Thematic+Unit

__Thematic Unit__ The lessons in this unit were inspired by events in __Harry Potter and the Half-Blood Prince__, Enjoy! 1) Math Lesson **Title:** Converting Magical Money to Muggle Money **Name:** Hufflepuff House: Amy, Danielle, Jennifer, Melissa, and Theresa

**1.) Learning Objectives:** Content Strand- MST3.04.NO6: Number Sense and Operations Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Students will understand meanings of operations and procedures, and how they relate to one another. Students will compute accurately and make reasonable estimates.

**2. Methodology:** a.) Product: The students will use their creative abilites to create and name an object to sell in theWeasley's Wizard Wheeze Joke Shop. The students will then decide on a muggle price for their creation and convert this (to a magical price )so it (has) both a "magical" and "muggle" price.

b.) Assessment: The students will be assessed based on their written and oral sharing of their poster item's value in muggle and magical money, using the following criteria:
 * student drew an object to sell and determined a reasonable muggle price
 * student calculated conversions with minimal assistance based on approximate or standard conversion rates as identified by the Harry Potter Lexicon website

c.) Instructional Delivery Method:
 * 1) Introduce currencies from other countries, showing students examples of what money looks like in other places. Engage students in a short discussion about how currency is different depending on where you are in the world. Ask students when they have used different currency? Probable Answer: Canada.
 * 2) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Read aloud the section at the top of page 122 in __Harry Potter and the Half-Blood Prince.__ Stop reading after "You'd better put it back then, and mind you put it on the right shelves."
 * 3) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Ask students what kind of money is used in the Harry Potter books. Probable Answers: Magical money, galleons, sickles, knuts.
 * 4) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Ask the students what a non-magical person is called in Harry Potter? Probable Answer: A muggle.
 * 5) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Explain to students that the money we use is known as U.S. dollars and coins. Engage students in a discussion of muggle money. What is it in the Harry Potter books? Today, we are going to refer to "muggle" money as the equivalent of our American money (dollars and coins). One unit of muggle money is not worth the same amount as one unit of magical money (galleons, sickles and knuts).
 * 6) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Demonstrate using the conversion chart : One galleon is worth $10.70, one sickle is $0.57 and one knut equals $0.02. These will be written on the conversion chart, with estimated prices next to the exact.
 * 7) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Explain to the students that muggles want to shop at Weasley's Wizard Wheezes Joke Shop in Diagon Alley. In order for them to purchase the items, we need to convert, or change, the magical prices to muggle prices.
 * 8) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Display the Joke Store poster. The items on the poster include: Trick Wands, Price: 5 galleons, Edible Dark Marks, Price: 2 sickles, Love Potion, Price 3 galleons, Spell-Check Quills, Price: 1 galleon and 5 sickles, Fanged Frisbee, Price: 13 sickles with magical price tags. Using examples from the poster, call on students to read aloud how much the first item on display costs in magical money.
 * 9) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">The muggle price will be listed next to the first item as a model. Ask the students to discuss with a partner how they think the muggle price was determined.
 * 10) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Allow the students to voice their opinions aloud so we can discuss the method(s).
 * 11) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">View the next item on the store poster. What is the magical price of this item?
 * 12) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Ask students to work with a partner and on their scrap paper to figure out how many dollars this would convert to in muggle money. Students may refer to the conversions chart.
 * 13) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Explain how this answer was found and then record the muggle price underneath the item discussed on the store poster.(Each group of students will be contributing the muggle price to one item. We will be adding to the store poster as we go, so by the last group of students, there will only be one item left to price. The previous items, with complete prices, will be used as models for discussion.)
 * 14) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Distribute paper and a pencil to each pair of students. If there is an odd number, we can have one group of three, or one of us can work with that student. Using a timer, tell students that they have about 2 minutes to come up with an object they would like to sell in the Weasley's Joke Shop. Time is up! Invite the students to name their merchandise, they have 1 minute.
 * 15) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Next, the students should come up with a sale price in Magical and Muggle money. Teachers will be working with the groups at this time to assist with the conversion process.
 * 16) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px;">Share these creations with the rest of the group by inviting students to come up and attach their merchandise and prices to the Weasley's Wizard Wheezes Joke Shop poster.
 * 17) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 12px; line-height: 115%;">Now it's time to shop! Each of us will work with at least one or two students and allow them to purchase one item from our store. The items will be priced in magical prices and the students will need to convert this price to the muggle price before making a purchase. Students will take the amount of muggle money needed to purchase their item.

<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; text-align: left;">2) English Language Arts Lesson <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**Title:** __Creating Magical Spell Words: Using Interactive Writing__ <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**Name:** Hufflepuff House - Amy, Danielle, Jennifer, Melissa, and Theresa <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**1.) Learning Goal(s) or Objective(s):**  <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**Performance Indicators:** <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">ELA.02-04.RE.03 - Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">parts, such as root words, prefixes and suffixes. <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px; line-height: normal;">ELA2.04.WR2.01 **-** Students write original literary texts that use vivid and playful language <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">ELA4.04.WR2.01 **-** Students share the process of writing with peers and adults; for example, write with a partner. <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Literacy Competency **-**Correctly spell words within their own writing that follow the spelling patterns of words previously studied.

<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**2.) Methodology:** <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">a.) Product: The students will use interactive writing to construct their own magical spell word, using Latin word origins (etymology), as well as vivid and playful language related to the spell's purpose. The students will then use their magical spell word in a game of spell-casting practice with their peers. <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">b.) Assessment: Student understanding of the etymology and spelling of the magical spells in __Harry Potter and the Half-Blood Prince__//,//as well as the meaning of the playful and vivid language they use//,// will be demonstrated by their written and oral explanation of their created word's Latin root and meaning, along with its usage in the spell-casting game. <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">c.) Instructional Delivery Method:
 * 1) <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Students will be asked if they can recall any of the magical spells from __Harry Potter and the Half-Blood Prince__.
 * 2) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%;">Begin reading aloud from the last paragraph on the bottom of p. 301 ("The door behind...") to the end of p. 302.
 * 3) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%;">Ask the following questions: "//What spell did Hermione cast at Ron? Why? What does it demonstrate about what she was feeling towards him at that moment?"//
 * 4) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%;">The teacher will direct the students' attention to the word "Oppungno!" that Hermione used in casting the spell. Ask: "//Why do you think the author, J.K. Rowling, used that particular word? Is it just a nonsense word she made up or do you think it has real meaning//?"
 * 5) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%;">Explain to the students that in __Harry Potter and the Half-Blood Prince__, J.K. Rowlings uses spells and charms that are largely based on the classical languages, particularly Latin.
 * 6) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Distribute the packet that includes Harry Potter spells and Latin word origins and their meanings. Ask the following questions: <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">"//Let's look at the Harry Potter Spells first.// //<span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Notice where it says, 'suggested etymology ;' under each of the spells. Does anyone know what a word's etymology is//? (its origin - where it came from) //Please find Hermoine's spell word, 'Oppungo'. What do you notice about its etymology?// (classical Latin //oppungno// meaning "to attack".)
 * 7) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;"> Ask the following questions: //"Now, find the muggle-repelling charm, 'Repello Muggletum'. What do you notice about its etymology?"// (Latin //repello// means "to drive away;" the word "muggle" isn't there). "//What does "muggle" mean in the magical word//?" (non-magical person) "//Do you think it is a real word//?" (no, the author created it). Explain that J. K. Rowling also created her own words to use for the spells and charms.
 * 8) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Briefly look at the remainder of the packet to see other Latin root words that J. K. Rowling uses for writing spells and charms.
 * 9) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%;">Pass out the “Create Your Own Spells” handout to the students, giving the following instructions: "//Now you are going to create your own magical spell word! First, decide what action you want your spell to perform. You may choose one from the list or create your own and record it at the bottom. Then try to find the Latin root word that best describes what you want your spell to do and record that next to the action. If there is no Latin root that matches your action, you can use an English word, or create your own word - like muggle - to add to the spell."//
 * 10) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%;">The teacher then models selecting an action and creating a spell word to perform it with. (To freeze: Petrapolous. Latin //petra// means "rock or stone"). //We are going to give you three minutes to construct your spell. Feel free to ask for help from any of the teachers. Read, begin//." (Teachers will assist students in constructing their spells.)
 * 11) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%;">After the three minutes is up, students will share their spell with the group: its purpose/action, its Latin root/English word, and the meaning of any word or word parts they have created.
 * 12) <span style="color: #07b007; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Time permitting, we will play a spell-casting tag game. One or two students will be the taggers and given wands to tag or "cast their spell" on the rest of the group. If a student gets tagged, they must perform (pantomime) whatever action the spell dictates. A third student will be selected to tag the students to return them to normal.

<span style="color: #07b007; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">



<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; text-align: left;">3) Social Studies Lesson <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%;">**Name:** Amy Hessler  <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%;">**1.) Learning Goal(s) or Objective(s):** The students will be able to work in pairs to create a Marauder’s Map of the classroom, using symbols to represent objects, drawing nine out of ten symbols in their correct places. <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%;">**Performance Indicator:** SS3.E.1B - Students draw maps and diagrams that serve as representations of places, physical features, and objects.
 * <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%;">Title: **<span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%;">__Marauder’s Maps[[image:341954.jpg width="259" height="259" align="right"]]__

**<span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">2.) Methodology: ** <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">a.) Product: The students will work in pairs to create a Marauder’s Map of the classroom. The students will draw nine out of ten symbols in their correct places on their map.

<span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">b.) Assessment: The form of assessment for this lesson will be each pairs' Marauder’s Map. The students must draw nine out of ten symbols in their correct places on their map.

<span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">c) Instructional Delivery Method:
 * 1) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Begin the lesson by reading the following section aloud from page 387 of __Harry Potter and the Half-Blood Prince__: “He had found it, a folded square of apparently blank parchment, which he now smoothed out and tapped with the tip of his wand. “I solemnly swear that I am up to no good…”.
 * 2) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Ask the students to identify what Harry found. Next, ask the students to identify the characteristics of the Marauder’s Map and what Harry uses it for in the book.
 * 3) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Explain to the students that during today’s lesson, they will work with a partner to create their own Marauder’s Map of the classroom.
 * 4) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Show the students an example of a map of New York. Remind the students that a map illustrates a bird’s eye view of a particular place. Explain to the students that they will be drawing the classroom as if they are looking at it from above.
 * 5) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">As a class, brainstorm a list of ten objects that the students should include on their map. The list could include: teacher’s desk, students’ desks, carpet, book nook, computers, sink, listening center, coat closet, small group table, doorway, etc.
 * 6) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Locate the map key on the map of New York. Explain to the students that most maps contain a map key that includes symbols that represent objects on the map. As a class, create a map key by deciding on symbols for the students to use to represent each of the classroom objects they brainstormed. For example, the book nook could be represented by drawing a single book on their map.
 * 7) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Ask the students to quickly and quietly find a partner and a spot to work. Pass out one piece of white construction paper to each pair. Instruct the students to work together to create their Marauder’s Map of the classroom making sure to use the map key to represent the classroom objects on their map. Instruct the students to create their map in pencil first so that they can erase if they make a mistake. Tell them they will have an opportunity to add color later.
 * 8) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">Allow the students time to work on their Marauder’s Maps. Walk around during the activity and offer assistance to pairs that are having difficulty.
 * 9) <span style="color: #0062ff; font-family: Georgia,serif; font-size: 90%; line-height: 115%;">When the pair is finished drawing their map, give them 10 small smiley face stickers to place on their map to represent their classmates. If there is still time, they may begin to add color to their map.

<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; text-align: left;">4) Science Lesson

<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**Title:** __How to Take Care of Magical Animals and Plants__  <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**Name:** Amy Hessler <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**1.) Learning Goal(s) or Objective(s):** The students will be able to demonstrate their understanding of the basic needs of animals (water, air, food) and plants (air, water, light, nutrients) by correctly listing all of the basic needs their magical animal or plant needs in order to live and thrive. <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**Performance Indicator:** MST4.E.LE1A: Students describe the characteristics of and variations between living and nonliving things. <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Major Understandings – 1.1a: Animals need air, water, and food in order to live and thrive. <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Major Understandings – 1.1b: Plants require air, water, nutrients, and light in order to live and thrive.

<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; margin-bottom: 0pt; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">**2.) Methodology:** <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">a.) Product: The students will create care instructions for either a magical animal or plant. The students will name their magical animal or plant, draw a picture of it, and list the things it needs in order to live and thrive.

<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">b.) Assessment: The form of assessment for this lesson will be each student’s care instructions for either a magical animal or plant. In their care instructions, the students must name their magical animal or plant, draw a picture of it, and list the things it needs in order to live and thrive. For an animal, the student must include food, water, and air. For a plant the students must include air, light, water, and nutrients. <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">c) Instructional Delivery Method:
 * 1) <span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 16px; line-height: normal; text-align: left;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Begin the lesson by explaining that animals and plants have needs that are necessary for them to live. Ask the students what they think animals and plants need to live. From these responses, create 2 webs: one for animals' needs and one for plants' needs. As the students generate responses, write the response on the appropriate web.
 * 2) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Ask the students to recall two characters in __Harry Potter and the Half-Blood Prince__: Hargid and Professor Sprout. Ask the students to describe each character and their parts in the book.
 * 3) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Read aloud about Professor Sprout’s Snargaluff stumps on pages 280-281 in __Harry Potter and the Half-Blood Prince__. Also briefly talk about the magical creature that Hagrid takes care of in this book (Buckbeak).
 * 4) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Explain to the students that during today’s lesson, they are going to be responsible for taking care of a magical animal or plant, just like Hagrid and Professor Sprout.
 * 5) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Tell the students that they are going to create care instructions for either a magical animal or plant. In their instructions they must name their animal or plant, draw a picture of it, and list the things it needs in order to live and thrive. Remind the students to use the webs on the board to recall the needs of animals and plants.
 * 6) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">Pass out the care instructions handout to each of the students. Allow them time to work on their magical animal or plant. As the students are working, walk around and offer assistance as needed.
 * 7) <span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">When the students are finished with their care instructions, if time allows, have the students share their magical animal or plant with the class.

<span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;"><span style="color: #07b007; font-family: Georgia,serif; font-size: 12px;">