Unit

Harry Potter and the Half-Blood Prince Unit

Where Have All the Horcruxes Gone?

Danielle Tollar Social Studies

1.) Performance Indicator: SS3.l.1B Students understand the characterisitcs, functions, and applications of maps, global, aerial and other photographs, satellite-produced images and models.  Understandings: Students will understand that:  Essential Question:
 * a map key uses symbols to represent something in the real world.
 * a map is not drawn to scale and how to read the scale.
 * How do maps help us understand a place?

2. ) Methodology a.) Product: Students will return the missing items to the teacher after they have located them using the map as a guide. b.) Assessment: Each student will have retrieved at least one of the hidden items indicating they were able to read the map to locate the missing item. c.) Instructional Delievery Method:
 * Ask students to raise their hands if they have ever went on a trip in a car to another state.
 * <span style="color: #800028; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Select a student who responded yes and ask them if they needed a map to show them how to get there.
 * <span style="color: #800028; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Hold up a map of New York State in front of the class and have them turn to a partner and tell them one thing they know about a map.
 * <span style="color: #800028; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Class discussion about what they shared with their parteners. Display a map with the map key, scale, compass rose, and expalin how to use these tools to read a map.
 * <span style="color: #800028; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Tell students that 6 of the 7 recovered Horcruxes are missing here at Buffalo State college and it is their job to find them using maps. (Marvalo's ring, Tom Riddle's diary, Helga Huffenpuffs cup, Slytherin's Locket, Rowena Ravenclaw's Diadem, and Voldemort's snake).
 * <span style="color: #800028; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Each student will be given a map that the teacher made ahead of time of the courtyard and explain to the students that they must use the key, scale, and compass rose on their maps to find the missing Horcruxes. Tell students that they can only find one item each.
 * <span style="color: #800028; font-family: 'Comic Sans MS',cursive; font-size: 140%;">After answering questions, take students to the courtyard for the hunt!



<span style="color: #30e830; font-family: 'Comic Sans MS',cursive; font-size: 210%;">Show Us Your Acting Chops

<span style="color: #30e830; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Danielle Tollar <span style="color: #30e830; font-family: 'Comic Sans MS',cursive; font-size: 140%;">ELA <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">1.) Performance Indicator: <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">ELA.02-04.RE.07 Read with attention to sentence structure and punctuation, such as periods, question marks, and commas, to assist in comprehension <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">ELA.02-04.RE.12 Read aloud at appropriate rate <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">ELA.02-04. RE.13 Read with increasing fluency and confidence from a variety of texts <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">ELA.02-04. SP.05 Use gestures appropriately to convey meaning.

<span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Understandings: Students will understand that: <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Essential Question:
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Repeated reading increases fluency and fluency increases comprehension.
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Reading fluently and with enthusiasm brings text to life.
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Why do we do Reader's Theater?

<span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">2.) Methodology <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">a.) Product: Students will put on a skit with each student reading their lines from a selected portion of the text, //Harry// //Potter and the Half-Blood Prince.// <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">b.) Assessment: Teacher will observe students as they perform their skit listening for fluency and expression. <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">c.) Instructional Delivery Method:
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Tell students they will be putting on a small skit today using the book Harry Potter and the Half-Blood Prince.
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Break the class into groups of 4. After the class is in their groups, assign each group a passage from the text. (Enough copies are printed ahead of time so each member of the group has a copy).
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Distribute the scripts and tell the students to determine who will read each part.
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">They are to highlight their part, read and re-read it several times so that they can perform it fluently and with expression. Tell students that the more they re-read their part, the more fluent they will be able to read it. As they become familiar with the text, the more expression and gesture they can add to it when they are performing it.
 * <span style="color: #6edc4c; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Allow the students 15 minutes to practice and then have them perform their skit! (Each group performs seperatley so the teacher and peers can watch).



<span style="color: #0c16c6; font-family: 'Comic Sans MS',cursive; font-size: 210%;">Wand Mix Up

<span style="color: #0f0cca; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Danielle Tollar <span style="color: #0f0cca; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Math

<span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">1.) Performance Indicator:  <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">MST3.04.PS1.03 Students interpret information correctly, identify the problem, and generate possible solutions.   <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">MST3.04.PS1.17 Students analyze problems by identifying relevant versus irrelevant information.   <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">MST3.04.PS1.20 Students determine what information is needed to solve a problem.  <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Understandings: Students will understand that: <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Essential Question: <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">2.) Methodology <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">a.) Product: Students will be holding a wand with the correct number to the number that they were assigned according to their character. Students will only be able to determine which wand is theirs by correctly solving the math problems. <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">b.) Assessment: The students will show the teacher their wand and give their character name. Teacher will varify that they match and ask the students to share their problem and answer with the class. <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">c.) Instructional Delivery Method:
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Solving a word problem requires determing what information is known and what information is needed.
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">What information is needed to answer a word problem?
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Tell the class that Harry, Ron, Hermione, Neville, and Ginny mixed up their wands and I need them to figure out which wand is theirs.
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Review solving word problems and how to determine what information is relevant and which information is extra.
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Divide the class into groups of five and assign each student in a group a character and a number. (Harry is 180, Ron is 55, Hermione is 165, Neville is 3, and Ginny is 25).
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Place all the wands with the word problems in them in a pile and have the students grab a wand. (Each group has five wands with these problems on them: 1.) Harry needed money. He wanted to buy a new scarf. He got $5.00 from Hagrid, $10.00 from Dumbledore, and $165.00 from Hermione. How much did he get altogether? 2.) Ron loves chocolate frogs. They cost $1.95 a pound and he can eat 5 pounds in 1 hour. How much can he eat in 5 hours? 3.) Hagrid's pet Aragog was blind and had a taste for human flesh. Aragog was born in 1942 and he died in 1997. How old was Aragog when he died? 4.) In a big Quidditch match, Harry's teammates of Gryffindors scored 15 points. Hufflepuffs scored 165. At the last minute Harry caught the Snitch for 150 points. What was Gryffindors final score? 5.) Harry and Hermione are each 4 feet tall. They came across a secret wall that was 5 feet tall. If Hermione stood on Harry's head, how much taller were they than the wall?
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Students solve the problem on their wands (They may use a piece of paper and pencil). If the answer to the problem matches their number, they keep that wand. If it does not match, they place the wand back in the pile and take a new one to solve.
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Once all the students have a wand, have them read the problem on their wand, the answer they got, how they solved it, and if there was any extra information in their word problem.
 * <span style="color: #0f10a3; font-family: 'Comic Sans MS',cursive; font-size: 130%;">If itme permits have a wand war casting spells on each other!



<span style="color: #b70bb7; font-family: 'Comic Sans MS',cursive; font-size: 230%;">Game On!

<span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Danielle Tollar <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Health/Physical Education

<span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">1.) Performance Indicator: <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">HPF1.E.PE1A Students participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area.

<span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Understandings: Students will understand that: <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Essential Question:
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Why are skills and game knowledge important to participate in physical activities/sports?

<span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">2.) Methodology <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">a.) Product: Students will all particpate in a game of muggle Quidditch. <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">b.) Assessment: Teacher will observe students demonstrating their understanding of the positions of the game. Each students will be able to name a benefit of physical activity. <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">c.) Instructional Delivery Method:
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Students are divided into teams and then each team is given 3 chasers, 1 keeper, 2 beaters, and 1 seeker.
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">The teacher introduces the game by explaining all the postions and the rules of the game. __**Chasers**__ are responsible for passing the Quaffle and scoring points by throwing the Quaffle through one of the opponent's goals. Three chasers from a team may be in play at one time. When a Bludger hits a Chaser in possession of the Quaffle, he or she must drop the Quaffle and run back to his or her own goalpost to simulate recovery time. **__Keepers__** are the goal protectors (similar to goalkeepers in soccer) and must try to block attempts to score by the opposing team's Chasers. One keeper from a team may be in play at a time. __**Beaters**__ attempt to hit the opposing team's players with Bludgers and attempt to block the Bludgers from hitting their team's players. Two Beaters on a team may be in play at a time__.__ __**Seekers**__ attempt to catch the Golden Snitch, set into play during the game. Seekers are able to search for the snitch the entire game.
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Slightly deflated volleyballs are used as the quaffle and soft dodge balls can be used as the Bludgers. Beaters use tennis rackets to serve the Bludgers. Three circular goals are placed on either side of the pitch. They can be made from Hula hoops held up by PVC pipes. The Snitch can be made of a golden ping pong ball.
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Each goal is worth 10 points and the Snitch is worth 150 points.
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Game is played as time permits. Winning team is determined by the team with the highest points.
 * <span style="color: #c913b6; font-family: 'Comic Sans MS',cursive; font-size: 130%;">If a player catches the Snitch, their team wins.