Kaylee's+LEDP

**Tri-wizard Tourna****ment (Harry Potter** **and the Goblet of Fire) Lesson Plan**

In this unit, Middle School Language Arts students will read Harry Potter and the Goblet of Fire and participate in a fully engaging series of lesson plans. The classroom should be redecorated to support themes and ideas of the book.
 * Description**

Day 1: First students will hold a discussion on major ideas and themes thus far. Then students will be separated into three teams represented by the three schools present in the Harry Potter book. Students will individually come to the front of the class and pull a piece of paper out of a “Goblet of Fire” that will sort them into either Durmstrang, Beauxbatons, or Hogwarts.

Day 2: We will begin class by sitting in an arrangement where we are grouped by “school”. The instructor will then let the students know that points will be awarded to each school for participation in class. These points will eventually add up and one school will win the tournament. We will discuss the chapters read overnight as a class. Then, each school will create a poster board banner that represents their school and their group.

Day 3: Students will participate Task #1 of the Tournament. In this activity, students will learn research methods and reading comprehension by choosing a subject to “master” Students will describe, research, and connect a magical subject of study to a realistic area of study. Each student will choose from Defense Against the Dark Arts, Potions, Transfiguration, Charms, Herbology, History of Magic, Astronomy, Arithmancy, Ancient Runes or Care of Magical Creatures and create an encyclopedia style page regarding their area of study. Then each group will combine to create a book of information. Students will have all of the class period, and the night to prepare their page. Books will be presented on Day 4.

Day 4: Each school will present their Book with their mastering subjects to the class. The school with the best book and presentation will win 50 points toward the tournament. Students will spend the rest of the class reading for the next day.

Day 5: Students will participate in Task #2 of the Tournament. In this activity, students will model the riddle illustrated in chapter 25 that clues Harry in about the second task. The actual riddle used in the book will be discussed and analyzed as a class. Then in their school teams, students will set out on making a similarly structured riddle. At the end of the period, students will share their riddles. The best riddle or the one that stumps all the others will win 50 points for their school.

Day 6: Review for test. On this day, students will compile all of their materials. They will create a “wand” to use on their test the next day. These “wands” will simply be a 8.5x11 piece of paper with any information they like. We will roll them up to look more like “wands”.

Day 7: Students will participate in Task #3 of the Tournament. In this activity, students will complete a final exam. Students will be given a worksheet, their “wand” and will rotate around the classroom to the station containing the questions. There will be 10 stations with small group at each. The 10 stations will house activities and questions to be tested on that students will then record on their worksheet. The team with the highest combined test scores will win 75 points toward the tournament.

Day 8: Tri-Wizard party. On this day we will discuss final thoughts of the book and celebrate the school with the most points, the winner of the tournament. The winning team will be awarded a small piece of candy and extra credit points toward the class.


 * Principles of Learning**
 * Committed Learning Principle – This activity engages the learner for extended engagement, while applying identities of student as well as the “school” or team identities determined at the beginning,
 * Identity Principle – Students will take on identities of the “schools” they are chosen to be in, as well as choose identities of the subjects they master, as they engage with them as their real world identities of student.
 * Affinity Group Principle – Learners constitute an “affinity group” with shared goals, endeavors, or cultures through the “schools”. Each “school” is pitted against one another and the school with the most points at the end wins.
 * Transfer principle – Learners in these activities take what they have learned and apply them to later principles. This is especially prevalent in the final exam of the unit, where students are asked to demonstrate what they have learned.
 * Text principle – learners navigate between the text of the actual book //Harry Potter and the Goblet of Fire// and the in-class embodied experiences.

In this unit students should learn the key themes and issues present in Harry Potter and the Goblet of Fire while employing strategies in vocabulary, reading comprehension, writing processes, and research methods. Students will learn how to read, discuss, and apply theories learned from the books.
 * Learning Objectives**

Materials needed
 * Supplemental Resources**
 * //Harry Potter and the Goblet of Fire//
 * Goblet of Fire (fulled with equal number of slips of paper for each school
 * Scoreboard, or something to keep overall points system recorded
 * Poster board and markers
 * 8.5x11 paper for wands, books, etc, crafts supplies in general