Guided Imagery for Harry Potter and the Sorcerer's Stone by: J. K. Rowling

Purpose of the Strategy

This strategy is used to stimulate students' thinking so that they can generate original writing that contains more sensory descriptions. This strategy is very effective for some students because it allows them to really visualize a situation before they begin writing.

Directions: Step 1–Building the dream

This guided imagery should be done before the students read Chapter 8 "The Potions Master." In this chapter Harry has arrived at Hogwarts and is discovering the inside of the castle. Much of the imagery is about traveling to a large castle and going inside for the first time. This is so students will get an idea in their head about how it would feel to be put in a situation where you are in a strange place for the first time. This will help them sympathize with Harry as he learns his way around the castle and the magical world. Ask students to stretch, inhale slowly, exhale, relax, and find a comfortable position. Tell them that they might want to close their eyes, but that they do not have to if they are not comfortable doing so. Dim the lights and light a few candles. Begin playing "Respect the Wind" by Eddie and Alex Van Halen (this is on the Twister soundtrack). The song is about 5 ½ minutes long but if you read faster then it can be ended at any time. Play the music softly in the background and begin reading.

Step 2–Reading

Read the following series of prompts to your students in a calm, soothing voice. Do not read too quickly. The students will need time to visualize each image so do not rush them. Count to 30 between statements. Allow the students to doodle or draw while you talk if they feel they need to.

Step 3–Writing After you have finished reading the prompts have students open their eyes and write down as many of the descriptive images they can recall. Tell them to write whatever was significant to them. Give them at least 10 minutes to write. Play the music as they write and tell them to try and remember their experience. When they are finished allow students to share what they have written with the rest of the class if they feel inclined to do so.

Assessment

There are no required "assessments" for this strategy; it is a prereading technique, a way of opening up a vision for your students that connects what they are able to see with what they will read.

Prompts to read:

Close your eyes...tell all your muscles to relax...you are walking down a busy sidewalk towards a huge, black train...you have never been on a train before...you can see the steam coming from the top and hear people yelling and saying goodbye...you get on the train and it leaves the station...you see the countryside roll past you out the windows...you are in a compartment...is anyone there with you...are you talking...how do you feel about the person...if you are alone what are you doing...the train stops and you get out...there is a huge, black lake in front of you...it has started to rain and thunder and lightning...the lake frightens you...it is bottomless...you crawl into a rickety boat...is it large or small...are there others with you...you journey across the lake...you look down into it and see something alive...what is it...how does it make you feel...the boat touches land on the other side and you get out...in front of you is the biggest castle you have ever seen...it is black and has turrets and huge front double doors...lightning crashes right as you reach the castle, completely illuminating it...there are gargoyles perched on the corners...how do you feel...the doors mysteriously open and you walk inside...in the dimly lit interior you see staircases that go straight into the walls...there are statues and paintings of strange looking people...there are spiderwebs on the light fixtures...everything is old and dusty...then you see a white, ghostly figure come through the wall straight at you...slowly open your eyes.

Diana Anderson, Brigham Young University 2000