Months ago, our class began reading Harry Potter and the Sorcerer’s Stone together. Harry Potter is something my teacher and I share a passion for, and we both thought it would be a good way to help our not always kind children think more deeply about what it means to be a good person.
I can’t say that we changed any behaviors, but we did manage to inspire almost the entire class to become HP fans. Despite initial skepticism (like moans of “I hate Harry Potter”) some were enthralled by the time the snake’s glass disappeared. Others took longer, but almost all of them have become invested in the story. Several have already made it through Chamber of Secrets! They also managed, over the course of the year, to earn a full jar of marbles, given for a variety of reasons, but mostly for good behavior. We learned on the first day of school that as a reward for earning all of these marbles, they would get a “marble party” as determined by the teacher.
So what did we decide to do? Throw them a Harry Potter party, of course!
The party would be in the last full week of school and provided us an opportunity to go all out. We made them Hogwarts letters, complete with individualized desk locations, and presented them as though owls had dropped them off. We spent an hour block of writing time having them write back to Professor McGonagall with their responses. Most were thrilled, some merely smiled, but some (unexpectedly) shared fear. We had several kids who didn’t want to leave their families to attend, regardless of their magical abilities. It hadn’t occurred to us that any of our children would consider this as anything but imaginative play, but we swallowed any doubt and kept selling it.
We had a local actress (the teacher’s mother) dress up and visit the class playing ZuZu Trewlaney (Professor Trewlaney’s equally sighted sister), who identifies which muggle born children will have magical capabilities for Dumbledore. She did a phenomenal job, explaining to the children that they would be attending an orientation (Hogwarts has never had so many muggle borns from one place invited to attend, after all!) the next afternoon.
After countless questions about “when are we going to Hogwarts?” and “is this our marble party?” leading my teacher and I to seriously question whether we were messing with their minds a little too much, the party arrived.
Students entered the classroom via a fabricated Platform 9 3/4, rushing through a faux brick wall. They were sorted via cupcake (I colored frosting inside to indicate which house they would be in), though we got a witches hat from our music teacher to fully simulate the experience. Our kiddos got to try Bertie Bott’s Every Flavor Beans, don Harry Potter glasses, and wave plastic (or pretzel) wands. Before we could watch “a documentary about castle life” (the first Harry Potter movie), each child got a personalized Chocolate Frog.
This was my favorite project that we took on, though it ended up taking an excessive amount of time. Each child had their own picture on a chocolate frog card and the box was personalized to explain what had made them worthy of
such a wizard honor. We created fictional lives for each of them, from being a famous quidditch Chaser, or volunteering at a Unicorn Sanctuary, to becoming the Minister of Magic via groundbreaking work with Muggle Relations. We tried to personalize each story based on the students interests and what we thought they would most enjoy and it was a really fun reflection tool at the end of the year.
Our students had a wonderful time feeling like witches and wizards and it was fulfilling to be able to bring them that joy. They were invested in the story and their imaginations, and we invested in their interests. While we could have made this adventure much more academic, the effort we gave and the immersion that came out of it is a good model for how kids could be learning at school every day, not just for an end of the year party.