J.K.

Rowling, The Tale of Three Brothers

Grade: 9
Student Learning Objective: Through the story The Tale of Three Brothers, students will learn to create
their own descriptive narratives.
Materials:
Copy of the Tale of Three Brothers
Board/ Marker
2 Stones
2 Pieces of Cloth
2 Wands
Paper
Pen/Pencil
Projector Screen
YouTube Video- The Tale of Three Brothers from the movie Harry Potter. Also written by J.K. Rowling.
Preparation for the Activities:
Before class starts, tables should be divided into 6 groups with assigned student seating. The classroom
will be divided into 6 groups with about 4-6 students at each table. Students will be handed the copies of
the reading, The Tale of Three Brothers, and a graphic organizer/worksheet. Students should be
prepared with pen/pencils, ready to work. Class begins with a short discussion.

Text Information:
The Tale of Three Brothers from the book, The Tales of Beedle the Bard written by J. K. Rowling
Link to Text:
https://www.quotev.com/story/1892179/The-Tale-of-Three-Brothers/1
Flesh-Kincaid Readability Level: 7.4
Order of the Lesson:
1.

Introduction

The teacher will begin a short discussion about narrative writing. The teacher will ask, why is description
important in writing?, prompting students to answer. The teacher will briefly explain how certain
characteristics add to text. The teacher will also show a few examples of descriptive words. The teacher
will explain the importance of descriptive writing to create visual and imagination.

2.

Before Reading strategy: On a separate sheet of paper, students will be able to answer the
question, Why is description important in writing?

3.

During Reading strategy: During their reading, students will underline or highlight certain words
that may bring emotion, imagery etc.

4.

After Reading strategies: On the same paper theyve answered the previous question, students

will be asked to pull 3 words that theyve underlined, and explain how these words enhanced the
writing.
Introduction: The teacher will facilitate a discussion about the importance of description in narrative
writing and how it can enhance text.
CONTENT AREA STANDARD:
Discipline:
English
Language Arts

LAFS.1112.W.1.3
| Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.

ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:

CCSS Anchor
Standard
Addressed:

Reading

CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words
and phrases as they are used in
K-12 CCSS
the text, including figurative and
Anchor
connotative meanings; analyze
Standards with
the cumulative impact of specific
Link and
word choices on meaning and
Standard Written
tone (e.g., how the language
Out:
evokes a sense of time and place;
how it sets a formal or informal
tone).
Corresponding
Before, During
and After
Strategies

Writing

CCSS.ELA-Literacy.SL.910.1.c
Propel conversations by
posing and responding to
Use precise words and questions that relate the
phrases, telling details, current discussion to
and sensory language broader themes or larger
to convey a vivid
ideas; actively incorporate
picture of the
others into the discussion;
experiences, events, and clarify, verify, or
setting, and/or
challenge ideas and
characters.
conclusions.
CCSS.ELALiteracy.W.9-10.3.d

Before Reading: Students write a After Reading

(activity
brief explanation on why they
two):Students will
believe description in writing is
important.

Listening and Speaking

After Reading (activity

one): Student will present

their short narrative using

explain how the words the item given. Their story

have enhanced the

authors writing to
convey a message.
During Reading: Students will
look for words in the text that
enhanced the reading visually,
emotionally, etc.

After Reading
(activity three): As a
group, students will
develop a short
narrative surrounding
the item given to each
group. A wand, a stone
or a cloak.

must include 2
characters, descriptive
writing, the item and a
conclusion.

After Reading
Before Reading: As the students (activity two): The
are writing down their explanation, teacher will check what
the teacher will walk around and the students have
observe the students to make
written to assess if
sure they are on task and
theyve captured the
After Reading (activity
completing their assignment.
concept
of
enhancing
Evaluation Using
one): Teacher will
During Reading: As students are text.
Formative
prepare time for groups to
reading, the teacher will walk
Assessment
present their short
around and check if they are
narratives.
After Reading
highlighting or underlining
(activity three): The
important details. They will also
teacher will hand items
answer any questions that
to students and walk
students may have.
around class to see if
students are on task.
Estimated Time: Because this is an introduction to descriptive writing, this will take 2, 45-50 minute
classes. 1st class will introduce the concept of descriptive writing and the other class will give students a
chance to present their own short stories.
English Learner Strategies: Reading, writing, listening, speaking, analyzing, collaborative writing
Hess' Level of Cognitive Rigor Matrix: Understand: Describe how word choice, point of view, or bias
may affect the readers interpretation of the text.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will describe how the
author used certain words throughout the text to convey a message to the reader.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf

 2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org

The Gradual Release Model:

About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson

Before Reading: During Reading:

.I do it:
.I do it:

After Reading
(activity One):
The teacher will The teacher will walk I do it:
explain the
around monitoring the The teacher will
importance of
classroom, making
direct the
descriptive writing sure they are finding students in
descriptive words in groups to
We do it:
the text. The teacher discuss their
The teacher will
will stop and help a
findings within
provide examples
student if needed.
the text.
of descriptive
We do it:
We do it:
sensory words.
Students will be The teacher will
The teacher will
able to provide
provide an example of discuss the
more words on
highlighting words
findings of the
the board with a from the text on the
students along
dry erase marker. board. Students will with their
follow the example.
perspectives of
You do it:
messages in the
The teacher will You do it:
text.
have students
Students will be
You do it:
write on a
reading the Tale of

After Reading
(activity two)
I do it:

After Reading
(activity three)
I do it:

The students will ask

students to work
independently for a
few minutes to pull
two words from the
reading, and explain
how the author
enhanced their writing
using those words.

Teacher will collect

independent work.
Teacher will provide
each group with an
item from the story
(wand, stone, or
cloak). Teacher will
explain the directions
for the group short
narrative assignment.

We do it:

The teacher will

provide the class with
a video of the Tale of
the Three Brothers.
Students will get to
see if the words they
pulled from the text
align with what the
separate sheet of Three Brothers,
The students will
video portrays.
paper, the reason highlighting or
discuss their
You do it:
they believe
underlining words that analyzations
descriptive writing convey a message in about the Tale of The students will have
is important.
the writing,
Three Brothers. a few minutes to write
independently.
down before closing
this activity to hand in.

We do it: Students
will work together,
collaborating ideas for
their collective piece
while the teacher
walks around,
monitoring students.
Towards the end,
Teacher will select
groups to present.
You do it:
Groups must present
a short narrative that
includes a character

using the item given.

The whole class will
watch and listen for
descriptive and
sensory words that
will convey an image.

Strategies and Links:

Before Reading: Class Discussion
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading
/BeforeReading.aspx (Links to an external site.)
During Reading: Note Taking/Word Hunt
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading
/DuringReading.aspx (Links to an external site.)
After Reading: Free Form Mapping/Perspective
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading
/AfterReading.aspx (Links to an external site.)
Reflection:
These strategies will be used to help students in certain activities for in their learning experience. Before
the students read, they will be involved in a class discussion. During their reading, they will be hunting for
words that may stand out and they will write notes. After they read, they will discussion different
perspective and free form map with other students, creating their own descriptive narrative.
Through tone, imagery and descriptive writing, students will be able to create emotion without having a
flat narrative piece. While doing this, they are exposed to one of the most famous stories from J.K.
Rowling. Theyre able to watch a video of the story. The story consists of three brothers that have three
items; a wand, a stone and a cloak. Giving these three items to the students creates an exciting
experience as they develop a collective short narrative in which they have to use the item presenting to
the class. Students will watch and listen as they display their knowledge of word choice.

Objectives Connection:
The objective of this lesson is to help student convey messages in their writing through choice of words.
Students will do this by including the five senses in their writing to support vivid imagery in their writing.
Through collaboration, students will have the opportunity to create a short narrative that will display
knowledge of creating a successful descriptive piece.