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Table of Contents:
Chapter 1
Chapter 2
Chapters 3&4
Chapter 5
Chapter 7
Chapter 8
Chapter 9
Chapters 10&11
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Story Recap
Appendix:
Chapter 1: Tea Party Directions
Chapter 1: Tea Party Student Copy
Chapter 2: Vocabulary Cluster Student Copy
Chapter 2: Vocabulary Cluster Answer Key
Chapter 3, 4: Frayer Model Blank Copy
Chapter 3, 4: Frayer Model Model
Chapter 5: Foldable Instructions
Chapter 5: Foldable Model
Chapter 7: Semantic Map Student Copy
Chapter 7: Semantic Map Model
Chapter 8: Blank RAFT
Chapter 8: RAFT Example
Chapter 9: Readers Theater
Chapter 10, 11: Character Diary Student Copy
Chapter 10, 11: Character Diary Model
Chapter 14: Vobackulary Directions
Chapter 15: Blank Comic Strip
Chapter 15: Comic Strip Model
Chapter 16: Entrance Slip
Chapter 16: Entrance Slip Answer Key
Chapter 17: Semantic Web Student Copy
Chapter 17: Semantic Web Answer Key/Model
Story Recap: Assignment Sheet
Story Recap: Newsletter Example

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3
4
5
6
7
8
9
10
11
12
13
14
16
17
18
19
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34
35
36
37
38
39
40

Chapter 1: The Boy Who Lived


Target Words:
1.
2.
3.
4.

Chortle
Spectacles
Grudging
Astride

2 Discussion Questions:
1. How would you change the way Dumbledore handled dropping Harry at the Dursleys?
(Create)
2. What are the pros and cons of Harry being raised with the Dursley family that you have
seen so far? (Evaluate)
Comprehension Activity: Tea Party
Purpose: The purpose of this activity is to make predictions based on sentences given from the
novel.
Refer to p. 16-17 and attached cards
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Chapter 2: The Vanishing Glass


Target Words:
1.
2.
3.
4.

Shrill
Cupboard
Hoodlum
Vigorously

2 Discussion Questions:
1. Why does Dudley act the way he does towards Harry, compared to the way he acts
towards his parents? (Understand)
2. What would a day at home by himself be like for Harry? (Apply)
Comprehension Activity: Vocabulary Cluster

Using the VOCABULARY CLUSTER MODEL, explain that the word in the middle is a
vocabulary word, and the outside points are synonyms for the vocabulary word.
Depending on your needs, you can have students fill in the outside synonyms after being
given the vocabulary word, or give the synonyms and have the students figure out the
vocabulary word.
o If giving just the vocabulary word, have students get in 4 groups. Each group will
receive a different word and will have to find synonyms using a thesaurus or
dictionary.
o If supplying the synonyms, have students work in groups of 2 or 3 to discuss what
they think the vocabulary word could be. After coming up with a few options,
have them flip the paper over and read the context. They can make new guesses,
get rid of old ones, or keep the ones they have. Finally, they can go into their
books to actually find the word with the page given under the context.

Purpose: The purpose of this activity is to introduce students to the vocabulary in this chapter by
knowing similar words.
Refer to p. 18-19

Chapter 3: The Letters from No One


Chapter 4: The Keeper of the Keys
Target Words:
1.
2.
3.
4.

Musty
Parchment
Snivel
Rubbish

2 Discussion Questions:
1. How would you summarize Hagrids explanation of the magical world? (Understanding)
2. Why are Uncle Vernon and Aunt Petunia so against Harry going to Hogwarts? (Analyze)
Comprehension Activity: Frayer Model

Put students in groups of 2 or 3. Have them fill out the definition, characteristics,
examples and non-examples for the middle vocabulary word.

Purpose: The purpose of this activity is to have students get a deeper understanding of a
vocabulary word by knowing what it is and what it is not.
Refer to p. 20-21

Chapter 5: Diagon Alley


Target Words:
1.
2.
3.
4.

Cauldron
Apothecary
Swarthy
Surname

2 Discussion Questions:
1. How does the magical world differ from the muggle world? (Analyze)
2. If you were Harry, what questions would you ask Hagrid? (Apply)
Comprehension Activity: Foldable
Purpose: The purpose of this activity is to give students a tangible way to learn and remember
their vocabulary words.
Refer to p. 22-23

Chapter 7: The Sorting Hat


Target Words:
1.
2.
3.
4.
5.

Drone
Chivalry
Swagger
Vigorous
Gaunt

2 Discussion Questions:
1. Create a new Hogwarts house. What would it be known for? (Create)
2. Which house would be the best to be in? (Evaluate)
Comprehension Activity: Semantic Map

Have students talk to each other about what has happened in the story so far, especially
the main points.
Hand out SEMANTIC MAP STUDENT COPY. Explain that in this map, there can only
be six main plot points.
Work on overhead projector as a class to decide what main points are.
Have students fill it out as the points are agreed upon, or after the whole map has been
determined.

Purpose: The purpose of this activity is to get students to determine the most important plot
points of the novel so far.
Refer to p. 24-25

Chapter 8: The Potions Master


Target Words:
1. Corridor
2. Poltergeist
3. Infusion
2 Discussion Questions:
1. Predict why Professor Snape dislikes Harry. (Analyze)
2. What is the best, or most difficult, thing about going to school at Hogwarts? (Evaluate)
Comprehension Activity: RAFT

Allow students to individually choose which RAFT they would rather do.

Purpose: The purpose of this activity is to give students practice in putting themselves in the role
of another and other genre writing.
Refer to p. 26-27

Chapter 9: The Midnight Duel


Target Words:
1. Scowling
2. Ember
3. Lurk
2 Discussion Questions:
1. Predict what you think would have happened if Malfoy had shown up for the Duel.
(Apply)
2. Why do you think the three-headed dog was in the forbidden corridor? (Analysis)
Comprehension Activity: Readers Theater

Give students their role. Everyone reads together once, followed by everyone reading just
their own part. Then, they may decide on blocking and movements.

Purpose: The purpose of this activity is to have students act out a part of the story. It encourages
the students to read deeply into the script and decide how the characters would actually act and
feel in the situation.
Refer to p. 28-29

Chapter 10: Halloween


Chapter 11: Quidditch
Target Words:
1. Offhand
2. Jostle
3. Mangled
2 Discussion Questions:
1. Instead of Harry and Ron running off to inform Hermione about the troll, what could
they have done? (Create)
2. Should Harry and Ron have lied about the troll? (Evaluate)
Comprehension Activity: Character Diary

Give students twenty minutes to complete a diary entry of one of the following moments:
o When Hermione got her letter to Hogwarts
o Hermiones first day of school
o Hermiones story of Halloween

Purpose: The purpose of this activity is to have students practice writing in a different genre.
Refer to p. 30-31

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Chapter 14: Norbert the Norwegian Ridgeback


Target Words:
1. Ministry
2. Stifling
3. Utter
2 Discussion Questions:
1. What other ways could have been used to get Norbert to safety? (Create)
2. Knowing all that we do about Hogwarts, what could Harry and Hermiones punishment
be? (Apply)
Comprehension Activity: Vobackulary

This is a whole group activity.

Purpose: The purpose of this activity is to review the vocabulary used up to this point by using
clues given from other students. This requires students to know the words and their meanings.
Refer to p. 32 and attached bag of words.

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Chapter 15: The Forbidden Forest


Target Words:
1.
2.
3.
4.

Feeble
Furor
Clamber
Bellow

2 Discussion Questions:
1. At the Sorting Feast, Dumbledore says that the Forest is Forbidden. Why, then, are Harry,
Hermione, Neville, and Malfoy taken there for detention? (Apply)
2. What would have been the best way to have the students split up? Should Hagrid have
split them up at all? (Evaluate)
Comprehension Activity: Comic Strip
Purpose: The purpose of this activity is to create a visual image to supplement reading.
Refer to p. 33-34

Chapter 16: Through the Trapdoor

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Target Words:
1. Fret
2. Tendril
3. Knack
2 Discussion Questions:
1. If you were in charge of protecting something as important as the Sorcerers Stone, what
would you use or do to protect it? (Create)
2. Which obstacle was the most difficult to get through? (Evaluate)
Comprehension Activity:

Before class, cut the door out and staple it to the top of the question half of the paper so
that they are going through the trapdoor.
Have students answer the questions when they first come in to class.

Purpose: The purpose for the first part of this entrance slip is to make sure that the students read
the chapter the night before, and did not just watch that part of the movie (the movie does not
mention a troll besides the one on Halloween.) The second part is to make the students think
about how the book could have been written and to get them ready for class discussion.
Refer to p. 35-36

Chapter 17: The Man with Two Faces


Target Words:

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1. Petrify
2. Babble
3. Abysmal
2 Discussion Questions:
1. Quirrell tells Harry that "There is no good and evil, there is only power, and those too
weak to seek it" (p. 291). Do you agree with this? (Evaluate)
2. What character do you relate to the most? Why? (Analyze)
Comprehension Activity: Semantic Web

Have students get into groups of 3 to fill out the missing parts of the semantic web.

Purpose: The purpose of this activity is to get students to make and have a graphic organizer of
important information from the novel.
Refer to p. 37-38

Story Recap
2 Discussion Questions:

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1. Remembering all that Dumbledore has done this book, did he want Harry to go after the
Stone and stop Voldemort? (Analyze)
2. What would have happened if Harry, Ron, and Hermione had not tried to save the stone?
(Create)
Comprehension Activity: Newsletter

Students must first choose the audience of this newsletter. Is it going to the parents, the
whole wizarding world, or just the students of Hogwarts?
This will be a whole class project.
Split class into three groups. Each group will be in charge of one part, but they will all
come together for one class newsletter.

Purpose: The purpose of this activity is to practice multi-genre writing.


Refer to p. 39-40

Appendix
Chapter 1: Tea Party Directions

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Chapter 1: Tea Party Student Copy

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Chapter 2: Vocabulary Cluster Student Copy

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Chapter 2: Vocabulary Cluster Answer Key

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Chapter 3, 4: Frayer Model Blank Copy

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Chapter 3, 4: Frayer Model Model

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Chapter 5: Foldable Instructions

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Chapter 5: Foldable Model

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Chapter 7: Semantic Map Student Copy

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Chapter 7: Semantic Map Model

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Chapter 8: Blank RAFT

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Chapter 8: RAFT Example

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Chapter 9: Readers Theater

28-29

Chapter 10, 11: Character Diary Student Copy

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Chapter 10, 11: Character Diary Model

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Chapter 14: Vobackulary Directions

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Chapter 15: Blank Comic Strip

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Chapter 15: Comic Strip Model

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Chapter 16: Entrance Slip

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Chapter 16: Entrance Slip Answer Key

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Chapter 17: Semantic Web Student Copy

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Chapter 17: Semantic Web Answer Key/Model

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Story Recap: Assignment Sheet

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Story Recap: Newsletter Example

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Tea Party Directions:


1. Hand out a paper to each student.
2. Hand a card out to each student, based on the color of the writing.

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a. Black above grade level


b. Blue on grade level
c. Green below grade level
3. Tell students that they will be making predictions about what novel the class is about to
start.
4. From reading just his or her own card, have each student fill out the first question/section
of the paper.
5. Have students get into groups based on their card color.
6. Each student reads through his or her card. The group cannot discuss what they think the
book is.
7. The students fill out question/section 2 of the paper.
8. All students gather to read their cards to each other. Once again, no discussion is allowed,
just reading.
9. The students fill out question/section 3 of the paper.
10. Collect all papers, and then ask what the students predicted. After you hear a few, tell
them that they will be reading Harry Potter and the Sorcerers Stone.

Making Predictions
1. What do you think this story is about?

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After Small Groups:


2. What do you think this story is about?

What do you know about the following?


Characters

After talking to everyone:


3. The gist of this storys chapter is:

4. I still want to discover:

Setting

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2. Vocab cluster student copy place


holder

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2. Vocab cluster model place holder

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3,4. Frayer Model blank copy place


holder

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3,4. Frayer Model model place holder

Foldable Instructions:

Materials needed: 3 pieces of paper, stapler, glue stick


How to make:

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1. Take one sheet and fold it in half hamburger style.


2. Take another sheet and put it about an inch above the first sheet. Fold it over the first
sheet.
3. Take the third sheet and put it about an inch above the second sheet. Fold it over the
second sheet.
4. Open the first sheet and staple where the crease is. Then glue the two sides together.

Write the vocabulary word on the inch long part that it visible.
Open the page above it and write the definition.
Above the crease, draw a picture of the word.
o For the word surname write your surname.

Chapter 5 Foldable place holder

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7. Semantic Map student copy place


holder

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7. Semantic map model place holder

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8. BLANK RAFT PLACE


HOLDER

Name: ________________
R: Draco Malfoy
A: Dracos Mother
F: Letter

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T: The first day of Potions

Dear Mother,
My first few days at Hogwarts have been great! Everyone already knows to respect the Malfoy
name! Harry Potter came to school too. I offered my hand, and he refused me, can you believe it?
How dare he! Even better, during Potions, Professor Snape was just awful to him! He asked
questions that no one would know the answers to, except that know-it-all Granger, and made fun
of him the whole time! It was wonderful! That is what he gets for refusing to be my friend! Then,
Snape told everyone how great I was doing, just like he should! Ill write again soon Mother, I
have homework to do.
Love,
Draco

Readers Theater
Narrator 1: Harry, Ron, and Hermione are standing in the Hogwarts Trophy Room on the third
floor.
Narrator 2: Theyre waiting for Draco to show up with his friend, Crabbe, so they can duel.
Narrator 1: As they wait for him to show up, they realize hes taking a long time.

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Ron: (whispering) Hes late, maybe hes chickened out.


Narrator 2: Suddenly, they hear a noise in the room next-door. It wasnt Malfoy.
Filch: Sniff around, my sweet, they might be lurking in a corner.
Narrator 1: Harry, Ron, and Hermione jump at the sound of Filchs voice and begin trying to get
to the door and as far away from him as possible.
Filch: (murmuring) Theyre in here somewhere, probably hiding.
Narrator 2: They ran down hallways, not caring how much noise they were making anymore.
They stopped, gasping for breath.
Harry: (panting) I think weve lost him.
Ron: Weve got to get back to Gryffindor tower, quickly as possible.
Hermione: (to Harry) Malfoy tricked you. He was never going to duel you- Filch knew someone
was going to be in the trophy room. Malfoy must have told him.
Harry: Lets go.
Narrator 1: Suddenly, a not-quite ghost caught sight of them and looked very happy. His name is
Peeves.
Narrator 2: They all knew Peeves was up to no good, and so they had to get out of their situation
quickly.
Harry: (pleading) Peeves- please- youll get us thrown out.
Peeves: (cackling) Wandering around at midnight, Firsties? Naughty, naughty, youll get caughty.
I should tell Filch, I should. Its for your own good, you know.
Narrator 1: Ron was frantic, so he swiped at Peeves, thinking he would go away. This was a big
mistake.
Peeves: (shouting) STUDENTS OUT OF BED! DOWN THE CHARMS CORRIDOR!
Narrator 2: They started running, knowing they would get caught in a few moments if they didnt
move. They ran right to the end of the hallway where a locked door was.
Ron: This is it! Were done for! This is the end!
Hermione: (pushing Harry) Oh, move over. Alohamora!

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Narrator 1: As she said the Unlocking Charm, the door opened and they all piled through it
quickly and shut it again.
Harry: I think well be okay to go nowRon: (nervously) Hey, Harry?
Harry: What?
Narrator 2: Harry turned and saw just what it was that had gotten his friend so nervous. They
were in the forbidden corridor on the third floor. And now they knew why it was forbidden.
Narrator 1: They were looking into the eyes of a massive dog. It had three heads.
Harry: RUN!
Narrator 2: And run, they did. They didnt stop until they reached the Fat Lady portrait of
Gryffindor house.

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Character Diary Model

Dear Diary,
You will never believe what just happened to me today! Im a witch! I am so
excited! I always knew I was different, but I had no idea why. This explains it! I
cannot wait until I get to Hogwarts School of Witchcraft and Wizardry! It will be
so wonderful! I hope I will make friends there, since we will all have something in
common: magic! Mum and Dad were shocked when I opened my letter, but once
that wore off, they were happy for me. Well, scared and anxious about the
unknown and having their daughter go to a boarding school far away, but happy. I
just cannot believe it!

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Vobackulary Directions:
1. Attach a word to the back of every student with tape.
2. Students can ask questions to others to figure out their word.
a. Ex: How many syllables? How many letters? What does it do? Can you describe
it? What is the definition?
3. Students may not ask what the word is, or how to spell it.
4. Everyone is participating at the same time there should be no one not guessing or
providing hints.
5. Students may guess their word at any time.
6. Once a word is guessed correctly, the student may take the word off his or her back. The
student should then go help others.
7. The activity continues until all of the words have been guessed correctly.

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omic strip place holder

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Comic strip place holder

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16. entrance slip place holder

Entrance Slip Answer key:


1. B Devils Snare
2. All of the answers are correct.
Sample Answer:

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3. If I was in charge of protecting something as important as the Sorcerers Stone, I would


have another version of Professor Snapes challenge, but instead of having a potion that
would actually allow someone through, all of the potions would not allow the drinker
through. I would also have a door with a lock that could not be opened without a certain
password that would be told to no one and impossible to guess.

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17. Semantic web place holder

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17. semantic web answer key place


holder

Newsletter Assignment Sheet


As a class, we will be making a newsletter, written as though we are students
at Hogwarts.

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Group one is in charge of the first article. Article must talk about what
happened in the last two chapters of the book.

Possible questions to answer include but are not limited to:


o What happened to Professor Quirrell?
o Knowing all that we do, what happened when Harry, Ron and
Hermione went to save the Sorcerers Stone from being stolen?
Include quotes from Harry and one other character.

Group two is in charge of the advice column. Must include two questions
and answers.

Possible questions include but are not limited to:


o Should the world be worried about Voldemort?
o What should incoming first years know about Hogwarts?

Group three is in charge of an advertisement about Hogwarts.

Possible topic include but are not limited to:


o Stores located in Diagon Alley to get school supplies from
o Clubs at Hogwarts
o Hogwarts why should someone send their child to this school?