Using Chapters 5-7 of Philosopher’s Stone, read /write descriptive and predictive texts; revise noun phrases, modal verbs, relative clauses. Discuss which Hogwarts house we’re suited to: get sorted!
Teaching and activity Session 1
Focus on the impact of description and expanded noun phrases using the description of Diagon alley, discussing what makes this effective. Revise the grammar, using the correct terminology, and write their own descriptions of new Hogwarts treats. Spelling homework: words ending–cial & –tial.
Teaching and activity Session 2
Children read some selections of text, discuss and make inferences. They explain the meaning of words in context and then answer test-style comprehension questions, retrieving information from an extract and providing evidence to justify opinions.
Teaching and activity Session 3
Harry is nervous about Platform 9¾ and wonders how and if he can negotiate it. Using this, children revise modal verbs, identify these and select the most appropriate modal verb for a given sentence. They also write their own sentences using modal verbs.
Teaching and activity Session 4
Once Harry is on the train we are introduced to two of the main characters in the books: Ron and Hermione. Children explore these and then revise their grammatical understanding of relative clauses and pronouns. They write about the characters using these.
Teaching and activity Session 5
Using a Sorting Hat and the opening of Chapter 7 , children discuss the four houses, they make and discuss predictions, make inferences and write using modal verbs. They then perform their compositions.
Teaching and activity Session 6
Children complete a piece of writing for a specified purpose. Kick-started by watching the Diagon Alley visit in the film, children adopt the role of director and must find a way to describe what they want the film to look like using vivid language.
For sorting hat and sweets ideas, see our Pinterest board.