HARRY POTTER AND THE PHILOSOPHER'S STONE

Teacher's pack
lesson plan and student worksheets
written by: Esmeralda van Turnhout

Harry Potter and the Philosophers Stone:

Contents:
level:
Lower-Intermediate (VMBO g/t 2)
lesson stages: pre reading activities
while reading activities: task 1-6
post reading activities
student worksheets
Duration:

+/- 4 weeks

Aims/objectives
-The students will be able to discuss in a different language than their mother tongue.
-The students will be able to work together to form a complete picture of the book.
-The students will learn to support their character analysis with specific information from the
text.
-The students will be able to write a formal letter in English
-The students will be able to use different resources to find the translation of words needed.
-The students will be able to categorize words.
-The students will be able to use their own creativity
-The students will be able to read, write and talk about a book and film in depth
for +/- 4 weeks.
Materials needed:
Smart board/ blackboard/whiteboard
USB stick
A Classroom where you can form small group-settings using the tables
Worksheets/workbook for each student
Handout on character traits and when to use quotation marks
Computers
Paper/ powerpoint/collage/poster
Glue, markers, scissors etc.
Articles on paper or online
Kitchen and ingredients for the recipe of a Knickerbocker glory
jelly beans

Pre- reading activities:

Introduction: What do we know about Harry Potter and the Philosophers Stone?
It is said that the Philosophers Stone is capable of turning base metals, especially lead, into
gold!
(see explanation on Wikipedia).
Well make a word-web together on the smart/black- board.
Just to find out what the students know about this book/film.
Afterwards( If possible) well show a film trailer of the first Harry Potter film
www.youtube.harrypotter on the smartboard .
(you could use this as a quick reminder for the students
and to add a few more words to your word web)

What if.. you were a wizard and everything you touched would turn into gold?
You'll hand out the worksheets for the students.
On the first page the students will write a short story to answer the question asked above
for about 15-20 minutes.
Then the students will take turns to tell their own story in groups of 4.
Discuss what you've come up with in this group
Youll get 10 minutes to listen to each other.
Ill pick one of your co-students to summarize what you have come up with
to tell the rest of the class. (so well all hear about 5/ stories)
This will only take about (another) 5-10 minutes.

While- reading activities:

Well read page..tilltogether.
Quotations
Listen to the chapters on www.youtube.com (all the chapters are being read by ..)
You ,as their teacher, can decide how you want to organise this. To make a suggestion
anywayyou can read parts in class and parts at home.

Task 1. Use the additional handout on character traits and quotations

Were still working in ( the same) groups of 4 students.
Everyone(whatever the teacher prefers) will analyse one of the main characters out of the
book according to this worksheet/ format. While they are reading this book they add to their
character. (If they arent able to decide which character to choose from, you as their teacher
will assign one to them).
Points to discuss after completing the worksheets:
Do you think they have picked the right character to play this/the part in the film?
How would you like to have seen/her portrayed or to act/play her part?
What would you have done differently had you been given the chance to do so?
Objectives

Students will complete an analysis of one character from Harry Potter and the
Philosophers' stone.
Students will learn to support their character analysis with specific information from
the text.
Students will practise using quotation marks correctly

Materials

Unlined paper
Pencils
Quotation Marks reference article
Copies of the Character Traits handout
Several copies of Harry Potter and the philosophers' stone and /or the rest of the
Harry Potter books.
Poster board
Markers or crayons

Procedures
1. Allow students to select their favourite character ( or randomly assign characters to students
) ensuring that the class chooses a variety of characters from the book(s).
2. Distribute one sheet of unlined paper to each student and ask them to fold it into quarters,
creasing the folds tightly.
3. Tell students to unfold the paper and draw lines in the folds. The paper should now be
divided into four equal squares.
4. Instruct students to write their character's name in the centre of the paper
5. Distribute the Character Traits handout and ask students to think about which traits apply to
their characters.

6. At the top of each square have students write a different personality trait for their character.
For instance, Hagrid is impulsive, loyal, simple-minded and strong.
7. Encourage students to think carefully and select specific traits that can be supported by
examples from the book.
8. Distribute the Quotation Marks handout.
9. Go over it with the students and explain that they will be gathering evidence about their
characters from the book(s).
10. Tel students they must find one strong quotation to support each characteristics they have
selected. It must be a quotation that shows the character displaying the personality trait.
11. Once students have found examples, tell them to record the exact quotations in the
appropriate boxes on their paper along with the title of the book and the page number where
each quote was found.
12. Explain that students may not use the same scene to demonstrate more than one trait.
13. Once students have found and recorded the exact quotations, break them up into partners.
Ask each set of partners to make sure that the personality traits are truly reflected in the
examples selected.
14. If a quote is not specific enough, ask the student to select a more descriptive passage or
piece of dialogue.
15. Explain that each student must now use these quotations in paragraphs.
16. Students must write one paragraph for each personality trait. Each paragraph must explain
and describe the personality trait and include a ( proper punctuated ) quotation from the
book.
17. Distribute the poster board and ask students to write the name and draw a picture of their
character in the middle of the poster board.
18.In each of the four corners, students should write the personality trait as a title and
underneath it copy the paragraph they just wrote.
19. Display the posters around the classroom and allow students to spend time viewing tem as
if they are in an art gallery.
20. As a culminating activity, conduct a class discussion using the following questions:
0 Did you learn anything new about any of the characters from the Harry Potter book(s)?
0 Which examples do you remember from the posters?
0 Why were those the most memorable?
reference: www.teachervision.com

Task 2.
www.talenquest harry potter and the dutch wizards.nl
www.webkwestie/engels/harry potter and the dutch wizards.nl
Aims and objectives:
The students will be able to write a formal letter in English
The students will be able to use dictionaries online
And they will be taught new skills in a different setting.
This web quest will explain, as well as show examples of, how to write formal letters in
English.
The students are applying for a part in the next Harry Potter film, finding out about Harry
Potter words and will give them lots of ideas.
Extra
They might even like to fill in a questionnaire and to be sorted in a team like Harry Potter
using the activity with the sorting hat online.
Task 3
aims/objectives:
- The students are able to describe different tastes and textures.
-The students are able to categorize ( Harry Potter) words.
Introduction:
Jelly beans : The students name each one before eating it- or after, depending on the taste.
WORD CATEGORIES
The words on this list may be new to you. Work in groups of 4 to place as many of these
words as you can into five ( 5 ) different categories of your own choosing. You will be asked
to present your work to the class. This activity is a one-day-only activity and must be done by
the end of today's class. Chart paper and makers will be provided.
***************************************************************************
beefy giver cinema stalactite prefect riffraff cauldron nettles petrified
fungi tailcoat tawny knickerbockers apothecary ravine alchemy lurched
ensnaring
flitted hygienic burly gruff tantrum amber swarthy minuscule sidled
swaggered
asphodel tainting confiscated berserk holidaying rummaging gargoyle hurtled
emporium tripe treacle bezoars luminous abysmal parchment scruff specimen
ruefully gruff stalagmite yew tinge subtle aconite biased warlock twang

**************************************************************************
Task 4.
www.potterfun.nl/nieuws/kranten.htm
As we promote No tolerance for violence at all times in class, this newspaper clipping might
be a great introduction..Potter bevordert brildragen
Talk about this in class using a mind map.
Anyway there are lots more to choose from on this website.
For any more suggestions, see the added list later on in this package.
Each student now chooses an article from this site and makes a mind map individually.
After 10 minutes, they have to talk about this in groups of four students.
Swap groups after 10 minutes and let everybody summarize their group discussions.
Group
Student

A
1
2
3
4

B
2
3
4
1

C
3
4
1
2

D
4
1
2
3

Task 5
Let the students read the following text/recipe of a Knickerbocker glory
Knickerbocker Glory
When you love ice cream, as I do, you get to know all sorts of variations on a theme and here's one that no-one
can fail to ignore: THE KNICKERBOCKER GLORY! There's no set recipe for a Knickerbocker Glory as far as we
know. Essentially it's a British 'ice cream parlour' dessert, first made popular in the 1930s.
Served in a tall ice cream glass, it's a mixture of fresh fruit in the base with optional liquor for adults, 3 scoops of
ice cream (usually vanilla and strawberry), peach melba sauce, whipped cream or squirter cream and a cherry
(glace or fresh) on top. Variations can include jelly in the layers, different fruits, a different sauce or extra toppings
such as flaked almonds; a wafer is also optional.
In Britain you can still enjoy a Knickerbocker Glory in many ice cream parlours and restaurants - or of course you
can even make your own at home.

Ingredients:
- Fresh strawberry slices, black grapes, melon pieces in the base
- 2 scoops of vanilla ice cream and 1 scoop of strawberry ice cream
- strawberry sauce poured over
- squirter cream on top
- fan water
a glace cherry to crown it off

"One of my fondest childhood memories growing up in England was to be on family holiday at the seaside
(Scarborough was a favourite) and go looking for an ice cream parlour that served my father's favourite dessert: a
Knickerbocker Glory. Once inside the parlour my father would place the order with great anticipation and then,
whilst my mother and I enjoyed a simple ice cream cone or small sundae, we would watch him quietly relish every

bit of that Knickerbocker Glory. Served in a tall glass it usually it took some time to eat, yet he never rushed and
he never left any of it! Today, some 40 years later, he still loves the dessert and sees it as a special treat a
glorious tribute to magic of ice cream!''
The 1930s saw a significant rise in the popularity of ice cream and development of flavours - see also Ice Cream
Comedy where I have a special article on Laurel and Hardy in a 1931 sketch featuring ice cream.

Discuss this article and explain some of the vocabulary in class.

What's the relevance of this article/ recipe to Harry Potter?
As a teacher you are able to adapt this article to your own needs. (i.e. make a gabbed text of it
etc.)
Let the students look for a different variety of a knickerbocker glory recipe on line.
They have to write this recipe down.
The students will have to use a dictionary to look for words they don't know yet.
When finished they will get the opportunity to make these delicious recipes themselves.

Task 6
Activities of choice:
Create a new book cover/ poster/ collage/ power point (any one of these will be fine) for a
Harry Potter book/film et.
Use your own creativity but include special features ofi.e. a book/ film poster.
They will have to include their character chosen and do make sure theyll show some of the
characteristics they have written down onto the worksheets previously back into their artwork.
After +/- two weeks they will present their work towards each other and they will be graded
accordingly. (Art gallery)
The students, as well as you (the teacher), will mark each others work on the following:
1
2
3
4
5

Originality
Special features used of a i.e. Book cover / film poster etc.
English used in written text.
Teamwork
Evaluation

Post-reading

Harry Potter and the Sorcerer's Stone by J.K. Roling

Summary
Wizards and Hogwarts! Muggles and Mudbloods! Quidditch and Broomsticks! None of those
things mean anything to Harry Potter, a small, skinny, bespectacled boy with an unusual
lightning-bolt shaped scar on his forehead until his eleventh birthday. That's when he starts
receiving letters inviting him to The Hogwarts School of Witchcraft and Wizardry. Harry
learns hat his parents did not die in a car crash but were killed by Voldemort, the Lord of
Darkness, and that he himself is famous in the world of wizardry. So Harry leaves the home of
his Aunt Petunia, Uncle Vernon, and their hateful son Dudley, who are mere muggles
( humans without one drop of magic in them), and embarks on a new life. And the changes
continue as Harry spends year after year at Hogwarts, a place where he not only learns about
being a wizard, but also about friendship and loyalty and fear and courage, and about his own
past and future, his family, and his destiny.
Speaking exercise
Warning! some of the questions contain key elements of the plot. Do not read if you
don't want to know what happens! The students will discuss these questions in groups of
four ( 4 ) and will write the answers down on the worksheets.
1.
2.
3.
4.
5.
6.
7.
8.

9.
10.
11.
12.

What was Harry's home life like before finding out about his secret past?
Why do you think the magic community allowed him to live with Muggles for so
long? Why not take him in themselves?
What are your impressions of Dudley?
Why do you think J.K. Rowling depicts the Dursley's as being so terrible?
What are the advantages to Harry not having known how special he is before he starts
school?
What are your first impressions of Hogwarts School? What about it makes it seem
special and different?
If you could have on magic companion, what would it be and why? Rat, cat, owl,
dragon, unicorn
What does it say about Lord Voldemort and his followers when Quirrel tells Harry
that, '' There is no good and evil, there is only power, and those too weak to seek it.''
( p.291). Find other examples throughout all three books where the author helps us
understand characters by telling us what these characters believe.
What event brings Harry and Ron together with Hermione that makes them such good
friends?
Consider the professors at Hogwarts, including Dumbledore, McGonagall, and Quirrel
-what does each character stand for? What does Harry learn from each one?
The Harry Potter series is the most popular children's book series ever written. Why do
think it is so popular? Why do you think adults and kids both like it?
What do you predict might happen in future books?
After the students have discussed all these questions,

Watch the film together.

Note!!!!!!

Activity plans :

Every English lesson, for about three /four weeks, will partially take up some time for
* the pre reading activity
* the while reading activities 1 /2/ 3/4/5/6
* the post reading activity
This to create some variety during your lessons while reading the book:
Harry Potter and the philosopher's stone.
Before you start a new lesson you let the students add to their character poster from task 1
every time. This to check they have understood the book as well as they are actually reading
the book. If you have decided to read a part in class you'll have to use some of your time to
add to this poster afterwards.
You might even prefer to let the students work independently in their 'workbook' for some of
the tasks.
If you need some extra ideas, here are a few suggestions so you can even differentiate:
Tips:
-As Harry Potter shows culture as well as fictionyou could divide the class in teams and
have competitions like in the book/film.
-Talk about the schools, uniforms etc.

www.teach-nology.com/teachers/lesson-plans/literature/harry

Harry Potter Lesson Plans

A Day in the Life of Harry Potter- A web quest with a mock interview.
Create a Hogwarts Floor Plan- Students will learn about the concept of scale and other
mapping skills as they create a floor plan of Hogwarts School.
Creating Mental Models for Harry Potter- Using a laserdisc (with specific scenes
already chosen), the students will write adjectives that describe the pictures that they
see and how they may or may not relate to Harry Potter if The Sorcerers Stone
could happen in real life.
Creative Writing- A Unit based on the Harry Potter Series.
Harry Potter and the Sorcercer's Stone Lesson Plan- To encourage students to find the
voice in the novel and to allow them to find their own individual ways into the
experience through various projects.

Harry Potter: Quidditch- "How to play Quidditch (from the Harry Potter series) without
the brooms."
Harry Potter Thematic Unit- Best of the web, internet activities, lesson plans, book
resources and more for Harry Potter.
International Cover Art for Harry Potter-"Students will enhance their reading
comprehension by comparing and contrasting book covers with the text of Harry Potter
and the Sorcerer's Stone."
Make a Harry Potter Board Game- "Students will improve their reading comprehension
through creating and playing a board game."
What's All the Fuss About Harry Potter?- "Students discuss what makes the Harry Potter
books popular and/or controversial, create a questionnaire to learn why Harry Potter fans
find the books fascinating, practice online writing skills by sending e-mail messages to
friends who are Harry Potter fans, and write a screenplay based on a selected chapter of a
Harry Potter book."
Write a Harry Potter Script- "Students will practice their reading comprehension skills by
learning how to summarize."

Harry Potter
Ban Harry Potter? NO! - Don't miss this site.
Build a Medieval Castle - Free software to download.
Fun

with Harry Potter - Activities

Harry Potter - Activities for your class when reading The Sorcerer's

Stone.
Harry Potter Activities - Quizzes, bookmarks, study guides, and more.
Harry Board Game Quiz - Online game/quiz...Click Harry's picture to begin
the game.
Harry Potter Crossword Puzzle - Online puzzle
Harry Potter - From Scholastic
Harry Potter and the Chamber of Secrets - Literature guide
Harry Potter and the Prisioner of Azkaban - Literature guide
Harry Potter and the Sorcerer's Stone - Literature guide
Harry and the Sorcerer's Stone Review - By Carol Hurst
Harry Potter and the Sorcerer's Stone - Warner Brothers' Web pages on
the new Harry Potter movie.
Harry Potter - From Alfy's Portal.
Harry Potter Fans
Harry Potter Guide - The unofficial guide to HP trivia, fun, and facts.
Harry Potter - Lesson Plans
Harry Potter Page - From Fact Monster.
Harry Potter Post Cards - Send an electronic HP card here.
Harry Potter's Realm of Wizardry - Includes humor and just a good time
with lots of info!
Harry Potter Revealed - ThinkQuest
Harry Potter Screen Saver - Download for your computer.
Harry Potter: The Censorship Battles - Scroll to the bottom of the page
for related articles.
Harry Potter - Thematic resources from Midge Frazel's great site!
Harry Potter: The Ultimate Guide - Wow, so many resources!!!

Hogwarts Online - ThinkQuest

J.K. Rowling Teacher Resources - For you to use in your classroom.
KidsRead.com Presents Harry Potter - Booker T. Worm has the Who's Who
and What's What plus author information, a trivia game, and Harry Potter
book jackets!
Magical World of Harry Potter - ThinkQuest
Magical World of Harry Potter
Making Magic with Harry Potter - Thematic unit.
Mrs. Katz's Class Presents Harry Potter - 5th grade project
Scholastic's Harry Potter Web Site
Teaching with Harry Potter - From AtoZ Teacher Stuff.
The Magical World of Harry Potter - ThinkQuest
The Top 10 Harry Potter Web Sites - Hotlist
The World of Harry Potter - This is a goldmine of sites!
What's All the Fuss About Harry Potter? - Lesson planning article from
Education World.
Wizard Slider Puzzle - Click Scramble to begin.
Updated July 28, 2005
Jerrie S. Cheek
Educational Technology Center - KSU
Kennesaw, GA 30144
Graphic Source
Sewdoll Fantasy Backgrounds

HARRY POTTER AND THE PHILOSOPHER'S STONE

Worksheets
Name.

Pre- reading activities:

Write a short story about
What if..you were a wizard and everything you touched would turn into gold!
Don't forget to write down - a title
- a beginning
- a middle
- an ending.

While reading activities:

Task 1. Use the additional worksheet on character traits and quotations.
Youre still working in ( the same) groups of 4 students.
Each of you will analyse one of the main characters out of the book according to this
worksheet/ format. While you are reading this book you add to your character (using the
character traits from the additional worksheet to guide you) including quotations from the
book to complete your analysis.
(If you wont be able to decide which character to choose from, your teacher will assign one
to you).

AID:
Character Traits

Honest
Lighthearted
Leader
Expert
Brave
Conceited
Mischievous

Excited
Studious
Inventive
Creative
Thrilling
Independent
Intelligent
Compassionate
Gentle

Bright
Courageous
Serious
Funny
Humorous
Sad
Poor
Rich
Tall

Unselfish
Selfconfident
Respectful
Considerate
Imaginative
Busy
Patriotic
Fun-loving

Humble
Friendly
Short
Adventurous
Hardworking
Timid
Shy
Bold

Ambitious

Able
Quiet
Curious
Reserved
Pleasing
Bossy
Witty
Fighter

Demanding
Thoughtful
Keen
Happy
Disagreeable
Simple
Fancy
Plain

Proud
Wild
Messy
Neat
Joyful
Strong

Dark
Light
Handsome
Pretty
Ugly
Selfish

Popular
Successful
Responsible
Lazy
Dreamer
Helpful
Simpleminded

Daring
Dainty
Pitiful
Cooperative
Loveable
Prim
Proper

Tireless
Energetic
Cheerful
Smart
Impulsive
Loyal

WHEN TO USE
Quotation Marks
1. Double quotation marks enclose direct quotations:
2. Double quotation marks enclose words or phrases to clarify their meaning or use or to
indicate that they are being used in a special way:
0 This was the border of what we often call '' The West'' or ''the Free World''
0 ''The Windy City'' is a name for Chicago.
3. Double quotation marks set off the translation of a foreign word or phrase:
0 die Grenze, '' the border.''
4. Double quotation marks set off the titles of series of books, of articles or chapter in
publications, of essays, of short stories and poems, of inividual radio and television
programs, and of songs and short musical pieces:
0 a series of books: '' The Horizon Concise History''
0 an article: '' On Reflexive Verbs in English''
0 a chapter in a book: Chapter Nine, '' The Prince and the Peasant''
0 a short story: Pushkin's '' The Queen of Spades''
0 a poem: Tennyson's '' Ode on the Death of the Duke of Wellington''
0 a television show: '' The Bob Hope Special''
0 a short musical piece: Schubert's ''Death and the Maiden.''
5. Single quotation marks enclose quotations within quotations:
0 The blurb for the piece proclaimed, '' Two years ago at Geneva, South Vietnam was virtually
sold down the river to the Communists. Today the spunky little.. country
is back on its own feet, thanks to a mandarin in a sharkskin suit who's upsetting the Red
timetable. '' Frances FitzGerald
6. Put commas and periods inside quotation marks; put semicolons and colons outside.
Other punctuation, such as exclamation points and question marks, should be put inside the
closing quotation marks only if part of the matter quoted.

*Points to discuss after completing the worksheets:

Do you think they have picked the right character to play this/the part in the
film?----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Why?------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What would you have done differently had you been given the chance to do
so?-------------------------------------------------------------------------------------------------------------------------------------------------

**Did you learn anything new about any of the characters from the Harry Potter
book(s)?--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Which example do you remember from the
posters?----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Why were those the most
memorable?-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Task 2
Follow the instructions of the webquest
www.talenquest harry potter and the dutch wizards.nl
www.webkwestie/engels/harry potter and the dutch wizards.nl
and complete all tasks from this webquest online.
Write the formal letter you have written in the webquest down on this worksheet.
Remember to use the lay-out you've been taught.

Task 3
WORD CATEGORIES
The words on this list may be new to you. Work in groups of 4 to place as many of these
words as you can into five ( 5 ) different categories of your own choosing. You will be asked
to present your work to the class. This activity is a one-day-only activity and must be done by
the end of today's class.

***************************************************************************
beefy giver cinema stalactite prefect riffraff cauldron nettles petrified
fungi tailcoat tawny knickerbockers apothecary ravine alchemy lurched
ensnaring
flitted hygienic burly gruff tantrum amber swarthy minuscule sidled
swaggered
asphodel tainting confiscated berserk holidaying rummaging gargoyle hurtled
emporium tripe treacle bezoars luminous abysmal parchment scruff specimen
ruefully gruff stalagmite yew tinge subtle aconite biased warlock twang
***************************************************************************

Task 4
Go to www.potterfun.nl/nieuws/kranten.htm
You've just read the article "Potter bevordert brildragen" in class.
Now choose an article (on this site) yourself.
Create your own mind map based on this article you've chosen.

Title:

Mind map:

Summarize this article using the mind map you've just made to help you in groups of four
students.
Each of you will have to talk about your own article, in English of course.
After 5-10 minutes we'll swap groups and you will to tell the other students what your group
members have discussed earlier.

Task 5
Write your own recipe of a 'kickerbocker glory' down here.
You'll be able to prepare this later.

Tasks 6
Activities of your choice:
Create a new book cover/ poster/ collage/ power point (any one of these will be fine)
Use your own creativity but include special features ofi.e. a book/ film poster.
You will have to include your character chosen from task 1 and do make sure youll show
some of the characteristics you have written down onto the worksheets previously back into
your artwork.

After +/- two weeks you will present your work towards each other and you will be graded
accordingly. (Art gallery)
All of you, as well as the teacher, will mark each others work on the following:
1
2
3
4
5

Originality
Special features used of a i.e. Book cover / film poster etc.
English used in written text.
Teamwork
Evaluation

Post reading
Answer the following questions:
1.

What was Harry's home life like before finding out about his secret past?

2.

Why do you think the magic community allowed him to live with Muggles for so
long? Why not take him in themselves?

3.

What are your impressions of Dudley?

4.

Why do you think J.K. Rowling depicts the Dursley's as being so terrible?

5.

What are the advantages to Harry not having known how special he is before he starts
school?

6.

What are your first impressions of Hogwarts School? What about it makes it seem
special and different?

7.

If you could have on magic companion, what would it be and why? Rat, cat, owl,
dragon, unicorn

8.

What does it say about Lord Voldemort and his followers when Quirrel tells Harry
that, '' There is no good and evil, there is only power, and those too weak to seek it.''
( p.291). Find other examples throughout all three books where the author helps us
understand characters by telling us what these characters believe.

9.

What event brings Harry and Ron together with Hermione that makes them such good
friends?

10.

Consider the professors at Hogwarts, including Dumbledore, McGonagall, and Quirrel

-what does each character stand for? What does Harry learn from each one?

11.

The Harry Potter series is the most popular children's book series ever written. Why do
think it is so popular? Why do you think adults and kids both like it?

12.

What do you predict might happen in future books?

Hand in your worksheets, don't forget to write your name on it!