Scholastic harry potter essay contest

They step outside the hut and step into their boat. Hagrid uses a bit of magic to speed things up for them. Hagrid says there are Enchantments guarding the vaults in Gringotts. Gringotts is all under London , and you would die of starvation trying to get out. Hagrid begins to read the Daily Prophet and mutters that the Ministry of Magic  is messing things up as usual. Harry wonders what the Ministry of Magic does, and Hagrid explains that they handle everything to do with magic. He says they wanted Dumbledore for Minister , but Cornelius Fudge got the job. As they pass through London, people stared at Hagrid a lot, due to his size and that he is pointing out things that Muggles  are brilliant for inventing. Harry asks if there are Dragons guarding Gringotts. Hagrid says yes and mutters that he would like a dragon. Harry takes out his list and reads it out. It says he needs a set of robes , a pointed hat , Dragon hide gloves, and a winter coat. There is a list of his books and stationary equipment. Hagrid leads them both into a pub called the Leaky Cauldron that Harry did not notice was there. It is dark and shabby and everyone greets Hagrid as he enters. When people see Harry, many get up and shake his hand, including Doris Crockford and Dedalus Diggle . A man with a turban approaches them and Hagrid introduces Harry to Quirinus Quirrell , the Defence Against the Dark Arts   professor at Hogwarts. They talk for a bit then Hagrid steers them out a back door into a small enclosed area with a few barrels. Hagrid takes out his umbrella and taps bricks with it, counting an order. Once he is done, a hole appears in the brick wall, slowly getting bigger, until the wall disappears fully, revealing a crowded street with people wearing robes everywhere with shops left and right. Hagrid tells Harry the street is called Diagon Alley .

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Teachers at every grade level say they've used counting galleons and mixing potions to inspire mathematical thinking. Here are some of our favorite activities.

For Grades 1-2
At this age level, chances are you are reading the series out loud in class. Try giving each student a dry-erase board or small notebook. As you read, periodically stop and ask students to sketch a quick picture of what they've just heard or what they think might happen next. Not only will this aid in reading and listening comprehension, but you can highlight illustrations that lend themselves to mathematical discussion. For example, if a student draws Harry and Hermione shopping for school supplies, talk about how many books they might buy with a given number of galleons. Draw further pictures if necessary to help students visualize the concepts under review.

For Grades 3-5
Invite students to assemble magic potions to practice fractions. Cut large kettle shapes from black construction or butcher paper. Then give students a round paper plate to attach to their kettles. Challenge children to "fill their kettles" by coloring portions of their paper plates according to the potion ingredients mentioned in one of the Harry Potter books. Rowling rarely gives precise measurements, but students should determine exactly how much of each ingredient goes into the potion, for example, 1/2 leeches, 1/4 powdered bicorn horn, and 1/4 knotgrass.

For Grades 6-8
Harry and his friends spend a great deal of time worrying about their . exams, or Ordinary Wizarding Levels. As a way to review material at the end of a chapter or unit, challenge students to write their own . exams covering the topics you have been studying. The twist? Students must create word problems related to the series. If you've been studying probability, for example, students might use a table to determine the probability of each Hogwarts house winning the House Cup. Have students work in partners and then exchange their with another twosome. 

The basic idea... Harry, I saw Harry very very very clearly. Very vividly. And I knew he didn't know he was a wizard. [...] And so then I kind of worked backwards from that position to find out how that could be, that he wouldn't know what he was. [...] When he was one year old, the most evil wizard for hundreds and hundreds of years attempted to kill him. He killed Harry's parents, and then he tried to kill Harry—he tried to curse him. [...] And—so—but for some mysterious reason, the curse didn't work on Harry. So he's left with this lightning bolt shaped scar on his forehead and the curse rebounded upon the evil wizard, who has been in hiding ever since. [3]

Scholastic harry potter essay contest

scholastic harry potter essay contest

The basic idea... Harry, I saw Harry very very very clearly. Very vividly. And I knew he didn't know he was a wizard. [...] And so then I kind of worked backwards from that position to find out how that could be, that he wouldn't know what he was. [...] When he was one year old, the most evil wizard for hundreds and hundreds of years attempted to kill him. He killed Harry's parents, and then he tried to kill Harry—he tried to curse him. [...] And—so—but for some mysterious reason, the curse didn't work on Harry. So he's left with this lightning bolt shaped scar on his forehead and the curse rebounded upon the evil wizard, who has been in hiding ever since. [3]

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