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HARRY POTTER &

THE
PHILOSOPHER'S
STONE

ETEC 531
MEGHAN MCMILLEN
MEAGAN VANDEKERCKHOVE

MEDIA
STUDY GUIDE

Image taken from Creative Commons: https://ccsearch.creativecommons.org/photos/24ccbf94-e1b4-4b94-8329-79b4b7df32cd


Introduction
"There is no good
       This media study guide for Harry Potter and the Philosopher's Stone and evil. There is
is written for an audience of Grade 5-7 students.  In this guide we only power, and
address several issues: belonging, fitting in, friendship, good and those too weak to
evil, strength of character, and bravery. This media guide is cross see it." -
curricular in nature and works with competencies across English Voldemort
language arts, health education, and digital literacy.

Plot Summary
     Harry Potter thinks he is just a regular boy whose parents died when he was an infant. He lives with
his Aunt, Uncle, and cousin Dudley Dursley at 12 Privet Drive in a room under the stairs.  On his 11th
birthday Harry receives a visit from Hagrid, the gamekeeper at Hogwart's School of Witchcraft and
Wizardry.  Harry is in fact a wizard, and a famous one at that.  Against the wishes of the Dursley's, Harry
attends Hogwarts to learn his craft and more about his parents.
     After always feeling as though he didn't belong, Harry finally has a home he loves.  He meets Ron
Weasley and Hermione Granger who become Harry's best friends.  During their first year at Hogwarts,
the friends are involved in adventures, all while navigating a new school and classmates.  During this
time, Harry learns more about his past and discovers the value of true friendships.  At first glance, the
movie appears to be a simple story of a boy's entry into an unknown world of magic, but turns into a
search for identity, a battle between good and evil, a jumble of challenging decisions, the search for
belonging and lasting relationships (Beach & Willner, 2002). 

Image taken from Canva stock images: Harry Potter

Learning Outcomes

After working through this study guide, students (we) will be able to:
Explore stories to help us understand ourselves, and to make connections with others and the
world.
Question what we hear, and view contributes to our ability to be educated and engaged citizens.
Respond to text (multimedia in personal, creative, and critical ways).
Use digital technology to identify and define authentic problems and significant questions for
investigation.
Create knowledge representations (e.g. mind maps, diagrams) using digital media. 
Explore and describe how personal identities adapt and change in different settings and
situations. (BC Ministry of Education, 2016)
Key Concepts

Throughout the film, Harry  and his friends "I'm


going
experience many of the same challenges you are befor to be
e eith d
think er of
having right now: up of you
idea a clev
belonging to er
Or wo get us kill
getting older  rse, e ed.
xpelle
friendship Herm d!" -
ione
bullies
good vs.  evil
strength of character

Pre-Viewing Questions
      Before watching the film, have a look at the movie trailer
here: https://www.youtube.com/watch?v=eKSB0gXl9dw. Breaking into small groups and look
at the following questions.  Each group will be responsible for discussing one and then
reporting back to class. 

1.  Have you ever been in a situation where you felt you didn’t belong?
2.  Is there a member of your family you wish you could have a closer relationship with?
3.  What qualities and strengths do you value in your own relationships?
4.  What makes someone a hero?
5.  What are the things in your life that bring you the most happiness?

While you watch

         As a class watch the film. While watching the movie, keep a list of key words that
come to mind as they relate to the themes of the movie. You may write the same word
multiple times, this is okay. After the movie type your words into a word cloud
generator (if you weren't already typing them in as you watched). 

       After creating word clouds, gather as a class, or in small groups, and compare
which words showed up bigger.  Were they the same? Different? Which word/theme
was viewed as most important based on the word clouds?

Try Wordle for your Word Cloud

Image taken from: https://www.flickr.com/


After viewing

After watching the movie as a class and creating your word cloud, break into small
groups and answer the following discussion questions:

How does Harry’s experience with his own family build his character?
Ron and Harry do not immediately like Hermione, but they do come to like her.  Has this
ever happened to you?  How did your relationship with the person change?
What magical subject would you be most excited to study at Hogwarts? Why?
The three friends form a strong bond. What qualities and strengths bring to their shared
adventures?
If you looked into the Mirror of Erised, what would you see? What do you think Dumbledore
actually saw when he looked into the Mirror?
If you could be a teacher at Hogwart’s, what would you teach? What would your Professor
name be? Why?
How would Harry be different if Dumbledore decided that he should be raised in the magical
world, instead of with the Dursleys? Who would he have lived with? Did Dumbledore make
the right decision?
What character in the movie did you connect with most? Why?

     As a group, students will select one question to respond to in depth in a format of
their choosing. Format ideas include: essay, journal, poster, comic strip, vlog, video, etc. 

      Throughout the movie, Harry Potter and the other


Themes
students of Hogwarts face many of the same
challenges as students in the Muggle world.
      Harry and his peers start their first year at
Hogwarts, a new school. Like at any new school,
students are often nervous and afraid that they won't
fit in or make any friends. This is especially true for
Harry as he is new to the wizarding world and doesn't
al know anyone, aside from Hagrid whom he has just
g re at de met. On top of that, just like many students, Harry
It ta kes a stand up
" to and his friends have to deal with bullies. In this case,
b ra very ut
ies, b d
of em Draco Malfoy and his Slytherin housemates. 
r en stan
to ou uc h to       In his quest to form relationships, make friends,
s t as m e nds.” -
ju ri
o our f  
and feel like he belongs, Harry's character is tested.
u p t
ble dore First, when he meets Draco. Then again when Draco
Dum
steals Neville's memory globe.  In the end Harry is
faced with his most challenging decision in the quest
to keep the Philosopher's stone safe from evil. 
      

Image taken from: https://www.flickr.com/search/?text=harry%20potter%20and%20philosophers%20stone


     Harry and the characters in the movie are relatable because they are having the same
experiences kids everywhere go through (Gibbs, 2005).  Harry and his friends navigate the
bumpy road of relationships, making choices, and growing up.  Not everything turns out the way
they hope, but every event is a life lesson.  The movie brings the book and it's characters to life,
allowing the viewer to connect more deeply with the actions Harry, Ron, Hermione, Neville and
even Draco take throughout the film (Simmons & Evely, 2005).  We can use the film to relate
with our own lives and choices we may be faced with. 

Activity 1: Promote your House


Your teacher will divide you into the four houses of Hogwarts: HufflePuff, RavenClaw,
Slytherin, and Gryffindor.  Your job is to create a commercial promoting your house to other
potential Hogwarts students. 

The commercial could be a radio ad, TV commercial, video blog, or social media post. Make
sure that you include: the benefits of belonging to your house, what kinds of fun activities you
might do, character trait your house is most known for. 

Length of media production 30 seconds - 1 minute

Activity 2: Scene Rewrite


     Choose A) a scene from the film and rewrite it from a different character's perspective
or B) rewrite an event had the outcome been different.  Present the scene in a digital
format: comic strip, news story, YouTube video, etc.  (If you want to tackle another option
- please see the teacher with your idea)

                      Option A:                     Option B:

The Sorting Hat ceremony from Draco Harry stays with Dursley's and never attends
Malfoy's perspective. Hogwarts

When Neville tries to stop Ron, Harry, and Hermione gets placed in Ravenclaw instead of
Hermione from Neville's perspective. Gryffindor

The quidditch match from Snape's Ron Weasley does not attend Hogwarts with
perspective. Harry

Hermione's perspective when she overhears Harry is placed in Slytherin House
Ron and Harry talking about her.
Professor Snape is invaded by Voldemort
Hagrid's perspective when he loses the instead of Professor Quirrell
dragon and has to take Ron, Harry,
Hermione, and Draco into the forest. Neville Longbottom is the hero of the Gryffindor
quidditch team 

Image take from: https://pixabay.com/en/harry-potter-gryffindor-2240526/ 


Assessment Rubric

n
dow
p ened ween
t hap s bet irrell
a n u
 "Wh ungeo sor Q , so,
   e d rofes ecre le
t
th P s
in and lete e wh  
o
u p h
yo
a com lly, t ws." -
is ur a no
nat ool k edore
sch umbl
 D

Image taken from: https://pixabay.com/en/oxford-historic-city-england-1155171/


Sources for Further Study

If you are interested in pursuing some additional Harry Potter themed


learning, here are some potential options:

1. Potions Class - students do an experiment and create their own "potion" - connect
back with Harry Potter by giving potion a name and identifying possible uses.

Some websites to check out are:


https://rediscoveredfamilies.com/11-magical-science-experiments
http://www.ourgoodfamily.org/2017/06/harry-potter-and-the-sorcerers-stone-
potions-experiement 
2. Greek Mythology - there are instances of greek mythology throughout the film - choose
one and create a poster or newspaper article on the character - check out this link to get
some inspiration: 

https://www.pottermore.com/features/tracing-the-myths-and-legends-in-
 
philosophers-stone
3. Compare and Contrast  - Harry Potter with another popular film series.  Create a class
mind map linking themes and characters from both films. 

Films to consider: Divergent, Chronicles of Narnia, Lord of the Rings, Mortal Instruments,
Percy Jackson and the Olympians.

4. Take a virtual field trip - Visit King's Cross.

In honor of Hogwarts's secret platform 9¾, the station


has erected a luggage cart that "disappears" into the wall.
See the bewitched cart at On This Very Spot: 

ra g e, I
ou ,
ty of c d mind http://www.onthisveryspot.com/find/spot.php?
Plen ot a ba talent, spot_web_name=Kings_Cross 
N 's
see. . There thirst
er a
eith es. And rself.  - See the "Real" Hogwarts - In the Harry Potter movies,
oh y ve you hat
ro g many of the scenes of Hogwarts were filmed in Gloucester
to p sortin
the Cathedral in London.

Take a virtual tour of the Gloucester Cathedral.


http://www.gloucestercathedral.org.uk/index.php?page=virtual-tour

Image taken from: Canva stock images "Harry Potter"


References
ore
rem
British Columbia Ministry of Education. (2016). BC’s new curriculum guide:    re a gs:
The ant thin
         Retrieved from: https://curriculum.gov.bc.ca/                                           ort nd
    imp dship a
frien very -
Beach, S. & Willner, E. (2002). The Power of Harry: the impact of J.K.              bra
        Rowling’s harry potter books on young readers. World Literature              rmione
He
        Today, 76(1), 102-106

Columbus, C. (Director). (2001). Harry Potter and the philosopher's               


        stone [Motion picture]. United States: Warner Brothers. 

Simmons, G. & Evely, C. (2005) Harry Potter and the Philosopher’s                 


       Stone: middle years teacher resource guide. Screen                                   
       Education, 37, 70-77.

 Witschonke, C.  (2006) Harry Potter Casts a Spell in the Classroom               


       Middle School Journal 37(3) p. 4-11.

Gibbs, N. (2003, June 23).The Real Magic of Harry Potter. Time.

Sources Consulted
Black, S. (2003). The Magic of Harry Potter: symbols and heroes of Fantasy. Children’s             
      Literature in Education. 34(3), 237-247.

Rowling, J.K. (2000) Harry Potter and the Philosopher's Stone (6th ed). Vancouver, Raincoast   
       Books 

Scholastic, (n.d.) Harry Potter and the Sorcerer's Stone. Discussion Guide. Retrieved                 
        from: https://www.scholastic.com/teachers/lesson-plans/teaching-content/harry-           
        potter- and-sorcerers-stone-discussion-guide/

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bea he tru
ut th
thin iful an . It is a
the g, an d terr
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with efore b shou ble
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Dum at cau eated
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e

Image taken from: https://pixabay.com/en/harry-potter-magic-wands-olivanders-1640521/

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