The K-W-H-L Strategy for Harry Potter and the Sorcerer's Stone by J. K. Rowling

Purpose of the Strategy

The K-W-H-L strategy actively bridges readers' prior knowledge to new knowledge by engaging students in their own learning process. It allows the students to list what they know, what they want to find out, how they will find it out, and what they learned. This strategy links students' knowledge of the Salem Witch Trials (a generally familiar part of American history) to the broader context of witchcraft in Rowling's novel, and should be done before the students begin reading the novel.

Directions:

Step 1–Introduce the strategy (the teacher introduces the K-W-H-L strategy with a new topic)

Make a transparency of the blank K-W-H-L strategy chart, or draw out a large chart on butcher paper. Put the chart up for the students to see and explain that they will be reading Harry Potter and the Sorcerer's Stone by J. K. Rowling and that this novel is about a young wizard during the present day in London, England. Explain that before starting the book the class will learn about the Salem Witch Trials which also deal with witchcraft, but in Massachusetts in the 1600s. Learning about this topic will serve as a basis of comparison about the treatment of those believed to be witches and will help to generate interest in the book.

Step 2–List what is known (question and probe to create a list on the chart)

Brainstorm with the class to see what the students already know about the Salem Witch Trials. Write down all of their responses, including those that are incorrect. If students disagree with some of the statements, then explain that they will be able to come back to the chart after learning about the topic. In order to stimulate discussion and get them thinking you could ask the students where Salem is and during what time period the witch trials took place. Ask them if the families of those who were wrongly accused or prosecuted were ever given an official apology from the state. You could also ask how it was determined who was guilty and who was not.

Step 3–List what they want to learn (generate a list of student questions)

Ask the students what they want to know more about and what questions they have about the Witch Trials. List their responses on the chart. Suggest a few things from the sample chart they might want to learn about if they are reluctant to volunteer information. Probe them with questions until the list seems complete.

Step 4–Students generate their own questions (allow time for students to work in small groups)

Divide the class into groups of four and give each group a copy of the blank strategy chart. Assign the groups different questions about the topic from the class generated chart to research. Give the groups 6-8 minutes to brainstorm any other questions they have about their topic of research.

Step 5–Discuss how to find answers to questions

Have the students get out of their groups and return to the class chart. As a class, have the students brainstorm possible sources where answers to their questions could be found. Encourage them to look in places other than an encyclopedia and the internet and to read or reread things like The Crucible by Arthur Miller.

Step 6–Read to find out

Give the students time to research their questions and find answers to them. Make sure you explain that some of the questions will not have easy answers and tell them that they should write any other questions that come up and any answers they find on their charts.

Step 7–Share answers

Spend part of one class period (about 5-7 minutes per group) having the groups share the answers they came up with with the rest of the class. Record their answers and additional questions on the class chart. Tell them that since learning is ongoing they can add questions and answers to the chart while reading the novel.

Step 8–Follow-up activities

These K-W-H-L results can be used throughout the unit for reports, learning logs, journal entries, maps, outlines, or graphic organizers. For example, the students could make charts comparing and contrasting the treatment of "witches" during the 1600's in Salem to their treatment in the novel. They could also write journal entries explaining how they believe witches would actually be treated today and whether or not they agree with how Rowling depicts the way people react to the news that there is a wizarding world.

Assessment

This K-W-H-L strategy allows the teacher to find out what the students already know about the Salem Witch Trials which in turn can help the teacher decide what to focus on during the unit. This topic relates to book because they both share some common themes including witchcraft, prejudice, cowardice, and courage. The chart should be left up throughout the unit and at the end the students could write a paper or do a project on one of the themes that is common to both the novel and the Witch Trials.

Diana Anderson, Brigham Young University 2000