At the end( the students will share their o!inions with the rest
o" the class.
#tudents should co''ent on the "act that so'e o" the ,uotations show Karry %otter as
a true hero( while others show so'e o" his weaknesses and !ro*le's he encounters.
2. Re,#"ro,a! Tea,2#$% =!air work>
Oow the students are distri*uted a two-!age worksheet !resenting so'e critical
considerations on Karry %otters hero status. An e)!lanation o" so'e di""icult words is
also included. &he students 'ust work in !airs( each 'e'*er o" the !air *eing
res!onsi*le "or one !age o" the worksheet( read it and take out the 'ain ideas. &hen the
'e'*ers o" the !airs take turns !laying the role o" teacher$( su''arising what was +ust
read( trying to clari"y the !arts that are unclear. &hey try to e)tract the 'ain ideas and to
e)!ress their o!inion on the !assages.
#tudents should notice that( while so'e o" the !assages !resent the general traits o" a
hero and the way Karry %otter "its into this !attern( others !resent Karry as an anti-hero(
or at least an unlikely hero. Again( the ideas are then shared with the rest o" the class.
III. REFLECTION =1/ 'inutes>
1. Cor$er1 =grou! work>
&he students have already reached the conclusion that Karry %otter can *e seen either
as a ty!ical hero( "itting !er"ectly into the !attern o" this archety!e( or as an anti-hero( due
to his weaknesses. Kis successes 'ight *e due to his good luck or to the "act that he is
!rotected *y !ower"ul "orces and !eo!le =his 'others sacri"ice( 3u'*ledore( his "riends
etc.>. A ,uestion arises1 I1 Harry Potter a rea! 2ero& &his is the su*+ect o" the ne)t
activity.
&he teacher asks the students to write "or three 'inutes( !resenting their o!inions on the
su*+ect. &hen the students who *elieve that Karry is really a hero are asked to go to one
corner o" the roo'. &hose who *elieve the o!!osite is true should go to another corner.
&here 'ay *e students who undecided( or who *elieve that Karry !resents so'e
characteristics o" the hero ty!e( *ut these do not 'ake hi' a real hero0 they will occu!y
another corner o" the roo'.
&he students in each grou! share their !a!ers with the rest o" the grou! "or "ive
'inutes. &he grou! will then have two select two s!okes!ersons to re!resent the' in the
de*ate that will "ollow.
&he teacher calls "or a de*ate( *y inviting each o" the grou!s( in turn( to state succinctly
its !osition and the 'a+or reasons "or su!!orting their view. Bnce the "or'al state'ent
has *een !resented *y the s!okes!ersons( other 'e'*ers o" the grou!s should *e
encouraged to !artici!ate in the de*ate. &he teacher 'ay sti'ulate the conversation when
necessary( *y raising other issues( related to those that have *een !resented.
&he teacher e)!lains to the !artici!ants that they should "eel "ree to switch grou!s at
any ti'e( i" they have *een !ersuaded *y another grou!s argu'ents. %artici!ants should
also take notes on their thinking while they listen and discuss.
When the ti'e is al'ost u!( the teacher encourages the students to reach so'e
consensus and then sto!s the discussion.
IV. E3TENSION =/ 'inutes0 lockste!>
&he students are invited to use the ideas they have ac,uired during this activity in order
to write a !osition !a!er( setting out their individual !ositions and the reasons *ehind
the' =no less then 222 words>.
&he teacher !raises the students and 'arks the *est contri*utions. &he class is
dis'issed.

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THE HERO
*UOTATIONS HARRY POTTER
UG&he #orting KatH only put !e in %ryffindor12 said Harry in a defeated ,oi#e1
"e#ause . asked not to go in Slytherin.2 23'a#tly12 said *u!"ledore1 "ea!ing on#e
!ore. 2Whi#h !akes you ,ery different fro! To! Riddle. .t is our #hoi#es1 Harry1 that
show what we truly are1 far !ore than our a"ilities.2 4The Cha!"er of Se#rets5
)ut yeh !ust know a"out yer !o! and dad16 he said. 7. !ean1 theyre fa!ous.
8oure fa!ous.$ =Kagrid( The Philosophers Stone>
)y atte!pting to kill you1 9olde!ort hi!self singled out the re!arka"le person
who sits here in front of !e1 and ga,e hi! the tools for the :o".$ =3u'*ledore( The Half(
)lood Prin#e>
UThe wand #hooses the wi$ard. ;<= . think we !ust e'pe#t great things fro! you1
>r. Potter....After all1 He(Who(>ust(/ot()e(/a!ed did great things?terri"le1 yes1 "ut
greatU =;r. Bllivander( The Philosophers Stone>.
UThere are strange likenesses "etween us1 after all. 3,en you !ust ha,e noti#ed.
)oth half("loods1 orphans1 raised "y !uggles. Pro"a"ly the only two Parsel!ouths to
#o!e to Hogwarts sin#e the great Slytherin hi!selfU =&o' ;arvolo Riddle aka
Rolde'ort( The Cha!"er of Se#rets>.
UVhe was not going to die kneeling at 9olde!ort@s feet...he was going to die
upright like his father1 and he was going to die trying to defend hi!self e,en if no
defen#e was possi"le...U =Karry( The %o"let of Fire>.
UHis !other died in the atte!pt to sa,e hi!?and unwittingly pro,ided hi! with a
prote#tion . ad!it . had not foreseen..... #ould not tou#h the "oy.U =Rolde'ort( The
%o"let of Fire>.
We thought you knew what you were doingA . . . We thought *u!"ledore had
told you what to do1 we thought you had a real planA6 =Ron( The *eathly Hallows>
7 BSo1 said Harry1 dredging up the words fro! what felt like a deep well of
despair inside hi!1 Bso does that !ean that . . . that one of us has got to kill the other one
. . . in the endC 6 4The &rder of the Phoeni'5
Well1 theyre writing a"out you as though youre this deluded1 attention(seeking
person who thinks hes a great tragi# hero or so!ething16 said Her!ione1 ,ery fast1 as
though it would "e less unpleasant for Harry to hear these fa#ts Dui#kly.6 4The &rder of
the Phoeni'5

CRITICAL CONSIDERATIONS ON HARRY POTTER
Heroes respond to a #all to sa#rifi#e and to gi,e their li,es. Their li,es "egin in the
ordinary world1 where they are su!!oned to ad,enture and perilous tasks. This in,ol,es1
with the help of a !entor1 #rossing a threshold into another world in whi#h they undergo
,arious trials and en#ounter allies and foes. There are other ele!ents in the :ourney1 "ut
e,entually the hero returns to the ordinary world "earing so!ething of "enefit. The
:ourney is an ar#hetypal pattern1 and there are !yriad ways in whi#h a story !ay "e told
and yet display the ar#hetype ;<= Harrys great returning gift is that of hope 0 hope that
see!ingly i!pla#a"le e,il will "e o,er#o!e.$

7;Harry= is not in fa#t stri#tly a hero in #lassi#al ter!s1 "ut an ordinary "oy1 !undane
and relu#tant ;<=. Although he has re!arka"le gifts of !agi#1 he has to rely on !oral
#ourage and on his friends to a##o!plish his tasks. He is not the self(suffi#ient1
indi,idualisti# hero. .n !ythi# ter!s1 he is ,ery like the ordinary ho""its Frodo and Sa!
in BThe Lord of the Rings1 whose weakness and s!all stature a##o!plish what the great
and powerful #annot. ;<= Harrys testings and trials prepare hi! for his ulti!ate
suffering in the last "ook1 whi#h leads at last to healing and pea#e.6
=5olin 3urie4( The +nauthori$ed %uide to Harry Potter( 222I( !!. 19:-19<>
S044o$( tr.,. 10454o$e6 7 &o order to take a s!eci"ied action0 *id.
)0$6a$e( ad:. A Relating to( characteristic o"( or concerned with co''on!laces0
ordinary.
Re!0,ta$t( ad:. A ?nwilling0 disinclined.
Se!8-1088#,#e$t( ad:. A A*le to !rovide "or onesel" without the hel! o" others0
inde!endent.
7Rowling has "een ,ery #lear on the )ildungsro!an aspe#t of her series1 ha,ing
said of Harry1 7. do want hi! to grow up6. ;<= >ost heroes :ourney as part of their
de,elop!ent. ;<= he :ourneys ea#h year to Hogwarts ;<= a pla#e of testsE so!e
a#ade!i#1 so!e pra#ti#al1 so!e !oral. >any of these tests in#lude ad,enture1 danger1
#hoi#e 0 heady stuff that for#es Harry to grow or fail. And failure in a uni,erse of !agi#
is too often fatal.6 =;ary %harr( Harry Potter as Hero(in(Progress in The .,ory Tower
and Harry Potter( 2222( !./:>
Hea6y( ad+. A e)tre'ely e)citing.
7;<= Harry is not the !ost fo#used or relentless hero1 at least not until later in the
"ook. His tenden#y to stray fro! his Duest is not literal or physi#al1 "ut !ental and
e!otional. When there are no #lear leads and nothing to do1 ;<= Harry tends to lose
fo#us and drift1 following his e!otions. This happens !ost dangerously in %odri#s
Hollow1 when Harry leads the! into a trap1 his real reasons for going there ha,ing
nothing to do with the Duest and e,erything to do with his grief and dou"t #on#erning
*u!"ledore.6

7)e#ause Harry was fa!ous "efore he e,en knew he was a wi$ard1 !u#h of his
personality is shaped "y his desire to li,e up to his fa!e. He steers #lear of spe#ial
treat!ent1 flattery1 and praise. He stri,es to li,e a nor!al wi$ard@s life1 and to a great
e'tent he does. He has #lose friendships1 ene!ies1 dile!!as1 and triu!phs :ust like any
other twel,e(year(old "oy. )ut Harry is distin#t "e#ause of his #ourage and loyalty.6
7Harry is not a typi#al or !ythologi#al hero. He is an underdog1 with his skinny
stature1 "roken glasses1 and relati,e ine'perien#e in the wi$ard world. 8et he li,es up to
his fa!e "y "ra,ely entering situations with the in"orn faith that so!eone ( either hi!self
or so!eone he has "efriended ( will get hi! through the situation ali,e.6
4SparkNotes. A,aila"le atE httpEFFgsear#h.sparknotes.#o!Fsear#hCDG harryHpotterI
sear#h"gGIte!plateGdefaultIoutputG '!lJnoJdtdIoeG+TF(KIieG+TF(KI#lientG
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Re!e$t!e11( ad:. A #teady and !ersistent0 unre'itting.
Stray( intr.,. 1traye6 7 &o deviate "ro' the correct course.
Dr#8t( n. A &he direction in which so'ething is going.
U$6er6o%( n. A Bne at a disadvantage and e)!ected to lose.
I$.or$( ad:. A Oatural0 !ossessed *y a !erson "ro' *irth.
%icture to *e !resented during the Mvocation stage o" the lesson1
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