LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number 4, Grade Levels 9th , Harry Potter Video Discussion, 1 period 50min:

II. Lesson Rationale:

Students will watch the scene from the film Harry Potter and the Chamber of Secrets.
Students will continue to develop and expand their visual literacy skills through discussions about
similarities and comparisons of physical features that were previously discussed as well as questions
raised by the film.
Students will identify & define characteristics/ elements that can be attributed to types of mythical
creatures with a focus on malevolent creatures.
Student will use the dialogue with classmates to explore whether or not the creature featured in the
film is an exemplar of the concepts currently being explored.

III. Key Concepts:

Exemplars of the monstrous category. Malevolent creatures.

IV. Essential Question:

Could we consider the Basilisk a monster?
Why or why not?

How does the film communicate the Basilisk to the audience in a way that we understand it as a
monster? (if it is one) How is it elevated from simply a snake?

What makes the most monstrous creature? 2nd key question

V. Lesson Objectives:
The Student will compare the features of certain mythical creatures with others.

The Student will be able to form own reasoning for their perceptions of mythical creatures and give
their justification through writing.

VI. Specific Art Content:

Medieval imagery.

VII. Resources & Materials for Teacher:

Projector, Computer, Access to Internet or Copy of Film Harry Potter and the Chamber of Secrets,
Handouts for Students, White Board, DVD player.

VIII. Resources & Materials for Students:

Pencil or Pen, Sketchbook

IX. Instruction and Its Sequencing:

Day of the Lesson 1 day
1. Introduction/Motivation:
Reintroduce the high points that were mentioned in the discussion prior to this lesson. Themes
of mythical creatures and the comparisons of physical features. Physical features are influential
to our understanding of creatures.
 Inform students that they will be watching a scene from Harry Potter and the Chamber of
Secrets

2. Guided Practice
After the scene from the film is over the Teacher will lead a class discussion

Teacher will inform students to get into their standard discussion format.
After the students are arranged and ready for discussion the Teacher will begin to ask students
about their thoughts and if there are any pressing ideas that relate to our theme that a student
wants to share

If so, ask about how students came to their conclusions about X. What happened in this scene
that help you get to that conclusion?

After students share, or if students do not share, the Teacher can pose questions about the film
like:
Based on your definition of what a monster is, could the Basilisk be considered a
monster?
Is the creature in this film an exemplar of specific type of monster?
How does this creature compare in relationship to other creatures discussed about last
class?
How does the film frame our perceptions of the Basilisk and what does the Basilisk do
to make use understand it as a monster?
What physical features of the Basilisk are highlighted in the film to help illustrate the
character of the mythical creature?

The Teacher will introduce the story of Saint George and the Dragon and then will point out the
parallels in the two stories.

Introduce new essential question. What makes the most monstrous monster?
Afterwards the teacher will have students create a new definition that attempts to answer this
question.

3. Independent Practice
Students will make connections between mythical creatures answering questions posed by
teacher and other students.

Students will use classroom discussions to influence their definition of what constitutes a
monster.

4. Closure
For the last 10 minutes of class students will be given time to write their new definitions in
their sketchbooks to be turned in before the end of class.
 5. Formative Evaluation
The teacher will keep track of which students are contributing to the conversation in order to
evaluate students based on their participation.

6. Classroom Management Procedures

The teacher will have a rule on how many times a student can talk about a given topic. Students
will keep rule about raising ones hand before speaking

X. Summative Assessment and Evaluation:

Check list:
Student recorded their 2nd personal definition in
sketchbook
Student contributed to class discussion.

XI. Interdisciplinary Connections:

NA

XII. References & Resources:

List all references used to develop this lesson.
https://www.youtube.com/watch?v=f6zSaAmy6NI

XIII. Art TEKS

117.302. Art, Level I (One Credit), Adopted 2013.
(c)Knowledge and skills.
(1)Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artwork.

(3)Historical and cultural relevance. The student demonstrates an understanding of art

history and culture by analyzing artistic styles, historical periods, and a variety of
cultures. The student develops global awareness and respect for the traditions and
contributions of diverse cultures.

XIV. National Art Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Anchor Standard 7: Perceive and analyze artistic work