Boggart and Fear in Harry Potter

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Boggart and Fear in Harry Potter

Description:

Students examine two text selections that feature a boggart-a shape-shifter that turns into whatever one fears most-from Harry Potter books 3 and 5, Prisoner of Azkaban and Order of the Phoenix, respectively. In Lesson 1, students interpret and evaluate the two excerpts to consider the symbolic value of the boggart, its connection to character development, and similarities between the text and their own lives. In Lesson 2, students use their literary analyses from Lesson 1 and engage in a writing workshop to produce short essays. Students prepare drafts, obtain feedback from their peers, consider the feedback, and then rewrite the draft to produce final essays.

Education Levels:

7, 8, 9, 10

Subject:

Process Skills, Writing (composition), Reading, Literature

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

U.S. National Library of Medicine

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Keywords:

Literary characters, Boggarts, Literary analysis, Shape-shifters, Harry Potter, Rowling, J.K.

Mediator:

Middle school teachers, Secondary school teachers

Publisher:

U.S. National Library of Medicine

Is Part Of:

http://www.nlm.nih.gov/exhibition/harrypottersworld/middleHighSchool.html

Language:

English

Subjects/Topics

P21 Subject:

English

Learning Outcomes:

Learning Outcomes:

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

This data provided by the Achievement Standards Network

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