A prereading strategy is guided imagery. Have students close their eyes and envision a scene that unfolds as you play the soundtrack of the Harry Potter movie and read them statements that describe the opening setting -- the seemingly abandoned house on top of a hill. Students should then write using sensory details what they pictured in their heads. This strategy helps students draw mental pictures so they can better imagine Harry Potter's world.
Directed reading guides students to question themselves as they read and respond to the text. Model this by breaking the first chapter into segments and ask deepening questions after reading each segment as a class. Discuss what is going on, and challenge them to immerse themselves in Harry's world. By modeling this structure, students develop a pattern of thinking while reading.
As students read the novel, they can participate in individual writing assignments that you can evaluate for comprehension. Students can write character journals that reflect upon a main character's actions, emotions and decisions. Harry Potter, Ron Weasley, or Hermione Granger would be valid options. Writing as the role of the character helps students relate and immerse themselves into their chosen character.
Assign students to script specific and important scenes. Be careful they try not to emulate the film version, but encourage creativity by including parts that were not in the movie. Students can rehearse the scenes in groups and perform them for the class for a visualization of the novel. Scripting requires students to use the novel to support creative choices.
A more student-led approach to reading the novel is literature circles. Divide the class into "Hogwarts Houses" and have them study the novel together. For each chapter, students are responsible for a rotating duty, such a summarizer, illustrator, discussion director, and quote finder. Students meet together to share and discuss their work and the text. This method integrates students into four levels of textual interaction and alternative approaches to a novel.
Having students discuss a text together creates deeper meaning. Students form a circle (to discuss themes and events, creating their own Wizengamot trials. By giving students debatable topics related to the novel and the world, you challenge them to use textual evidence and their own experience. This student-dominated discussion can lead to conversations about bullying, prejudice and teenage love found in "The Goblet of Fire" and their own lives.
Projects provide a creative outlet for students and allow them freedom to interact with the text more freely than a test. Using a digital book creator like Mixbook, have students create a Hogwarts yearbook. Students add pictures, create sections and write character profiles for the various faculty and students. Have students create games based on the novel. Students should create rules and other necessary items for play and show a clear understanding of the text. Play the games during class as review. Students can also create Famous Wizards Cards based on characters and include relevant information about characters.