J.K.

Rowling, The Tale of Three Brothers

Grade: 9
Student Learning Objective: Through the story The Tale of Three Brothers, students will learn to create
their own descriptive narratives.
Materials:
Copy of the Tale of Three Brothers (Links to an external site.)
Board/ Marker
2 Stones
2 Pieces of Cloth
2 Wands
Paper
Pen/Pencil
Projector Screen
YouTube Video- The Tale of Three Brothers from the movie Harry Potter. Also written by J.K. Rowling.
Preparation for the Activities:
Before class starts, tables should be divided into 6 groups with assigned student seating. The classroom
will be divided into 6 groups with about 4-6 students at each table. Students will be handed the copies of
the reading, The Tale of Three Brothers, and a graphic organizer/worksheet. Students should be
prepared with pen/pencils, ready to work. Class begins with a short discussion.

Text Information:
The Tale of Three Brothers from the book, The Tales of Beedle the Bard written by J. K. Rowling
Link to Text:
https://www.quotev.com/story/1892179/The-Tale-of-Three-Brothers/1 (Links to an external site.)
Flesh-Kincaid Readability Level: 7.4
Order of the Lesson:
1.

Introduction

The teacher will begin a short discussion about narrative writing. The teacher will ask, why is description
important in writing?, prompting students to answer. The teacher will briefly explain how certain
characteristics add to text. The teacher will also show a few examples of descriptive words. The teacher
will explain the importance of descriptive writing to create visual and imagination.

2.

Before Reading strategy:On a separate sheet of paper, students will be able to answer the
question, Why is description important in writing?

3.

During Reading strategy: During their reading, students will underline or highlight certain words
that may bring emotion, imagery etc.

4.

After Reading strategies: On the same paper theyve answered the previous question, students

will be asked to pull 3 words that theyve underlined, and explain how these words enhanced the
writing.
Introduction: The teacher will facilitate a discussion about the importance of description in narrative
writing and how it can enhance text.
During their reading, students will use CONTEXT CLUES to find the meaning of a word. The text
surrounding a word will give meaning to the reader so students will use this to find the meaning of word
that theyre not familiar with. If students become aware of the words surrounding a difficult word, it will
save them a trip to the dictionary. Doing this, students can make logical guesses about new words in
sentences.
They may use the given chart if it helps them to go back and look at the words.
Example: Slither
Behind the glass, all sorts of lizards and snakes were crawling and slithering over bits of wood and stone
Word: Slither | Definition: to pass or move unobtrusively or smoothly | Guess: to glide
CONTENT AREA STANDARD:
Discipline:
English
Language Arts

LAFS.1112.W.1.3 (Links to an external site.)

| Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.

ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:

CCSS Anchor
Standard
Addressed:

Reading

Writing

K-12 CCSS
Anchor
Standards with
Link and
Standard Written
Out:

CCSS.ELA-Literacy.RL.9-10.4 (Li
nks to an external site.)
Determine the meaning of words
and phrases as they are used in
the text, including figurative and
connotative meanings; analyze

CCSS.ELACCSS.ELA-Literacy.SL.9Literacy.W.9-10.3.d (Li 10.1.c (Links to an

nks to an external site.) external site.)
Propel conversations by
posing and responding to
Use precise words and
questions that relate the

Listening and Speaking

the cumulative impact of specific

word choices on meaning and
tone (e.g., how the language
evokes a sense of time and place;
how it sets a formal or informal
tone).

phrases, telling details,

and sensory language
to convey a vivid
picture of the
experiences, events,
setting, and/or
characters.

current discussion to
broader themes or larger
ideas; actively incorporate
others into the discussion;
and clarify, verify, or
challenge ideas and
conclusions.

After Reading
(activity
two):Students will

Corresponding
Before, During
and After
Strategies

Before Reading: Students write a explain how the words

brief explanation on why they
have enhanced the
After Reading (activity
believe description in writing is
authors writing to
one): Student will present
important.
convey a message.
their short narrative using
the item given. Their story
must include 2
During Reading: Students will
After Reading
(activity three): As a characters, descriptive
look for words in the text that
writing, the item and a
enhanced the reading visually,
group, students will
conclusion.
emotionally, etc.
develop a short
narrative surrounding
the item given to each
group. A wand, a stone
or a cloak.

After Reading
Before Reading: As the students (activity two): The
are writing down their explanation, teacher will check what
the teacher will walk around and the students have
observe the students to make
written to assess if
sure they are on task and
theyve captured the
After Reading (activity
completing their assignment.
concept
of
enhancing
Evaluation Using
one): Teacher will
During Reading: As students are text.
Formative
prepare time for groups to
reading, the teacher will walk
Assessment
present their short
around and check if they are
narratives.
After Reading
highlighting or underlining
(activity three): The
important details. They will also
teacher will hand items
answer any questions that
to students and walk
students may have.
around class to see if
students are on task.

Estimated Time: Because this is an introduction to descriptive writing, this will take 2, 45-50 minute
classes. 1st class will introduce the concept of descriptive writing and the other class will give students a
chance to present their own short stories.
English Learner Strategies: Reading, writing, listening, speaking, analyzing, collaborative writing
Hess' Level of Cognitive Rigor Matrix: Understand: Describe how word choice, point of view, or bias
may affect the readers interpretation of the text.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will describe how the
author used certain words throughout the text to convey a message to the reader.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf (Links to an
external site.)
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org

The Gradual Release Model:

About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson

Before Reading: During Reading:

.I do it:
.I do it:

After Reading
(activity One):
The teacher will The teacher will walk I do it:
explain the
around monitoring the The teacher will
importance of
classroom, making
direct the
descriptive writing sure they are finding students in
descriptive words in groups to
We do it:
the text. The teacher discuss their
The teacher will
will stop and help a
findings within
provide examples
student if needed.
the text.
of descriptive
We do it:
We do it:
sensory words.
Students will be
able to provide
more words on

The teacher will

The teacher will
provide an example of discuss the
highlighting words
findings of the

After Reading
(activity two)
I do it:

After Reading
(activity three)
I do it:

The students will ask

students to work
independently for a
few minutes to pull
two words from the
reading, and explain
how the author
enhanced their writing
using those words.

Teacher will collect

independent work.
Teacher will provide
each group with an
item from the story
(wand, stone, or
cloak). Teacher will
explain the directions
for the group short
narrative assignment.

We do it:
The teacher will

We do it: Students

the board with a

dry erase marker.
You do it:
The teacher will
have students
write on a
separate sheet of
paper, the reason
they believe
descriptive writing
is important.

will work together,

collaborating ideas for
their collective piece
provide the class with while the teacher
from the text on the
students along
a video of the Tale of walks around,
board. Students will
with their
the Three Brothers.
monitoring students.
follow the example.
perspectives of Students will get to
Towards the end,
You do it:
messages in the see if the words they Teacher will select
Students will be
text.
pulled from the text
groups to present.
reading the Tale of
align with what the
You do it:
You do it:
Three Brothers,
video portrays.
Groups must present
The students will
highlighting or
a short narrative that
You do it:
discuss their
underlining words that
analyzations
The students will have includes a character
convey a message in
about the Tale of a few minutes to write using the item given.
the writing,
Three Brothers. down before closing The whole class will
independently.
this activity to hand in. watch and listen for
descriptive and
sensory words that
will convey an image.

Strategies and Links:

Before Reading: Class Discussion
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading
/BeforeReading.aspx (Links to an external site.) (Links to an external site.)
During Reading: Note Taking/Word Hunt
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading
/DuringReading.aspx (Links to an external site.) (Links to an external site.)
After Reading: Free Form Mapping/Perspective
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading
/AfterReading.aspx (Links to an external site.) (Links to an external site.)
Reflection:
These strategies will be used to help students in certain activities for in their learning experience. Before
the students read, they will be involved in a class discussion. During their reading, they will be hunting for
words that may stand out and they will write notes. After they read, they will discussion different
perspective and free form map with other students, creating their own descriptive narrative.
Through tone, imagery and descriptive writing, students will be able to create emotion without having a
flat narrative piece. While doing this, they are exposed to one of the most famous stories from J.K.

Rowling. Theyre able to watch a video of the story. The story consists of three brothers that have three
items; a wand, a stone and a cloak. Giving these three items to the students creates an exciting
experience as they develop a collective short narrative in which they have to use the item presenting to
the class. Students will watch and listen as they display their knowledge of word choice.

Objectives Connection:
The objective of this lesson is to help student convey messages in their writing through choice of words.
Students will do this by including the five senses in their writing to support vivid imagery in their writing.
Through collaboration, students will have the opportunity to create a short narrative that will display
knowledge of creating a successful descriptive piece.