Chapter 9: Adaptations Application Exercise (15 points)



Kate Newman

Adaptations Application

Acquisition of information

1. Place the students who will have difficulty paying attention at the front of the class. Chose them to come up to the board occasionally when an activity is going to be done. This way you can keep them engaged in the lesson.

2. Go at a slower pace if needed and go back to pervious slides when you have to. Because each slide is linked back to the main page, you can easily go back and forward from slide to slide as to not to cause confusion.

3. For students who will want to get up and walk around, let them stand in the back of the room if they want to. If they are already placed in the back of the room, tell them before hand that they can stand if they want to, and if they are placed in the front of the room, tell them if they want to stand to go to the back to do so.

4. Give them the paper with bigger space for the guided notes. This guided notes is already filled in and is bigger, this will help the students focus on the lesson, instead of worry about falling behind with the notes.

5. When it comes time to take the test, have a classroom aid (if applicable) take the students who need it out into the hall to have the test read to them. Give them the paper copy of the test and give them extra time if they need it as well.

Processing or memorizing information

1. Call on these students when an answer is needed to keep them involved. Try to place them toward the middle of the classroom so they can mirror off other students.

2. Give these students both a modified copy of the notes as well as the normal one. This way they can follow along with either and when they go to study at a later date can use the fill in one to study with. This will help their memorization skills as well as their handwriting.

3. During the lesson make sure that these students are still following along with the lesson and are maintaining focus on what is at hand. Ask a question directed to one of these students occasionally to make sure that they understand.

4. Give these students the paper copy of the test as well. Make sure that they are completing each question and are not getting frustrated.

5. Make a list on the board of what the lesson is gong to be about and write down the animal names under the list. This way the students will know what the animals are going to be and how many of them there are. This will help these students organize their notes to make sure that they have notes for the animals that we’ve already talked about. As the lesson goes on put a checkmark next to the animal to show that we are ready to move on.

Expressing information

1. Give these students the modified guided notes as well. Have them write down key points that they hear throughout the lesson, this way they are not stressing about getting all of the notes down while trying to pay attention.

2. When it is time to take the test at then end, have a classroom aid (if applicable) take this student out into the hall to take the test orally. If there are more then one student then just take them out in turns. The test isn’t long and oral testing is quicker then standard testing.

3. Go slower with the lesson and break it down into smaller parts if needed. Because the pages are linked to each other, it is easier to go back and forth between different animals. Compartmentalize them into groups and then go from there.

4. Pick these students to come up for the activity on grouping the deferent animals. This will help them put the animals into the right groups in their minds and not to become confused by them.

5. At the beginning of the lesson make sure that you have everyone attention before explaining what you are going to do today and what they are going to learn. Write a list on the board outlining what is going to happen today. This way the students will understand and order of when things are going to happen.

Name: Kate Newman

Title of Unit: Myths and Legends

Title of lesson: The mythical creatures in folklore vs. the creatures in Harry Potter

Grade level(s): 5/6

Goal:

The goal of this lesson is to show that the creatures in Harry Potter are often derived from Greek Mythology or other sources. It is my hope that they understand that authors get ideas from other sources when they write.

Objectives:

1) The student’s will realize that many creatures in Harry Potter are derived from Greek and other mythological creatures.

2) The student’s will be able to understand why J.K. Rowling used creatures that are derived from mythology.

Standards:

1) C.C.1.1.5.A- Identify the author’s purpose and type, using grade level text.

2) C.C.8.4.6.B- Identify and explain the importance of historical documents, artifacts, that are critical to world history.

3) C.C.9.2.8.C- Relate works in the arts (stories) to varying styles and genre and the period in which they were created

Formative Assessment

1) Short quiz on mythical creatures within Harry Potter

2) Matching mythological creatures to their correct categories

3) Identifying mythical creatures

Rational:

It is important to have student’s realize that many different mythological creatures are within different stories and legends.

Content Knowledge:

Students will be able to analyze the creatures in Harry Potter and compare them against the mythological creatures in other myths.

Procedure:

|Lesson Beginning |(before class) Pull up the Harry Potter smartboard lesson and have it up as the students come in. (first 5min) |

|Introductory Review |Introduce the lesson and explain that we are going to compare and contrast historical mythological creatures against|

|Motivation/Focus |those that are found in Harry Potter. Hand out the paper for them to follow along with the lesson and so they can |

|Anticipatory Set/Advance Organizer |write down notes while the lesson is going on. Make sure to give the students who need it the paper that gives more |

| |room for more notes. Ask the students why mythological creatures are important in stories. (next 2min) Ask the |

| |students if they know any of the creatures that are pictured on the smartboard. Pick one student to click on a |

| |mythological creatures that they do not know. These are linked to the page that they go to. These creatures are |

| |linked to their respected pages. This way the students can chose what order that they want to learn about each |

| |creature. In the corner of each page is a star, when touched it goes back to the first page. |

|Lesson Development | (the next 19min) Teach about the creatures that the students pick and chose until all are taught about. Be sure to |

|Instruction (presentation of content with student |remind the students to write down notes as the lesson goes on. Ask the students if they feel they know more about |

|involvement) |the mythological creatures that we talked about and how they are mentioned in Harry Potter. After the creatures are |

|Practice and Feedback |talked about go to the first activity in the smartboard lesson. There are two categories: beast and human |

|Student Involvement |characteristics. Pick students to come up to put the creatures in their respected places. If they go in the beast |

| |category they will spin if they go in the human characteristics they will be rejected by the category, and vise |

| |versa. These pictures are also linked back to the page in witch they are discussed. If the child does not know or |

| |gets it wrong they can go back to that page and see where they went wrong. (the next 8min). After the first activity|

| |go to the second activity. There will be the names and pictures of each mythological creature. Chose remaining |

| |students will have to pull the name and place it on the picture of the creature. These pictures are also linked back|

| |to the page that they are discussed. If the student gets the answer wrong, then they can go back to that page to see|

| |what they did wrong. |

|Lesson Ending |Ask the students to take out a piece of paper. There is a quick five question quiz at the end of the lesson. These |

|Review and Closure |questions move up Bloom’s hierarchy of scale. There are simple questions at first and then increasingly get harder. |

| |This quick quiz will show if the students fully understood the lesson. For students that need it a paper copy will |

| |be provided if they are becoming confused by looking at the smartboard for the questions. They will be allowed to |

| |use their notes on this quiz, but cannot take it in groups. |

Materials:

smart board, paper copy of different creatures, paper copy of quiz

References:

Myth Beasts. Appendix of Mythological creatures. 2008. Web.

Rowling, J.K. Harry Potter. Scholastic books. New York. 1999-2008. Print.

Scamander, N. Fantastic Beasts and Where to Find Them. Scholastic books. 2001. Print.

Special adaptations:

A paper is going to be given to all the student’s explaining what each creature is. For the student’s who may have difficulties, a paper with extra space for them to write will be provided. Also a paper test will be provided for those who need it.

Anticipated difficulties:

Some student’s may get confused with the different mythical creatures if they have not encountered them before. When students are coming up to the smart board and identifying creatures or doing another activity, some students may want to and are not chosen. This can cause disruptions, however, all students should be able to participate.

Reflection:

Not applicable, lesson not presented yet

Additional materials are below

Copy of handout notes

Name_______________________ Date_____________________

Guided Notes

Dragon

Dragons are giant ___________, fire-breathing reptiles. They can be found all over the ________and are frequently referred to in Asian and ________________folklore. They are able to _____ and ___________.

They appear in Harry Potter in ______________ books and are referenced throughout the series. They are viewed as__________________, but _______________ and should be left alone.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Three-headed dog

In________________, Cerberus was a ___________________that guarded the gates to the ____________. In order to get past him, ________would have to be ___________ for him to_____________.

In Harry Potter, a ________________named Fluffy guarded the_______________. This was in the first book, “The Sorcerous Stone”. In order to get passed him, ___________________.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Hippogriff

Hippogriff is derived from the __________ word hippo or horse. In Greek mythology in the creature known as the___________. There is a slight _____________between a Hippogriff and a Griffin. The ___________ has the body of a __________, and the ___________ has the body of a _______, but keeps the head of an eagle.

Hippogriffs are mentioned throughout Harry Potter. They first appear and are important to the plot in the third book ________________________.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Werewolf

The word werewolf is thought to derive from _____________ wer (or were) and wulf. The first part,________ translates as ________. This term literally means ___________. They are men, but at the full moon have no control of who they are. Although the term ________ derives from_____________, they are mentioned in _______________ mythological stories around the _________.

Werewolf’s are prevalent in Harry Potter mostly in ____________. However, ______________, who was the _____________________ teacher in “The prisoner of Azkaban” is a known werewolf.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vampire

A vampire is a _____________ that is famed for ___________ people on the neck and sucking their __________. They are part of the family of beings known as the ____________.They appear in _____________ folktales from around the world.

Vampire’s are mentioned in passing in the Harry Potter books. They are_______________ but are not key points to the____________. It is worth mentioning that there ________________ they are like _____________ in the __________________. They are not given the same rights as “full humans”.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sphinx

The _________ is a mythological creature native to __________, however they appear throughout ________________. It has the head of a human ____________, and the body of ________. Sphinxes are capable of human ___________, and are known for their love of ____________, riddles, and enigmas.

The Sphinx is mentioned in passing in several of the Harry Potter books. However, it is most prevalent in the 4th book, ____________________. A sphinx is in the __________ and Harry has to ____________________ before she would let him_________.

________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________

Merpeople

Merpeople are found in ________________from ___________________. Their lower bodies are of that as a _________, and their upper bodies are___________. They can _________ air and yet have __________to survive underwater.

Merpeople are________ mentioned in the 4th Harry Potter book “The Goblet of Fire”. They live in the ___________ that is on the __________ grounds. They are mentioned in the _______________books as well.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Centaur

A Centaur is a magical creature whose ____________________ appear to be human and are joined to a__________ body. They appear in many _________ and ancient folklore.

In the ________________, they are, however, their own __________, and are not any kind of ___________. They are mentioned in every Harry Potter book and __________, a centaur, becomes a _________ in the 5th book “The order of the Phoenix.”

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Copy of modified handout notes

Name_______________________ Date_____________________

Guided Notes

Dragon

Dragons are giant winged fire-breathing reptiles. They can be found all over the world and are frequently referred to in Asian and medieval folklore. They are able to fly and breathe fire.

They appear in Harry Potter in all of the books and are referenced throughout the series. They are viewed as majestic creatures, but are very dangerous and should be left alone.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

Three-headed dog

In Greek mythology, Cerberus was a three headed dog that guarded the gates to the underworld. In order to get past him, music would have to be played for him to fall asleep.

In Harry Potter, a three headed dog named Fluffy guarded the sorcerous stone. This was in the first book, “The Sorcerous Stone”. In order to get passed him, music had to be played.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Hippogriff

Hippogriff is derived from the Greek word hippo or horse. In Greek mythology in the creature known as the griffin. There is a slight difference between a Hippogriff and a Griffin. The Hippogriff has the body of a horse, and the Griffin has the body of a lion, but keeps the head of an eagle.

Hippogriffs are mentioned throughout Harry Potter. They first appear and are important to the plot in the third book “The prisoner of Azkaban.”

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Werewolf

The word werewolf is thought to derive from Old English wer (or were) and wulf. The first part, wer, translates as "man." This term literally means “man-wolf”. They are men, but at the full moon have no control of who they are. Although the term werewolf derives from Old English, they are mentioned in almost every cultures mythological stories around the world.

Werewolf’s are prevalent in Harry Potter mostly in passing. However, Remus Lupin, who was the defense against the dark arts teacher in “The prisoner of Azkaban” is a known werewolf.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vampire

A vampire is a magical hominid that is famed for biting people on the neck and sucking their blood. They are part of the family of beings known as the Living Dead. They appear in many different folktales from around the world.

Vampire’s are mentioned in passing in the Harry Potter books. They are prevalent but are not key points to the story line. It is worth mentioning that there reputations they are like werewolves in the wizarding world. They are not given the same rights as “full humans”.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sphinx

The Sphinx is a mythological creature native to Egypt, however they appear throughout countries and eras. It has the head of a human female, and the body of lion. Sphinxes are capable of human speech, and are known for their love of puzzles, riddles, and enigmas.

The Sphinx is mentioned in passing in several of the Harry Potter books. However, it is most prevalent in the 4th book, “The goblet of fire.” A sphinx is in the maze and Harry has to answer her riddle before she would let him pass.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Merpeople

Merpeople are found in folklore from all over the world. Their lower bodies are of that as a fish, and their upper bodies are human. They can breathe air and yet have gills to survive underwater.

Merpeople are fist mentioned in the 4th Harry Potter book “The Goblet of Fire”. They live in the Black Lake that is on the Hogwarts grounds. They are mentioned in the 5th, 6th, and 7th books as well.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Centaur

A Centaur is a magical creature whose head, torso, and arms appear to be human and are joined to a horse's body. They appear in many Greek and ancient folklore.

In the wizardzing world, they are, however, their own species, and are not any kind of half-breed. They are mentioned in every Harry Potter book and Frienze, a centaur, becomes a teacher in the 5th book “The order of the Phoenix.”

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Copy of paper copy test

Name_________________________ Date________________________

1) True or false: Hippogriffs and Griffins are the same animal.

2) What cultural stories were Sphinxes first mentioned?

3) What is the origin of the term Werewolf?

4) Are vampire's human? Why or why not.

5) Explain why the same mythological creatures are mentioned in many cultural stories throughout time.

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