Using The

Potter Games in your Classroom

The Potter Games

Using

in your Classroom

This lesson Created by Hunger Games Lessons

www.hungergameslessons.com www.teacherspayteachers.com/Store/Tracee-Orman

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

Using The

Potter Games in your Classroom

Teachers Guide
About the Site:

Appropriate for ages 12 and up, or by teacher/parent discretion.

The Potter Games is an interactive fan-ction website that incorporates the characters from J.K. Rowlings Harry Potter series into the world of The Hunger Games, by Suzanne Collins. It was created by Adam Spunberg, a fan of both novel series, and over 40 writers and artists collaborated to help bring The Potter Games to life (see last page for credits).

The Potter Games is a choose-your-own-adventure game combining the worlds of

Harry Potter and The Hunger Games.

Scholastic Books, J.K. Rowling, The Hunger Games, Lionsgate, Suzanne Collins, or any other official affiliate of the aforementioned. It is a fan-made and fan-run site.

The Potter Games is in no way associated with Harry Potter, Warner Bros,

http://www.thepottergames.com http://www.facebook.com/thepottergames http://www.twitter.com/thepottergames http://thepottergames.wikia.com/wiki/The_Potter_Games_Wiki http://www.youtube.com/user/whatisthepottergames

Websites

Supplemental Sites: The Potter Games Wiki - Anyone can contribute to the information about the tributes and mentors, their story lines, the rebellion, and more. The Potter Games Facebook Fan Page - Fans can comment and post about all things related to the game or either series. New features for the site and announcements are also posted here. The Potter Games on Twitter - Follow for all the latest announcements and links. The Potter Games YouTube Channel - Go back and watch all the pre-release videos (including the reaping reports by Rita Skeeter) and new ones for the website.

Image created by Samuel Shallenberger for The Potter Games

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

Using The

Potter Games in your Classroom

How to Use with your Students:

Follow these suggestions if your students have access to laptops or a computer lab 1. Explain a little about the game and have students watch the YouTube videos for the reapings of each tribute. Use the optional handout (page 4) for additional prompts for the reapings. NOTE: there are 24 tributes. You may assign students a tribute to answer questions about rather than have them ll out sheets for every single one. 2. Have students go to The Potter Games website and choose a character to play. They can use the optional handouts (pages 5 and 6) as they navigate the website. 3. Have students create their own choose-your adventure mash-up between their two favorite books, using optional handout (pages 8 and 9). 4. Have students contribute to The Potter Games Wiki by adding accurate information for the tributes, mentors, events, etc. OPTIONAL MUSIC COMPONENT: If students have access to headphones, you may allow them to play the District Tribute music component, created and composed by Sam Cushion. I think the music component enhances the reading passages and seems to help students who struggle with reading. Follow these suggestions if your students do NOT have access to computers, but the website can be projected for the class 1. Explain a little about the game and show students the YouTube videos for the reapings of each tribute. Use the optional handout (page 4) for additional prompts for the reapings. NOTE: there are 24 tributes. You may assign students a tribute to answer questions about rather than have them ll out sheets for every single one. 2. Go to The Potter Games website a. you can have students select the rst tributes (take turns, draw straws, or have teams, etc.) b. to determine which path, have students decide for each one c. students should use the handouts to record their decisions (pages 5 and 6) 3. Have students create their own choose-your adventure mash-up between their two favorite books, using optional handouts (pages 8 and 9). 4. Have students contribute to The Potter Games Wiki by adding accurate information OPTIONAL MUSIC COMPONENT: Play the District Tribute music component for the class, which was created and composed by Sam Cushion. I think the music component enhances the reading passages and seems to help students who struggle with reading. Follow these suggestions for providing students with an enhancement activity to do on their own time (if access to computers/internet is limited or unavailable for all students) 1. Distribute handout (on page 12) to students for The Potter Games SEE PAGES 13-14 for Common Core Standards Alignment for these activities.

You can find additional free lessons and other great resources for your classroom in my teacher store: Tracee Ormans Store

Thanks for downloading this free lesson!

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

The Potter Games Reaping Videos

Name: __________________________________

Watch the reaping videos for each tribute on YouTube: http://www.youtube.com/user/whatisthepottergames. Then answer the questions below. 1. Name of Tribute: ____________________________________ 2. According to Rita Skeeter, why was this tribute reaped? Note: sometimes it will not seem as though she is saying why a tribute was reaped, but she may infer the reason by stating a aw or fault in this character. She may also infer that this character should NOT have been reaped by acting emotionally distraught by the fact that they were. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

3. What are some of this characters distinguishing traits? ____________________________________ __________________________________________________________________________________ __________________________________________________________________________________

4. What are the chances that this tribute would become a Victor, in your opinion? Why? ____________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

The Potter Games Website

Name: __________________________________

Go to The Potter Games website: www.thepottergames.com. Then answer the questions below. 1. Name of Tribute: ____________________________________ Training score: ______________ 2. Name one strength & one weakness for this character: ____________________________________ __________________________________________________________________________________ 3. Prediction: How well do you think this tribute would do in the Games? Why? ___________________ __________________________________________________________________________________ __________________________________________________________________________________ 4. As you play the game, record the decisions you make on the following page. 5. AFTER you finish playing the game, answer the following questions: a. Look up the definition to enervate. Based on that definition, what does reenervate mean? _______________________________________________________________________________ _______________________________________________________________________________ b. How many times did you die, or have to Reenervate while playing this tribute? _________ c. How many decisions did you have to make in order to become the Victor? ________ d. What was your favorite part of the story line and why? __________________________________ _______________________________________________________________________________ _______________________________________________________________________________ e. What was your least favorite part of the storyline and why? ______________________________ _______________________________________________________________________________ _______________________________________________________________________________ f. If you could rewrite any part of the story line, which part would you rewrite? Why? ____________ _______________________________________________________________________________ _______________________________________________________________________________ 6. Now is your chance! Pick one decision for this tribute and rewrite that page on a separate sheet of paper (or type in a word-processing document).

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

4. Record the decisions you make for this tribute. If you reach a page that says Reenervate that means your character has died and you can start over or go back one step (using the back button on your browser) to try again. Tracing your steps will help you when you try again. " Circle which decision you chose for each step. Then follow the path for that choice. If you die on that step, color in the circle around the letter, indicating that is a dead end.

Tribute: _____________________ Decision (Circle the choices you make)

1 2 3 4 5 A A A A B A B A B B A B A B A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B A A B A B A B B B B A B A B A B

BEGIN A NEW STRAND HERE BY DRAWING AN ARROW FROM YOUR LAST DECISION TO YOUR NEXT ONE.

6 7 8 9 10

A A A A B A B A B B A B A B A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B

B B A A B A B A B B A B A B A B

BEGIN A NEW STRAND HERE BY DRAWING AN ARROW FROM YOUR LAST DECISION TO YOUR NEXT ONE.

11 12 13 14 15

A A A A B A B A B B A B A B A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B

B B A A B A B A B B A B A B A B

BEGIN A NEW STRAND HERE BY DRAWING AN ARROW FROM YOUR LAST DECISION TO YOUR NEXT ONE.

16 17 18 19 20

A A A B A B A B A B A B A B A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B

B B A A B A B A B B A B A B A B

BEGIN A NEW STRAND HERE BY DRAWING AN ARROW FROM YOUR LAST DECISION TO YOUR NEXT ONE.

21 22 23 24 25

A A A A B A B A B B A B A B A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B

B B A A B A B A B B A B A B A B

How many steps did it take to become Victor?

___________

How many times did you get a Reenervate page?

___________

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

EXAMPLE OF USING THE CHART TO RECORD TRIBUTE PATH Here is an example of a character path using the chart. The filled-in circles mean that was a dead end, or your tribute died. Some tributes could have up to 72 dead ends, while other may have as few as 18. Every page has a choice between A or B UNLESS it is a Reenervate page or the Victor page. You choose [in RED]: Decision 1=A, Decision 2=A, Decision 3=B, Decision 4=B, then you reach Reenervate page, so you fill in the circle for decision 4, letter B. You now know that is a dead end. You can choose to go back one step and try, two steps, or all the way back to the beginning. For example purposes, we are going back to the second decision (staying with our first decision of letter A.) So our new path [in GREEN] is: Decision 1=A (same), Decision 2=B, Decision 3=A, Decision 4=A, Decision 5=B. For decision 6, we are starting a new strand (to save space). You need to draw a line from your decision 5 circle to your decision 6 so you know which path you were on. For Decision 6=A, Decision 7=B, Decision 8=A, Decision 9=B, Decision 10=B, [draw another line to the next strand] Decision 11=B. Then we reach Reenervate, so we know that was the wrong path & fill in the circle. Students can trace their path back, following the decisions that did not kill them. Students should work their way through the stories. By recording them in the chart, they will eliminate getting lost (and frustrated) and should have an easier time finding the right path. This is especially helpful for younger students and those who struggle in reading. Older, more experienced, or advanced, readers may not need the chart. You can decide whether to require it or not.
These numbers are the DECISION numbers

FOR TEACHERS:

1 2 3 4 5

Tribute: EXAMPLE for GINNY WEASLEY Decision (Circle the choices you make)
A A A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B A A B A B A B B B B A B A B A B

is This

A B A B A B A B A B A B d end a dea

BEGIN A NEW STRAND HERE BY DRAWING AN ARROW FROM YOUR LAST DECISION TO YOUR NEXT ONE.

6 7 8 9 10

A A A A B A B A B B A B A B A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B

B B A A B A B A B B A B A B A B

BEGIN A NEW STRAND HERE BY DRAWING AN ARROW FROM YOUR LAST DECISION TO YOUR NEXT ONE.

11 12 13 14 15

A A A A B A B A B B A B A B A B A A B A B A B B B A B A B A B A A B A B A B A B A B A B A B

This is a dead end

B A A B A B A B B A B A B A B

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

The Potter Games Name: __________________________________ CREATE YOUR OWN CHOOSE-YOUR-ADVENTURE GAME
Go to The Potter Games website: www.thepottergames.com. Then answer the questions below. 1. Which two pieces of literature would you like to choose for a mash-up game? __________________________________________________________________________________ __________________________________________________________________________________ 2. Describe the scenario. What is the conflict of the game? ___________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 3. What is the goal for the character (which would be the player of the game, or person reading your story)? __________________________________________________________________________________ __________________________________________________________________________________ 4. How will the character (i.e. player) come to a dead end? NOTE: You do not have to have your player die. They could be sent somewhere or removed from the storyline. If dying is not in either piece of literature you choose to mash together, it would not be appropriate to have actual killings or deaths take place. __________________________________________________________________________________ __________________________________________________________________________________ 5. To begin writing, you MUST have your goal decided first. Then you should do a brief outline of the steps your character will take to reach it. Well call this the Goal path. Each decision the character has to make is one step in the goal path. For beginners, start with three to five steps to reach your goal. One of the easiest ways to write (or type) these is using index cards (or virtual cards). You can label your cards by the goal # and dead-end number. (See template on separate page.) 6. After you have your Goal path set, you can write how the outline for the dead ends. For beginners, start with just ONE dead end for each path (or decision) to the goal. One of the easiest ways to write (or type) these is using index cards (or virtual cards). You can label your cards by the goal # and dead-end number. (See template on separate page.) 7. After you have your outline, you can begin writing the paragraphs for each decision. They do not have to be long. One paragraph is sufficient for each one, but feel free to write more. It must, however, be able to fit on the page. 8. To create your game, use a Powerpoint (or other slideshow) application; you can put each decision card on a separate slide and link them using buttons for choices A. or B.. (HINT: You will want to make sure your goal path isnt all answers A or answers B. Mix it up so the player is somewhat challenged.) 9. Share your game with a classmate! How did they do?

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

GOAL and DEAD-END Paths Template Goal Path - Decision #1

Name: ___________________________ Dead End for Decision #1

Goal Path - Decision #2

Dead End for Decision #2

Goal Path - Decision #3

Dead End for Decision #3

Goal Path - Decision #4

Dead End for Decision #4

Goal Path - VICTORY

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

Visual Example of a Goal Path and Dead Ends

Here is an example of Colin Creeveys path in visual format. Sometimes it is easier to see it planned out in a visual outline, rather than written out on separate pages. (Images courtesy of ThePotterGames.com)

Decision #1 - Goal Path

Decision #1 - Dead End

If you choose correctly, you continue on the goal path.

If you choose incorrectly, your character must start over.

Decision #2 - Goal Path

Decision #2 - Dead End

Some characters may die right away on a dead end, while others may have more advanced dead end paths.

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

GOAL and DEAD-END Paths Template Advanced Goal Path & Dead Ends

Name: ___________________________ Dead End Prompt for Decision #1

Goal Path - Decision #1

Dead End A for Decision #1

Dead End B for Decision #1

Dead End Prompt A for Decision #2 Goal Path - Decision #2

Dead End 2A for Decision #2

Dead End 2B for Decision #2

Dead End Prompt B for Decision #2

Goal Path - Victory

Dead End 2AA for Decision #2

Dead End 2BB for Decision #2

Created by Tracee Orman, Hunger Games Lessons, 2011

Copyright 2011, Tracee Orman www.hungergameslessons.com

Do you like ... Hunger? Harry Potter ? The Games

Then you need to play...

The Potter Games

to see the Reaping announcements, brought to you by Rita Skeeter... http://www.youtube.com/user/whatisthepottergames

Visit the Potter Games You Tube channel

FIRST:

to play the choose-your-adventure game: www.thepottergames.com

Head to THE POTTER GAMES

THEN:

http://thepottergames.wikia.com/wiki/ The_Potter_Games_Wiki

CONTRIBUTE to the WIKI page:

INTERACT with other Fans on Facebook & Twitter:

http://www.facebook.com/thepottergames http://www.twitter.com/thepottergames

The Potter Games is a choose-your-own-adventure game combining the worlds of Harry Potter and The Hunger Games.
The Potter Games is in no way associated with Harry Potter, Warner Bros, Scholastic Books, J.K. Rowling, The Hunger Games, Lionsgate, Suzanne Collins, or any other official affiliate of the aforementioned. It is a fan-made and fan-run site.

Copyright 2011, Tracee Orman www.hungergameslessons.com

How will playing a GAME improve my students skills in reading and writing?
The Potter Games can help improve your students skills in reading by: using high-interest reading material practicing deep reading of shorter passages offering critical and analytical thinking exercises building problem-solving skills and improve writing skills by: challenging students to think creatively practicing shorter writing exercises gaining critical thinking skills to piece together story strands building vocabulary acquisition and knowledge practicing peer editing skills

Check out these articles on the benefits of using Choose-your-own-adventure stories in the classroom:
Choose Your Own Adventure Stories Return Interactive Fiction in the Classroom Using Video Games to Promote English Language Development (Larry Ferlazzo)

Need more proof?

Related sites:
Trial By Fire: Scholastics Hunger Games themed Choose-Your-Own-Adventure game Online Book Builder: Can be used by students to build an interactive book (Free) Threaded Adventures: Example of Choose-Your-Own-Adventure educational site Shanghai Panda Rescue: Example of a student-made CYOA using iWeb/Keynote

STANDARDS ALIGNED: Common Core Standards, Grades 6-12

Writing Strand - Text Types and Purposes
(CC.W.3) Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Writing Strand - Range of Writing

(CC.W.10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Continued...

Copyright 2011, Tracee Orman www.hungergameslessons.com

Common Core Standards, continued...

Reading Strand - Key Ideas and Details
(CC.RL.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RL.2) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CC.RL.3) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Reading Strand - Craft and Structure

(CC.RL.4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze 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). (CC.RL.5) Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Language Strand - Conventions of Standard English

(CC.L.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use parallel structure. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (CC.L.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. Use a colon to introduce a list or quotation. Spell correctly.

Language Strand - Knowledge of Language

(CC.L.3) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Language Strand - Vocabulary Acquisition and Use

(CC.L.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level(s) reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CC.L.6) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Copyright 2011, Tracee Orman www.hungergameslessons.com

All of these contributors volunteered their time to help Adam Spunberg create

The Potter Games

THE POTTER GAMES
www.thepottergames.com

Contributors to

Adam Spunberg, Creator, founder, Shylah Addante, Document

administrator, Editor

Coordinator, Editor, Writer, Gamemaker

Sam Cushion, Web /Video Design,

Music, Writer, Gamemaker

Savanna New, Administrator, Writer Shelby Rider, Graphics David Addante, Graphics Aimmyarrowshigh, House Elf, Coding Theresa Morgan, Writer Anni Fetzko, Writer Ariel Birdoff, Writer Melanie Brackney, Writer Kait Silva, Writer Natalie Zutter, Writer Sheila C., Writer Stacy Wells, Writer Jet B., Writer Ginny, Writer

Crystal, Writer & Editor Sara Gundell, Writer Courtney C., Writer Brianna Hicks, Writer Sapphira Lily, Writer Srijita, Writer Jenn N., Writer Luly, Writer Kate F., Writer Lynn Harpoeth, Writer Bella Swan, Writer Rebekah, Writer Chaos, Editor & Writer Kimberly Denny-Ryder, Writer Jordan Morrissey, Writer Tracee Orman, Editor & Writer Picktainment, Hosting, Sponsorship Hunger Games Fireside Chat,
Sponsorship

District Tributes Hunger Games-Themed Music Listen to The Hunger Games Fireside Chat Visit Down With the Capitols Website for All Things Hunger Games Join the Literacy Revolution and Peetas Bread Army, because Hunger is NOT a Game

CHECK OUT THESE SITES:

Copyright 2011, Tracee Orman www.hungergameslessons.com