np_professor ([info]np_professor) wrote,
@ 2007-01-01 19:23:00
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Entry tags:lesson plans

Lesson Plan Drop Off!
Leave your lesson plans here!

It should list out what subjects will be taught on a weekly/biweekly/month basis in their class. This can be a general outline of what topic is to be covered which IG week or a more detailed plan that includes specifics on what homework will be assigned, but this will also help students be able to still RP out doing homework for classes that aren't being posted and help us as mods NPC those lessons when teachers go on hiatus.


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[info]prof_chandler
2007-01-07 05:17 am UTC (link)
first off the first class will always be a lecture/assignment class. the second class will be either a quiz or class review of the assignment.

i have a list in his journal (here) of what he has done and honestly i'm still working on what he will be doing. There's not alot in the books besides third year.

Third Years:
*Ceromancy (feb)
*Cleromancy (march)
*Necromancy(april)
*Cartomancy(may)

Fourth Years:
*libanomancy (feb)
*runes (march)
*graphology (april)
*tesseomancy (may)


Fifth Years:
Review of third and fourth year. (yes i cheat. shh.)
*crystal balls (march)
*runes (april)
*ceromancy (may)

Sixth Years:
*pyromancy (feb)
*aura-soma (march)
*mahabo (april)
*kumalak (may)

Seventh Years:
Independent Study/Thesis paper.

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[info]prof_ailwin
2007-01-19 07:22 pm UTC (link)
3rd Years - Introduction to the Runes
* Introduction to Runes and Runic Writing
* History/Age/Names/Etc.
* Different Rune sets (why/how)
* The Elder Futhark

4th Years - Review of Year 3 & The Sets
* Frisian Rune Set
* Anglo-Saxon Set
* Northumbrian Rune Set
* Younger Futhark Set
* Armanen Rune Set
* The structure of the sets
* Basic interpretation

5th Years - The Runes of the Elder Futhark
* Freyr’s Aett
* The meaning of the runes
* The purpose of the rune poems
* Heimdall’s Aett
* Pronunciation of runic names
* Try's Aett
* The Blank Rune
* Interpretation
*The runes of Freyr’s aett
* The runes of Heimdall’s Aett
* The runes of Tyr’s Aett

6th Years - Casting and interpreting the runes
* Proper setting (flat surface, quiet, etc.)
* Rune layouts
* Interpretation
* Orientation
* Reversed runes
* Basic interaction between runes
* Modifier Runes
* The finer points of interpretation
* Examples readings

7th Years - Norse Mythology and Rune Poems
* The Runes and Norse Mythology
* The Norse Gods
* Odin
* Yggdrasil
* The Aeisir and the Vanir
* Asgard and Midgard
* The Aesir
* Mimir
* Tyr
* Heimdall
* The Vanir
* Freya
* Bifrost
* Ragnarok
* Rebirth
* The epic poems
* The rune poems

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MUGGLE STUDIESSSS!
[info]aurora_borialis
2007-05-05 03:27 am UTC (link)
Describe the purpose of a refrigerator in 500 words.

What is the world wide web/internet used for?

The internet is for PORN!


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[info]theropicus
2007-05-05 04:11 am UTC (link)
Random suggested lesson plans a la Mandy! :D
Potions:
1st years
• ingredient identification: common ingredients are left out (unlabeled) and students must identify them with the help of their textbook; 1-2 class periods
2nd years
• ingredient identification: (less) common ingredients are left out (unlabeled) and students must identify them with the help of their textbook; 1-2 class periods
3rd years
• ingredient identification: (less) common ingredients are left out (unlabeled) and students must identify them without the help of their textbook; 1-2 class periods
4th years
• ingredient identification: (even less) common ingredients are left out (unlabeled) and students must identify them without the help of their textbook; 1-2 class periods
5th years
• ingredient identification: students are given cauldrons of simple, common potions (they know what the potions are) in which a single ingredient has been substituted with something else; they must identify the substituted ingredient (what has been switched with what) and theorize what how the substitution might have changed the effects and efficacy of the potion; 2 class periods
• substitution theory lesson (to follow ingredient identification lesson): class discussion on reason for substitution. Why is it done? What are the advantages? What are the disadvantages? What are the differences between technique and ingredient substitution?; 1 class period
6th years
• ingredient identification: students are given cauldrons of less common potions (they know what the potions are) in which one or more ingredients have been substituted with something else; they must identify the substituted ingredients (what has been switched with what) and theorize what how the substitution might have changed the effects and efficacy of the potion; 2 class periods
• substitution technique lesson (to follow ingredient identification lesson): students brew common (or less common) potions experimenting with the manner in which the ingredients are prepared (sliced, diced, powdered, peeled, etc.) and added to the brew, trying to find methods/techniques that work better. Afterwards, single-class discussion of why these techniques are not used in the textbook preparation of potions (for more adventurous players: look up things in HBP and use Snape's techniques, maybe?); 2-3 class periods
7th years
• ingredient identification: students are given unlabeled cauldrons of less common potions in which one or more ingredients have been substituted with something else; they must identify the substituted ingredients (what has been switched with what) and theorize what how the substitution might have changed the effects and efficacy of the potion; 2-3 class periods
• substitution experimentation: (to follow ingredient identification lesson) students must think of their own ingredient substitution (cannot be one learned in class) and experiment to discover proper measurements, preparation (sliced, diced, powdered, peeled, etc.), and the effects that the substitution has on the potion – does more than one ingredient need to be changed in order for the potion to still give the same results? What are the advantages of this substitution

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[info]im_a_trip
2007-05-05 05:08 am UTC (link)
What classes do you need lesson plans for?

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[info]raven_annabelle
2007-05-06 11:43 pm UTC (link)
Well preferably ones that don't have a prof. So Charms, Transfiguration, Ancient Runes, Care of Magical Creatures, Potions... possibly more

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Course Outline Suggestions
[info]derek_bly
2007-05-07 11:51 pm UTC (link)
Right so, you've asked the wrong geek for help. Or the right one.

I've kind of sketched up vague lesson plans by YEAR for Charms and Transfig of what the profs would cover because I figured that would make it easier (for me or maybe others too) to BS things for the kids to study. Transfig was really easy to puzzle out from the lexicon and I think Matt had it up at one point but basically it goes like so:

1st years - Inanimate objects (switching from one to another)
2nd years - Animate to Inanimate (taking something more complex and simplifying it)
3rd years - Inanimate to Animate (learning to make something simple into something complex)
4th years - Animate (from one complex organism to another)
5th years - OWL year; there's the least amount of info on this one, Vanishing Spells come in and are listed as some of the most difficult work they do that year. This might suggest that they're learning to alter the properties of an object or it's inherent nature without changing it completely? Fine tuning Transfig. I see it as a heavy term of review on what they'd done before and building on theory for more advanced Transfig; make sure the kids know what they need to in case they're stopping after 5th year and prepping them on NEWT level if they're going to continue.
6th years - Human transformations (self explanatory, Krum transfiguring his head into a shark's in GoF for example); I imagine they'd start basic with altering details of themselves (lots of safety lectures), and they may or may not progress to full transfigurations of classmates. NOT ANIMAGUS class. I'm pretty sure there's some other process entirely that goes into Animagi (wandless, and requiring much more control in any case if you're willing yourself to change back and forth). It wouldn't be taught.
7th years - Conjuring (creating something from nothing); this is listed as NEWT 6/7th level in the lexicon so it could be split between the two years like Conjuring Inanimate for 6th and Conjuring Animate for 7th but I figured human transfig was enough to keep kids busy for a year so I'm just lumping it all into 7th.

Charms...is a little harder to organize. I'm still trying to sort out different branches/distinctions/levels of it to separate into the years and so far it's being difficult. What I do have:

1st years - Moving objects/exerting your will without changing the object itself (levitation, alohomora, etc.)
2nd years - (no info given so I'll assign some) Effecting the properties of objects (color/size change, flame freezing, etc.)
3rd years - Effecting people? (cheering charms)
4th years - Basic Defensive and Protective Charms? (summoning/banishing, shielding) I might throw repairing/breaking objects in here too, there's nothing year specific in the lexicon.
5th years - OWL year; progressing along the same lines and obviously reviewing (silencing, creating legs on teacups [this seems Transfig to me but I suppose it's more technical charms work with giving an object the ability to do what you want rather than changing it so it does it itself]; required to know color change and summoning on exam)
6th years - Objects from wand? Charms version of summoning (water from wand [I'll presume it's another technical division from Transfig])
7th years - (no specifics again so I'll wing it) Probably a lot of prep for the real world, more complex versions of everything they've learned previously, maybe some protective or healing bits? I give up.

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Charms lessons 1st-4th years
[info]derek_bly
2007-05-07 11:54 pm UTC (link)
So yeah, there're are my class outlines. Let's see if I can wing some lessons.

Charms: (let it be noted that apparently my inner Charms prof is not without an odd sense of humor)
1st years
Students are provided with an assortment of fruit on the table and asked to select the natural sugar of their choice and make it dance by the end of class. Extra points for choreography or group performances. You may work together.

Additionally, students are asked to seek out fifth year students to assist them with their homework over the next few weeks. If you do not require homework help, ask anyway. Make them practice with you. Names of the helpful OWLsies are to be recorded.

2nd years
I find this classroom to be rather bland. Time for a bit of spring refreshing. You are to form groups and do a bit of redecorating for me. I know we've covered color changing already but I'd like you to take things a bit farther. Be creative, throw in some sparkles or flashes. Rotating colors would be nice, but perhaps a bit advanced. Don't be afraid to give it a go! Extra points if I decide to keep your changes.

Additionally, students are asked to seek out fifth year students to assist them with their homework over the next few weeks. If you do not require homework help, ask anyway. Make them practice with you. Names of the helpful OWLsies are to be recorded.

3rd years
Now, I know with spring upon us and the approach of summer I should hardly expect you lot to be falling asleep in my class; more like you're liable to be full of restless energy and want to be outside in the sun, eh? Well, from time to time a person does enjoy a quick nap but with all of these happy thoughts buzzing through your heads (or, dare I mention, the thought of exams come the end of the year) you may find it difficult to fall asleep, or you may not be able to squeeze it all in where you'd like.

For today's class I'd like you to read chapter 37 of your textbooks on resting charms and once you've gotten through that we'll discuss and let you practice casting and removing napping charms on your friends. Let me note now that this is not the sort of thing I want to see or hear about being abused once you've mastered it. Amusing as it may be to send someone into a nap mid Potions class, I assure you the burns they receive won't be, nor will the detention I and your Potions professor give you be enjoyable. Proceed.

Additionally, students are asked to seek out fifth year students to assist them with their homework over the next few weeks. If you do not require homework help, ask anyway. Make them practice with you. Names of the helpful OWLsies are to be recorded.

4th years
From time to time you may find it useful to seal your possessions away from troublesome roommates. For today's class we will be practicing locking charms. Keep in mind that these are not impenetrable and yes, your head of house, professors, and probably your parents are skilled enough to crack everything we'll be going over today so if it will get you into trouble, don't hide it behind one of these. In fact don't do it at all. At any rate! Please select one of the small trunks on the tables in front of you and begin practicing.

Additionally, students are asked to seek out fifth year students to assist them with their homework over the next few weeks. If you do not require homework help, ask anyway. Make them practice with you. Names of the helpful OWLsies are to be recorded.

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Charms lessons 5th-7th years
[info]derek_bly
2007-05-07 11:55 pm UTC (link)
5th years
In keeping with the schemes of some of your other professors, I've decided to incorporate the idea of group work into the next few weeks classes. I understand Professor Klyn, absent as he may be, was having you form groups with younger students. I'm going to ask that you carry this on into my class. The fast approach of OWLs necessitates some serious review on your parts if you wish to be prepared and this seems to me to be the best way to go about it. You are to find students in each of the years below you and assist them with their course work over the next few weeks. By this I do not mean that you are to write their essays for them nor are you to ignore them completely. I want you to help them. If they understand the material quite well already, I want you to practice with them for some period of time to ensure that they do, and moreover, to ensure that you remember how to do it as well.

I'm asking all of my first through fourth years to approach you for help and report names, so don't think you can fake your way out of this. If there are not enough students to go around you may share or take turns. Either way, I expect all of you to participate. I will know if you don't (and so will your parents because it will show on your OWLs).

Meanwhile, we'll be starting a review of our own. This week I want you to practice on your cheering charms. You'll be needing them.

6th years
Friday. I'm sure we all have places we'd rather be today so I'm keeping today's lesson fairly stress free. I would like you all to create a fountain of butterbeer from your wands. Yes, I know, this seems terribly simple and below your skill level. Try it. Let me suggest, first, that you not sample anything that might look off color or give off fumes. There is an art to creating something edible and you will not get this right the first time; I don't want to take any of you to the hospital wing today. Think of it as a little Home Economics for the day.

Also, let it be said that if you choose to deviate from my lesson plan and create something with more of a kick, I expect you to share. Of course, I'll be the one drinking your conjured alcohol while you write lines for me in detention, but assuming you've any skill at it, it seems a decent enough afternoon to me. Carry on.

7th years
It's looking a little dirty in here, wouldn't you say? Knowing that the lot of you will be leaving me soon, I feel it my duty to ensure that you will be able to handle yourselves in the big bad world, away from Mummy and Daddy and their cozy house and, yes, their cleaning. Today I would like you to clean for me. Yes, the castle has house elves for things like this, but how many of you will be employing such a creature when you move into your first flat in a few months? No? I didn't think so.

I know most of you must be familiar with a cleaning charm or two by now and practice, as they say, makes perfect. Let's see what you've got. Extra points if I can see your face shining in the floor when you're done. (No points if you transfigure the floor into a mirror, that's just cheating.)

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Transfig!
[info]derek_bly
2007-05-08 01:22 am UTC (link)
On the board for all classes (unless we're keeping Klyn as an NPC in which case it should maybe be ignored):

We're going to be taking things in a less Hogwarts Training Ground route for the remainder of the year. Self defense is, of course, important, and the application of Transfiguration to it is a useful one but as we hardly expect or encourage duels breaking out in the hallways ((*cough*Tobias and Derek*cough*)) it has been decided that sticking more closely to the Ministry approved syllibus for this course is the correct direction for Hogwarts.

1st years
Each student has been provided with a muggle watch. First I want you to transfigure it into a simple bracelet and then let's see if you can turn it back into the watch. Points determined on whether the watch still works when returned or simply looks correct.

Those of you unfamiliar with watches may want to look over the construction a bit before beginning.

2nd years
Each student has been provided with a bird (specific species vary). You are to transfigure your feathered friend into a teapot. Points taken if the teapot sings or chirps (particularly as we're not going to be making tea and I don't want you heating anything in class and setting the desks on fire).

3rd years
Each student has been provided with a sparkly rock. You are to transfigure your rock into a butterfly. Points to be awarded on how pretty the butterfly is; extra points if you manage to make more than one. Do NOT go overboard and try to impress me by transfiguring more than two. I think we'll have quite enough flying objects in class as it is and we don't want half transfigured pebbles with wings zooming about hitting people.

4th years
Each student has been provided with a ferret. You are to transfigure your ferret into a snake (preferably of the garden variety and not something poisonous). Please keep the two separate. Points taken for snakes with fur or ears.

5th years
We're putting you into full on OWL review mode. For the first half of class I'd like you to untransfigure what your younger students have managed to create in the course of the week. Yes, I saved them. (1st years, watches to bracelets and back; 2nd years, birds to teapots; 3rd years, rocks to butterflies; 4th years, ferrets to snakes). You may work in groups, as there may not be enough samples for each of you to have your own.

Take note of where they've gone wrong or what they might have improved and be ready to write me 14 inches on the subject for next week's class.

For the second half we'll be reviewing and practicing vanishing chairs. NOT the ones your fellow students are sitting on. I'll conjure some more. Good luck.

6th years
Today you are to practice transfiguring each other's feet. Trolls legs, chicken feet, bunny slippers, be inventive. I will ask that you not get too carried away, however, and let me remind you that no matter how much fun it may sound to throw a pair of wings on the old ankles and attempt flight, it will end badly. The floor is hard and you will fall. Points awarded for practicality and ability to explain it how your transfiguration would be useful. Points taken and detention awarded for intentionally painful transfigurations.

For next class I want 17 inches on the benefits and downsides of human transfiguration.

7th years
Although it's not a permanent solution, I know some of you may be wanting for home furnishings shortly so today we're going to review inanimate conjuring. Let me remind you, although you should know it well by now, that conjured items have a limited lifespan. If you need an extra plate or seating, you'll be just fine but I suggest against conjuring serious pieces like bookcases or beds until and unless you grow truly proficient. Believe me you don't want to pick up your collection of books every few hours when the shelves they're sitting on disappear.

For now I'd like you to practice conjuring coffee tables. Points awarded for style and stability.

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