HARRY POTTER TRANSMEDIA LESSON

PLAN

SUBJECT

English

TEACHERS

Students will independently read Harry

Potter and the Sorcerers Stone and choose
one analysis assignment to complete while
also participating in a whole-class
discussion.

Jeremy Armstrong
Rolanda Farmer
Carolyn Reynolds
Jessica Wyrosdick

GRADE

TIME

4 weeks

UNIT ESSENTIAL QUESTIONS

MATERIALS AND TECHNOLOGY

OBJECTIVE

How can analyzing literature enhance our

understanding?

Harry Potter and the Sorcerers Stone

Computer
Internet
http://hptransmedia.weebly.com/
https://animoto.com/dashboard
http://www.classtools.net/FB/homepage
https://thepaperpensieve.blogspot.com
/

Students will read and investigate Harry Potter and

the Sorcerers Stone by reading independently and
participating in whole-class discussions through the
blog platform. They will also show mastery of the
standards through creating a media product
(Fakebook profile or Animoto video).

How can technology be used to share

information with others?

BEFORE THE NOVEL

DURING THE NOVEL

STUDENTS CHOOSE ONE OF THESE TWO OPTIONS.

PODCAST (INTRODUCTION)

BLOG (DISCUSSION)

FAKEBOOK (CHARACTER
ANALYSIS)

Students will listen to the podcast

interview before reading the
novel.

Students will participate in

discussions through the blog
throughout the novel.

Students will have the choice of

Students will have the choice of
creating a Fakebook for one of the creating an Animoto video
characters.
depicting the plot of one of the
chapters.

MATERIALS NEEDED

MATERIALS NEEDED

MATERIALS NEEDED

MATERIALS NEEDED

Harry Potter and the Sorcerers

Stone
Computer
Internet
Speakers/headphones

Harry Potter and the Sorcerers

Stone
Computer
Internet

Harry Potter and the Sorcerers

Stone
Computer
Internet

Harry Potter and the Sorcerers

Stone
Computer
Internet

http://hptransmedia.weebly.com/

http://hptransmedia.weebly.com/ http://hptransmedia.weebly.com/

http://hptransmedia.weebly.com/

https://thepaperpensieve.blogsp
ot.com/

https://animoto.com/dashboard

http://www.classtools.net/FB/hom
e-page

ANIMOTO (PLOT ANALYSIS)

STANDARDS

STANDARDS

STANDARDS

STANDARDS

ELAGSE9-10RL6 Analyze a
particular point of view or cultural
experience reflected in a work of
literature from outside the United
States, drawing on a wide reading
of world literature.

ELAGSE9-10SL1 Initiate and

participate effectively in a range
of collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 910 topics, texts, and
issues, building on others ideas
and expressing their own clearly
and persuasively.

ELAGSE9-10RL3 Analyze how

complex characters (e.g., those
with multiple or conflicting
motivations) develop over the
course of a text, interact with
other characters, and advance
the plot or develop the theme.

ELAGSE9-10RL5 Analyze how an

authors choices concerning how
to structure a text, order events
within it (e.g., parallel plots), and
manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise.

ELAGSE9-10RI10 By the end of

grade 9, read and comprehend
literary nonfiction in the grades 910 text complexity band
ELAGSE9-10W6 Use technology,
proficiently, with scaffolding as
including the Internet, to produce,
needed at the high end of the range publish, and update individual or
shared writing products, taking
advantage of technologys
capacity to link to other
information and to display
information flexibly and
dynamically.

ELAGSE9-10SL4 Present
information, findings, and
supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and style
are appropriate to purpose,
audience, and task.

ELAGSE9-10SL5 Make strategic use

of digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and to add
interest.