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On the following pages you will find a visualisation of the design of a Fantasy Storyline based on the Harry Potter books.

To print the schedules, go back to the start page and open the schedules in Word (contain symbols).

The Harry Potter books by J. K. Rowling have within a few years sold around 30 million copies. The stories are funny, imaginative, light, modern tales that children are taken by. Children (even adults) in all age groups empathize with the main character Harry. As I learned in my investigation of the Storyline method a theme can be a product of total imagination and fantasy. Many teachers have with great success used the plot and the Storyline of an already existing book. I believe a Storyline based on the Harry Potter series could lead to many interesting activities. Harry experiences many different incidents and adventures throughout the series that could lead to activities in a Storyline.

Having read a fantasy topic called: Jim’s Story, a Fantasy Storyline created by educational designers at a Golden Seminar in 1990, has also inspired me to create a Storyline called Harry’s Story.

Designing a Fantasy Storyline suitable for the Folkeskole in Denmark there are several considerations to take into account. Is the Storyline going to be cross-curricular, or is it only going to take place in the English lessons? If the Storyline is going to be cross-curricular with other subjects it gives the opportunity of spending more weekly lessons on the plot and include other inputs and activities relating to the theme. Involving e.g. Danish you could include aspects from the Danish Curriculum guidelines e.g. What is the fantasy genre? How many types of fantasy genre exist? (E.g. make a fantasy wheel,). What elements often appear in fairy tales? etc. Including Danish as a subject could also lead to the reading task of reading a Harry Potter book in Danish as a class book, then take out elements and work with that in English. Other subjects could also be useful in a Fantasy Storyline e.g. Art, Handcraft, Woodwork, and Music. 

  A cross-curricular Storyline could be carried out on several levels. Limiting the Storyline to the English lessons, you will have to take into consideration that the high linguistic level in the Harry Potter Books in English would not be suitable for all pupils. However, a Storyline based on the Harry Potter books does not necessarily mean that the pupils have to read the books. Chapters and events can be selected for reading exercises as suggested below, or you could retell the story or maybe read some chapters aloud.

On the following pages, you will find several ideas on how a fantasy Storyline can be carried out based on the Harry Potter books.

The design is meant as inspiration and does not need to be followed step by step.

The Storyline is designed by Connie Wang Hansen. * Symbols designed by Finn Mosegaard

Schedule for Storyline  Page 1.

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

First episode:

 

Entering the Wizard World

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Harry has just found out he is a wizard.

What questions do you think he can ask? 

 

The teacher is introducing the story based on the first 3 chapters in:     Harry Potter and the                                    Philosopher’s stone

Reading from chapter 4. ( p 39-43)

stopping at the sentence: 

Questions exploded inside Harry’s head like fireworks and he couldn’t decide which to ask first...

Discuss what would be interesting to know about the wizard world and list the questions on a flip over and in a logbook.

 

 

 

Teacher reading the rest of chapter 4 aloud. 

 

 

        Class         

 

The book:

 “Harry Potter and the Philosopher’s stone”

 

 

 

 

Folder to each pupil to use as a logbook.

 

 

 

 

 

 

 

 

Written questions in logbooks.

 

Listening task.

 

 

 

 

 

 

Writing task.

Connie Wang Hansen  2000

 

Schedule for Storyline  Page 2.

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

Second episode:

 

Design Diagon Alley

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What things do you think wizard and witch shops sell?

 

 

 

Can you design a wizard and witch shop?

 

 

 

 

Handing out a few pages from the Harry Potter book (p. 52-56). “Harry entering Diagon Alley with his shopping list.”

 

 

 

 

Brainstorm on magical items.

Each group will become a design team.

In small groups or individuals, pupils now invent magical items. E.g. a crystal ball, wand or magical powder, etc.

 

 

Teacher helping organizing different shops to be made.

 

The teacher has in advance created the frame of the frieze e.g.

 

 

 

Homework: Read the text and think about what wizard and witch shops might sell.

  Class/group

 

Teacher’s re-written pages from the Harry Potter book with few translations in the margin.  

 

Variety of materials like:

      -         cloths,

-         wool,

-         card,

-         paper,

-         etc.

-         glue and

      scissors.

 

 

 

 

 

 

 

 

 

 

Draw magical items.

Can also involve use of an already existing item to illustration.

 

 

 

Designing a frieze

with Diagon Alley shopping street.

 

Reading task.

Look up interes-ting words and write them in  vocabulary logbook.

 

Creating and designing,         e.g. learning new words.

 

 

 

Pupils working together as a whole class.

 

Talking about the frieze.

Connie Wang Hansen  2000

Schedule for Storyline  Page 3

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

 

Magical Items

 

 

 

 

 

 

 


Third episode:

 

Creating the Character Harry Potter

 

 

 


Fourth episode:

 

Role-play &

Games

 

“on the marked.”

 

“Bingo”

 

 

 

How would you explain what the magical item can do?

 

 

 

 

How do you think Harry looks like?

 

 

  

 

What can Harry buy in the shops?

E.g. starter: activity with adjectives.

 

Each item is going to have a card describing the magical item and explaining what magic the item can do.

The text is going to be typed on a computer and printed out and made into small cards.

 

 

Talking about the boy Harry and how he might look like. E.g. check the text for information about wizard clothes etc.

Creating Harry Potter.

 

 

 

Role-play: Pupils (Harry) can now visit the shops and buy magical items.

Pupils can walk around each other buying/selling things.

 

(The teacher can talk about intonations   

  when questions are asked.)

 

 

Guessing game.

 

 

    Single or pairs

 

 

 

 

 

     

      Groups

 

 

 Computers 

 

 

 

 

  

-         cloths,

-         wool,

-         glue and scissors.

 

Cards from the shops.

 Cards from the shops + drawings.

 

 

Cards

 (for later use)

 

 

 

  

Harry Potter doll.

 

 

Writing

IT

Focus on adjectives.

 

 

 

 Oral task

Designing and making.

 

 

 

Oral task,

Phonetic.

Reading and listening task.

Connie Wang Hansen  2000

 

Schedule for Storyline  Page 4

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

Fifth episode:

 

Travelling

 

Hogwarts

Express

 

 

 

 

 


Sixth episode:

 

 

Creating Ron and Hermione

 

 

 

Designing

Hogwarts Express and Castle

 

 

How do you think Harry travels to Hogwarts school of witchcraft and wizardry?

 

 

 

 

 

 

Can you create Ron and Hermione?

 

 

 

   

How do you think Hogwarts castle looks like?

 

Discuss in groups and list ideas on how a wizard like Harry can travel to the school, without Muggles knowing.

 

Handing out a few pages from the Harry Potter book. (p. 68-71) “Harry getting to platform Nine and Three Quarters”

 

To find out what Rowling  (the author) came up with the pupils have to find the right order of the test.

 

It is up to the teacher if Ron and Hermione are going to be main characters in the storyline.

E.g. read aloud/or retell the plot where Harry meets them.

  It could also be up to the pupils to create Harry’s friends, e.g. what is a good friend?

 

Designing the Howard’s Express and Hogwards Castle.

Teacher helping organizing different activities. Some pupils can make the train and others make the castle or trees.

   

 

The teacher can ask the pupils to describe the characters and where they are about to live.

 

      Groups

 

 

Tree pages from the Harry Potter book with few translations in the margin. The text is going to be cut up in 6 paragraphs. 

 

Variety of materials like:

 

-         Cloths,

-         wool,

-         card,

-         paper,

-         etc.

-         glue and scissors.

 

List ideas

 

 

The text in the right order.

 

 

 

Continuing designing the Frieze.

 

E.g. a written text about the characters and Hogwarts.

 

Talking/listening task.

 

Reading task.

 

 

 

 

 

Designing and 

Making.

Group interaction.

Pupils working together as a whole class.

Writing task.

Connie Wang Hansen  2000

Schedule for Storyline  Page 5

 

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

 

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

Sixth episode:

 

 

 

The Invisibility Cloak

 

 

 

 

The Mirror of Erised

 

 

 

 

 

 

 

 

 

 

Seventh episode:

 

The Boggart in the Wardrobe

 

 

 

 

What can Harry use the invisibility cloak for?

 

 

 

What kind of mirror does Harry finds?

 

Imagine what you might see.

 

 

 

 

 

 

The teacher can read or retell the plot where Harry receives The invisibility cloak.

 

Group discussion on what Harry can use an invibility cloak for and what the pupils would use a cloak for if they had one.

Followed by a class discussion.

 

 

Reading activity. The teacher hands out pages (152-155)  from the 1. book.

“Harry discovers The Mirror of Erised”  

 

 

Class discussion on what it is the mirror shows.

Group discussion on what the pupils might see if they had the mirror.

 

 

 

Retelling or Reading the plot. The teacher can hand out pages (99-166) from the 3. book,  Harry Potter and the Prisoner of Azkaban.

 

    

       Class

 

 

 

 

 

 

  Can be           homework.

 

 

(If reading from the book about this episode it is at page 147-157.) parts of the text can be left out).

 

Three pages from the book with few translated words in the margin.

 

 

 

 

Five pages from the 3. book with a few translated words in the margin

 

 

 

 

 

 

 

 

 

 

 

 

 

New words in the pupils’ vocabulary logbooks.

 

 Design Boggart

 

 

 

 

 

 

 

Oral exercise.

 

 

 

 

 

 

 

Reading task.

Oral exercise.

 

Creative designing.

 Connie Wang Hansen  2000

 

Schedule for Storyline  Page 6

 

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

 

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

Eights episode:

 

The Philosopher’s Stone

 

 

 

 

 

Voldemort

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What would be good and bad having a Philosopher’s Stone.

 

 

 

What may happen if the evil Voldemort gets the Philosopher’s Stone?

 

 

 

How do you think Harry deals with Voldemort?

 

The teacher introduces The Philosopher’s Stone (page 161).

 

Group discussion about the stone.

Write a list in favour and against owning the stone.

Followed by class discussion on being able to live forever and be rich.

Does money buy everything?

 

 

The story goes on and the teacher tells the class how the stone is about to get into the wrong hands.

E.g.  read aloud from page 210 where Harry faces Voldemort.

(Pupils already know about the Mirror of Erised and the Philosopher’s Stone).

 

Group work on continuing the story. E.g. role-play dramatising Harry faces Voldemort.

 

 

    Class

 

 

   Group

 

 

 

 

A class list with in favour and against the stone.

 

 

 

  

 

 

Drama with dolls or pupils themselves.

 

 

 

 

Oral and writing exercise.

 

 

 

   

 

  

Oral exercise.

Connie Wang Hansen  2000

 

 

 

Schedule for Storyline  Page 7

 

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

 

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

Ninth episode:

 

Summer

Holiday.

 

Back on the Hogwarts Express

 

 

 

 


Optional

tenth episode:

 

 

 

 

 

 

 

 

 

 

Presentation to Parents

 

 

 

How is it to live in the Muggles world?

 

What is Muggles world like compared to wizard/fantasy world?

 

Ron, Hermione, and Harry are talking on the train. Ron is from a wizard family and does not know much about the Muggles world.

 

Class discussion about Muggles’ (our) world. How do we communicate without owls? How do we travel without broomsticks? etc.

To help Ron’s comprehension , the pupils can draw e.g. a phone, computer.

 

Depending on the pupils’ enthusiasm about the fantasy topic on Harry Potter, the storyline could be rounded off now or it could have a final episode looking back.

 

Create a story using the new words the pupils have achieved throughout the storyline. Base the story on what the pupils know and e.g. invent new adventures.

 

Pupils Choice:

1)      Write a script and make a role-play.

2)      Tape a story and write it out to a little book.

                      Present to parents.

 

    Class

 

 

 

 

 

 

 

 

       Group

 

 

 

 

 

 

 

 

 

Sheets with instructions on how to structure a story.

 

 

 

 

 

 

 

 

 

 

Role-play

or

Harry’s Book and tape.

Presentation to parents.

 

 

Oral exercises

 

 

 

 

 

 

 

Oral/listening activity.

Writing task.

Connie Wang Hansen  2000

 

 

Planning schedule for Storyline

 

  Theme:           Harry Potter’s Story, a Fantasy Topic

Storyline-

episode

Key-

questions

Activities

Organisation

Resources

Product

Assessment/

Tasks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Connie Wang Hansen  2000