Publisher: Scholastic Press, New York, NY
1997
1997
Summary:
This story is about a baby named Harry Potter who is left on the
doorstep of the Dursley's home after his parents Lily and James Potter were
killed by an evil wizard named Voldermort. Harry Potter was left with a scar on
his forehead from Voldermort trying to kill him which turns out to be Harry's
legacy of the one who survived death. When Harry turns 11 years old he
discovers he is a wizard and is saved from the evil Dursley's by Hagrid who
takes him to Hogwarts. Hogwarts is a school of with and wizardry where he
learns all about magic. All throughout the story Harry makes friends and goes
through a great adventure that changes his life forever...
Evaluation by genre:
This story is a fantasy where everything does not exist. Places
Harry goes for example, Hogwarts does not exist in the real world. Also, all
throughout the story there is magic, creatures that don't exist and flying
objects. This story is completely meant for imagination.
Motivational Activities:
1. Have student's act out their favorite part of the story in fron
of their classmates(costumes would be recommended). Then write a short response
about why they choose this particular part of the story.
2. Have students create a character and a power they would have
and write about it with an illustration.
Reader Response Questions:
1. If you had a conversation with your favorite character what
would you two talk about?
2. Did you like the ending of the story? Why or why not?
3. What do you think will happen in the next book?
Personal
Comments:
Even though
this is a fantasy book there is still some really good lessons a child could
learn from. One, in this book it shows that good can triumph over evil. Second,
that there is no such thing as normal; everyone has there own character. Third,
friends are important to have around even in times of need.
Biographic
Info:
Rowling, J.K. Illus. Mary
Grandpre. 1997. Harry Potter and The Sorcerer's Stone. Scholastic Press: New
York, NY
Its so funny that I never ever read or watched one of harry potter's books I always heard of them but never took the time to read or watch one of the movies bu reading this summary I am super interested and will really be looking on Amazon for this book. Also I have two other activities to add that can be done to this.
ReplyDelete(Begin by showing a video clip from October Sky. In the clip, the main character Homer Hickam calculates the trajectory of a homemade rocket in front of his science class.) What happened in that video clip? (The students should respond that Homer calculated the rocket's trajectory.) How might an engineer's knowledge of how something moves help our society? (Students answers will likely vary greatly. Some examples may include: An engineer may use his or her knowledge of force and motion to ensure that an airplane lands in the right place. An engineer uses his or her knowledge about force and motion to design a better car. An engineer may use his or her knowledge to design earthquake-proof buildings.) Do you think it is difficult to calculate the projected motion of an object? (The students will likely answer yes because the movie made it look difficult.) It is actually not as difficult as it looks, we are going to do the exact same calculations shown in October Sky today in class.
*Show a video clip from Harry Potter and the Sorcerer's Stone. In the video clip, the students are introduced to flying on broomsticks. Harry confronts Malfoy to try to get Neville's Remembrall back. Malfoy throws the Remembrall and Harry races after it making a spectacular catch.
*Ask the students to describe the motion of the Remembrall. Draw Image 2 on the board.
Give three students stopwatches and ask them to time how long the Remembrall was in the air. Watch the clip again. Average the times the three students found using their stopwatches. They should have gotten something near 11 seconds. Eleven seconds will be assumed for the remainder of the activity.
*Ask the students to look at the figure on the board. Point out that with the arch-type projectile motion on the board, the ball was moving both from left to right and up then down. Tell the students that for this activity we will be ignoring the left to right motion and only considering the up and down motion. Ask the students to assume the amount of time the ball went up and the amount of time the ball went down. The students will likely want to split the total amount of time in half.
ITS ALOT BUT ITS INTERESTING!