Teacher 2013

English Education is not preparation for life; education is life itself. ~John Dewey

Live as if you were to die tomorrow. Learn as if you were to live forever. ~Gandhi

Maybe it’s not about the happy ending. Maybe it’s about the story. Skye

Reichert

“When you’re a kid, they tell you it’s all… ‘Grow up, get a job, get

married, get a house, have a kid, and that’s it.’ But the truth is, the

world is so much stranger than that. It’s so much darker. And so much

madder. And so much better.”

Who am I?

My name is Skye Reichert. I was born in

California but lived my whole life just

outside St. Louis, Missouri. I am married

and have two cats, but no kids yet, and love

my great little family. My Husband is a

paramedic instructor at Abbott, and a

wonderful guy.

Being an English teacher I obviously love

literature and maybe that's what makes me

a nerd. I love the classics but if I had to pick

something for casual fun reading I would

pick a YA book any day. My all time favorite

book is Harry Potter. I'll tell you now: I am a

Potter-Head, it’s kind of an obsession.

Education and Career I went to high school at Fort Zumwalt North in O’Fallon, MO. I got my Associates of Arts at St. Charles

Community College and then transferred for my bachelors to UMSL. My first teenage job was at a ball

park over the summer. I also worked on campus at the community college in the student center. I soon

got a part time job at Schnucks and started to substitute teach for Fort Zumwalt and Orchard Farm. I

absolutely love education. I love English but even more, I love to teach.

I don't watch a lot of TV but my favorites

are Psych and Doctor Who. I am happy to

give and take recommendations for

Television and of course reading material.

I am so excited to have you in class this

year and look forward to all the exciting

things we will do as we go throughout the

year and get to know each other.

Remember that as your teacher I will be

available to help whenever you need me.

Just ask!

“WHEN I OPEN A BOOK, I ENTER A WORLD

THAT NO ONE CAN TAKE ME AWAY FROM.”

Song of Myself

American Literature

Skye Reichert

Fall 2013

Rationale: I believe that students should be exposed to some classic literature. I

want them to be able to appreciate the writing, wit, humor, and deep thought as

well as to understand why it is considered classic. I don’t expect all of my students

to understand every aspect at once, but there is one thing I plan to teach to really

help them understand through Whitman. They will learn how to see things in a

different way. This unit is important because it teaches how to see and show

tolerance for others and celebrate yourself. This unit is about allowing students to

take and make this work personal.

Summary: In this unit students will see and do a variety of creative projects to

learn and express their knowledge. In addition to reading Whitman they will watch

video clips about Whitman and perspective. They will also see where his work has

been used for advertisement. Students will create a poster project in small groups

about the modern uses and depictions of Whitman’s work. They will be tested

about the work in the forms of a written test and spoken poem to show that they

grasp the big ideas and rationale of the unit in this class.

Essential Questions: What does Whitman really mean by “myself” in the title and

why is it so important? How does his work give meaning to your life or help you

find that meaning?

Objectives:

CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central

ideas of a text and analyze their development over the course of the text,

including how they interact and build on one another to produce a complex

account; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and

phrases as they are used in the text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone,

including words with multiple meanings or language that is particularly

fresh, engaging, or beautiful.

CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in

which the development, organization, and style are appropriate to task,

purpose, and audience.

CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a

range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grades 11–12 topics, texts, and issues, building on

others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative

language, word relationships, and nuances in word meanings.

o CCSS.ELA-Literacy.L.11-12.5a Interpret figures of speech (e.g.,

hyperbole, paradox) in context and analyze their role in the text.

o CCSS.ELA-Literacy.L.11-12.5b Analyze nuances in the meaning

of words with similar denotations.

Literacy Strategies:

~Annotation

~Ten most important words

~KWL

~Discussion/Think Pair Share

~Exit slip

~Word wall

~Question of the Day

~Illustration

~Poster Project

~RAFTA

~Card game

~Poem

Length of Unit: This unit requires fifteen days (three weeks) of approximately 50-

minute class periods.

Materials and resources:

School will provide: Computer lab with internet access, classroom, reading

material (Song of myself by Whitman), white board and projection unit.

Teacher will provide: Poster paper, worksheets, rubric, calendar,

safe/inviting environment for learning.

Students will provide: Note paper, writing utensils, highlighter, positive

attitude, open mind.

Assessment:

Pre-Assessment: KWL chart, question of the day

Formative Assessment: Discussion, Question of the day, notes, student

teacher conferences, poster project

Summative Assessment: Written test evaluated with a key and oral poem

presentation evaluated with a rubric and written feedback.

Song of Myself Unit

Teacher Calendar

Monday Tuesday Wednesday Thursday Friday

Introduction of

Whitman

Terms

KWL

Lesson One

Introduction of

Poem

Reading

Lesson Two

Reading and

annotation of

poem

Scene Illustration

Lesson Three

Poetic elements of

song of myself

Lesson Four

Continue poetic

elements

Discussion

Lesson Five

Perspective

Mrs. Doubtfire

Card game

Lesson Six

Whitman in

modern day

Levi commercial

Paper Towns

Lesson Seven

Groups

Introduce Poster

project

Lesson Eight

Celebration of

Self introduction

Dead Poets

Society Video

Lesson Nine

Group/Individual

work

day(poem/poster)

Student teacher

conferences

Lesson Ten

Modern day

example

discussion

Lesson Eleven

Test

Lesson Twelve

Poster

presentations

Lesson Thirteen

Poem

presentations

Lesson Fourteen

Wrap up

presentations

Go over

test/debrief

Lesson Fifteen

Introduction

(Two 50-minute class periods) Lesson 1&2

Rationale: It is important to get the students attention and find out what they know

about the topic I am going to teach. The first two days of the unit are to get to the

basics and to get the students excited.

Objectives: Students will tell what they know about Whitman and his work Song

of Myself. Students will learn the basics about Whitman and his poem.

Materials: For teacher: Projector, internet

For students: Books, paper, writing utensils, highlighter, notebook

Framework: Initiating

Format and Grouping: Direct Instruction/Presentation; whole class

Literacy Strategies: Question of the day, KWL, Annotation, Ten words

Phase One: (lesson one)

~Start class with QoD (Question of the Day): What do you know about

Whitman? Have you ever heard of him?

~Ask students to share what they know in discussion

~Start filling out KW of chart

~PowerPoint on Background of Whitman and his work

Phase Two: (end of lesson one/beginning lesson two)

~Terms about Whitman

~Answer questions about his life and his work

~Start class with QoD: What do you think that Song of Myself will be about?

How do you think it will end?

~Discuss QoD

Phase Three: (lesson two) ~Go over terms to understand SoM and terms found in SoM

~Talk about what the students want to learn more about poem and poet

~Answer questions and begin reading of poem

Formative Assessment: KWL chart, discussion

Homework Assignment: Lesson One: Think of questions about Whitman’s work

Lesson Two: Look over SoM - skim the sections

Poetic Elements

(Two 50-min. class periods) Lessons 4&5

Rationale: It is important for students to review elements of poetry discussed in a

previous poetry unit to understand Whitman and his poem structure. By

understanding these elements students are able to appreciate and analyze the poem.

It also gives them something to reference when writing their own poems.

Objectives: Students will be able to pick out and describe elements of poetry in

SoM. They will be able to explain their relevance and how they affect the poem.

They will understand how these elements work in order to use them in their own

work.

Materials: Reading material, highlighter, notes, writing utensils, notebook

Framework: Constructing

Format and grouping: Presentation/discussion; whole class and groups

Literacy Strategies: Ten words, QoD, discussion, word wall, exit slip

Phase One: (lesson 4)

~Start class with QoD: What is a poetic element and what elements do you

remember?

~Discuss poetic elements: make a list on the board/and in notes

Phase Two: (lesson4 beginning lesson 5)

~ Talk about Whitman’s use of poetic element and why it is important/

impressive

~Start next class with QoD: What elements do we see in Whitman?

~Group work: find the elements in SoM/ do they help or hurt

Phase Three: (lesson 5)

~Create word wall of elements with examples

~Class discussion

~Form own examples of elements found in Whitman

~Exit slip: What questions/concerns do you have?

Formative Assessment: QoD, class participation, exit slip, word wall

Homework: No homework

Perspective

(One 50 min class) Lesson 6

Rationale: This is an important lesson because so much of the poem is about

perspective. This lesson will teach about the specific parts of SoM that focus on

Whitman’s perspective and connection to the world. Students will then use that to

connect themselves.

Objectives: Students will think critically about SoM and their own lives. They will

use what they know about Whitman and his poem to theorize why the poem was

written this way and what it means.

Materials: Reading material, highlighter, notes, paper, writing utensils

Framework: Constructing

Format and grouping: Presentation/discussion; while class

Literacy Strategies: RAFTA, start movie perspective assignment (poster project),

card game

Phase One:

~QoD: Have you ever seen Mrs. Doubtfire? What is it about?

~Discussion of QoD

~Show Mrs. Doubtfire perspective clip and discuss

Phase Two:

~Group work: think of other movies and how you could change perspective

~Create RAFTA about movie

Phase Three:

~Card game tournament

~Discussion of game

~Look at Whitman’s perspective in discussion

~If time share RAFTA

Formative Assessment: RAFTA, QoD, discussion

Homework: Read through SoM and finish marking lines about perspective, take

notes on importance

Modern Day Whitman

(one 50min lesson) Lesson Seven

Rationale: Bringing classic works into present everyday life gives the work new

life and meaning. It will help students find appreciation for the work in their own

life and time and help them feel more invested in it.

Objectives: Students will use what they know about Whitman and SoM to see how

it crosses over into a different time and context. This will help students in creating

their own work.

Materials: Computers, notes, writing utensils. I will need projector and Paper

Towns by John Green

Framework: Utilizing

Format and grouping: Cooperative Learning/Problem Solving whole class

Literacy Strategies: Exit slip

Phase One: ~Talk about Whitman’s work in today’s life: how does it transcend time?

Why do authors write?

~Levi’s commercial

Phase Two:

~Read from Paper Towns

~Have students search on computers for more modern examples/ uses of

Whitman and SoM

Phase Three:

~Talk about examples and have students take notes

~Exit slip: Why is it important that these examples exist? What do you think

we will do with this?

Formative Assessment: Exit slip, examples

Homework: Choose a few modern day uses and think in depth about how they

incorporate the author and the work

Celebration of Self

(one 50min lesson) Lesson 9

Rationale: A major theme of Whitman is self-expression and self-praise. To feel

connected to the poet and the work students will do the same thing. It is important

for students to connect to the work and to make it personal.

Objectives: Students will learn how to express themselves creatively through

writing and reading using poetic elements and the knowledge of Whitman and his

work.

Materials: Reading material, notes, writing utensils, paper

Framework: Utilizing

Format and grouping: Presentation/discussion in whole class/groups

Literacy Strategies: Think-pair-share, QoD

Phase One:

~QoD: Why does Whitman celebrate himself? How do you feel about his

celebration?

~Think-pair-share the QoD

Phase Two:

~Show clip from the movie The Dead Poet’s Society

~Discussion: talk about barbaric yawp, my importance of the poem

Phase Three:

~Introduce “celebration of self” assignment

-Go over and answer questions

~Get started on assignment work in class

Formative Assessment: Discussion, QoD

Homework: Start work on presentation

[Abstract]

You

To the

“To be yourself in a world that is consistently trying to make you Something else is the greatest Accomplishment” Ralph Waldo Emerson

Celebration of Self!

You will follow the model laid out

in Whitman’s work and write a

shorter version of your own poem.

Your work should be well formed

and original and at least two pages

in length.

You will be presenting these to the

class orally. Your presentation should

be clear, easy to understand, and

given enthusiastically. You should be

well rehearsed and know your poem,

this should be memorized. Just be

proud of you.

You are here to celebrate the accomplishment Emerson talks about and shout your barbaric yawp over the rooftops of the world…or at least to our class.

Using the poetic elements found in Song of Myself you will form your own poem about yourself and your life. What is important to you? How do you see and interact with the world and those around you? What about you are you proud of? What would you change? This is a chance to express yourself and tell us who you are.

Celebration of Self Rubric

1-3 4-6 7-9 10

Poetic elements Few discussed

elements used

Some elements

used in portions

of poem

Elements used

sparingly

throughout

Elements

correctly used

throughout

poem

Clarity Hard to

understand and

not clearly

written

Somewhat

understandable

and clearly

written

Easy to

understand and

mostly clear

Clearly written

and very easy to

understand and

follow

Preparedness/

Enthusiasm

Not complete or

ready to present

Somewhat

completed and

ready to present

Minimally

enthused and

ready to present

Ready for

presentation,

close to

memorized and

excited

Originality

Quantity of self

Does not

represent

self/life and not

original

Elements of self

and original

writing present

Fairly original

and good

representation

of self

Very original

and good self-

representation

throughout

Form Weak and

inconsistent

form

Moderately

strong and

consistent form

Strong form but

not parallel to

Whitman

Strong,

consistent form

throughout

Parallel

structure

Possible points_____/50

Argumentation

English Composition

Skye Reichert

Fall 2013 Rationale: This unit is designed to make the students think like detectives and write like

reporters. It is important for them to learn the art of a good argument and be able to use that to

write papers and essays. Whether they go to college or not they will spend time in life debating

and making arguments. This unit will help them learn how to establish a good argument and

know a good argument when they see it.

Summary: In this unit students will use different strategies and processes to learn how to argue

effectively and write a well written argumentative essay on a given topic.

Essential Questions: What makes an effective argument? Why is it important?

Objectives:

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying

evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level and concerns.

CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major

sections of the text, create cohesion, and clarify the relationships between claim(s) and

reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone

while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows

from and supports the argument presented.

CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience.

Literacy Strategies:

~Question of the Day (QoD)

~soap box

~discussions

~think/pair/share

~conferences

~switch and share

~picture detective (use picture and ask kids to tell what they think happened, turning it

into an argument and a paper)

Length of Unit: This Unit requires ten days (two weeks) of approximately 50-minute class

periods.

Materials and resources:

School will provide: Computer lab with internet access, classroom,

white board and projection unit.

Teacher will provide: Worksheets, rubric, calendar, safe/inviting environment for

learning.

Students will provide: Note paper, writing utensils, positive attitude, open mind.

Assessment:

Pre-Assessment: Class discussion, QoD

Formative Assessment: QoD, discussions, exit slip, group work, article

Summative Assessment: Argumentative essay

Becoming a Detective (One 50-min. class period)

Rationale: This lesson will teach the students to start thinking like detectives and looking for

evidence to support their arguments and claims.

Objectives: Students will make a claim based on the information found in an image and use that

information to write a news article with three specific paragraphs on what they believe happened

in the picture.

Materials: Picture for overhead, picture handouts, projector, computer

For Student: pen, paper

Framework: Initiating

Format and grouping: Discussion/ problem solving; whole class/groups

Literacy Strategies: QoD, picture detective, discussion

Phase One:

~QoD: Who are some famous detectives that you know of? What makes them famous?

Why are they good/bad at what they do?

~Discussion of QoD

Phase Two:

~Whole class Picture Detectives

~Discussion

~Write a short article (one paragraph) and share

Phase Three:

~Group work Picture Detectives

Homework: Write a three paragraph news article with specific details based on the picture from

Group Picture Detectives

Let’s Debate (One 50-min. class period)

Rationale: This class is designed to get the students talking passionately about an argument.

This will help them to become invested in the thing they want to argue and make them work

harder to make the argument valid. It also gives them the chance to share in class and see how it

feels to argue against someone in a structured environment.

Objectives: Students will participate in a 3-5 minute debate to make and rebuttal a topic to

persuade people to join their side of the argument.

Materials: Pen/paper

Framework: Constructing

Format and grouping: Cooperative learning; groups

Literacy Strategies: Soapbox, debate, QoD, think pair share

Phase One:

~QoD: What is an argument you know you will always win? Why?

~Discussion

Phase Two:

~Think pair share soapbox

~Share soapbox

Phase Three:

~Group debates

Homework: No homework

Revision Day 1 (One 50-min. class period)

Rationale: This lesson gives the students the chance to look at each other’s work and receive

feedback from others on their own work. Both things are an important part of writing, and help

you make your own writing better. It will help them understand an argument’s validity.

Objectives: Students will evaluate each other’s work for Ethos, Pathos, and Logos to see if the

argument is valid.

Materials: Papers, colored pencils, notes

Framework: Utilizing

Format and grouping: Problem solving; group, individual

Literacy Strategies: QoD, exit slip, sharing circle

Phase One:

~QoD: What are Ethos, Pathos, and Logos? What do they mean? How and when do you

use them?

~Discussion

Phase Two:

~Notes/note review

~Group revision/sharing

~Locate ethos, pathos, logos

Phase Three:

~Share example with class

~Exit Slip: how to improve paper, if you need help

Homework: Revise papers for conferences

Write TODAY

It’s time to get real about arguments.

Essay Argumentative

It’s your chance to

make a point. But

there’s a catch! It

has to be argued in

an argumentative

essay using Ethos,

Pathos, and Logos.

Your assignment is to write 2-3 page argumentative essay. You will choose

a topic to be approved about something you wish to chance in school and

then state the claim that you wish to argue. You will need to use evidence

to support your claim, as well as using ethos, pathos, and logos. Your

paper should be well thought out, through at least one revision, and typed

double spaced.

Use the knowledge you have to make us believe that your topic is not only

well researched but that your point is so thought out that a counter

argument would stand no chance. This essay will be given to the principal.

Things NO Muggle Will Understand List of Nothing in Particular

Skye Reichert

Fall 2013

“Books can be dangerous. The best ones should be labeled, ‘This could change your life.’”

~Helen Exley

To be an English teacher you need to love literature: classics, fiction, and non-fiction. I

guess it isn’t technically a requirement, but it would make your career easier to love what you

teach. Loving literature has always come easily to me. When I was little my mother would take

me to the library where I would pick out bags of books. Every night I would bring a literal

wagon full of books into her room for her to read to me; furthermore, she read every one until I

fell asleep. As I got older I could appreciate reading on my own, but I continued to like the

companionship of reading as well. When I was in third grade my teacher read us the first chapter

of Harry Potter and the Sorcerer’s Stone. I was interested so I decided to read the book for my

book report. I sat down with my mom and we read together.

Amazing. I was awed by J.K. Rowling’s brilliance. I thought she had the perfect cover:

Being a witch who lived through Harry Potter’s life time she was able to remember the events

fairly well. She used to be a reporter in the wizarding world so she was able to get a good sense

of what the heroes were like at school, but like any author telling a “fictional story” she had the

ability to embellish. She had her wand broken for exposing the story to muggles, but most people

believe that she came up with the idea while riding a train through the country side; therefore,

they never questioned the book as fact. The brilliance of the book, weather fact or fiction is that

wizards and muggles alike are able to learn some very important life lessons, and I give you just

a few of the ones I’ve learned.

No post on Sundays. This is a big deal in Book One. When you’re little you don’t really

give much thought to the fact that mail only comes six days a week. And when you do realize

that the mail-man doesn’t come on Sunday, you think “oh that’s just a British thing.” As I’ve

gotten older and had the experience of waiting for important mail to arrive, I’ve started to dread

the no-post-on-Sunday-rule. It makes me appreciate all the days the mail does come and wish

that my “Hogwarts Letters” would show up magically on a Sunday too.

Girls should never go into the bathroom alone. It just never seems to end well. Hermione

was attacked by a troll. Moaning Myrtle dies by basilisk. Ginny was possessed by Voldemort.

Katie Bell was cursed. All of these attacks happened when the girls were in the bathroom alone.

Those things never would have happened if they had gone to the bathroom in groups or with a

friend. It just gives an explanation to the question of why women go to the restroom in groups. I

just wouldn’t want to risk any of these attacks if I had the choice.

Cherish friendship. Friendship plays an enormous role in the lives of Harry, Ron, and

Hermione. The story shows how important it is to make friends with the right people - like when

Harry befriends Ron instead of Malfoy who was making fun of him - and to honor that

friendship because it is a special bond. Without our friends we wouldn’t be the people we are.

What would have happened if Harry became friends with a Future Death Eater? We need the

connections we make and we need the communication. The friendships in this book have their

imperfections, which just makes them more real to me. You become friends with the characters

and that starts you on the journey of finding your own friends. Those friendships are important.

It’s our choices that make us who we really are, far more than our abilities. Harry

struggles when everyone thinks that he is the heir of Slytherin because he can speak

parseltongue. He wonders if he should have been in Slytherin-instead of Gryffindor- after all per

the Sorting Hat’s suggestion. He soon dismisses this thought. It isn’t what he can do but what he

does about it that matters. Just because he can speak to snakes - an innately dark quality - doesn’t

mean that he is a dark wizard. He used his power for good: he stopped a snake from attacking a

student, and opening the Chamber of Secrets to save his future wife. He chose to be in

Gryffindor. Our choices are important. They make us who we are and shape our lives. We have

the freedom to be able to make our own decisions and become our own person. That doesn’t

mean that we are free from the consequences, but we have the ability to be free from bondage. It

reminds me that I need to choose carefully.

Never judge someone too soon. Just like Malfoy and Snape many people are conflicted in

life. They are influenced by Death Eater parents and lost unrequited love. Just because someone

tries to curse a teacher or pushes you to the limit of your powers doesn’t mean they are bad

people. They could be trying to redeem their family name to free a wayward father or keep a

promise to protect the son of the only person he ever loved. We need to get to know people and

their motives before we judge them. The kindest people can have the most selfish motives and

the people we look down on can be most pure. Give them the benefit of the doubt because those

people could be saving our lives or become our best friends.

Love is the strongest force on earth. Lily Potter saved her son because she loved him

enough to give her life when Voldemort asked her to step aside. Snape loved Lily enough to do

anything to protect Harry after Lily died, even though Harry was also the son of the person who

took Lily away from him. We are in the presence of this kind of love every day and we are so

lucky. We get to look for and experience the strongest thing on the planet. It changes people and

can give us the strength to do anything. I’m glad that I was able to find that kind of love in my

world. Love is true magic.

A world without imagination is a dull and dreary place. The Dursley’s don’t believe in

magic: they don’t tolerate the word being spoken in their house. It is a sad thing when parents

don’t let their children use their imaginations. Without imagination there would be no invention.

There would be no beauty. I love to imagine. It gives me a feeling of importance and joy. It

inspires me to creativity. Imagination is one of the things I need to be a good wife, future mom,

and future teacher.

It does not do to dwell on dreams and forget to live. I’ve spent many days stuck in the

worlds of my books and imagination to escape the real world. I’ve spent a lot of time dreaming

and wishing that things were different than they really are, but that alone doesn’t change my

reality. There is nothing wrong with wanting an escape every once in a while and nothing wrong

with dreaming, but we can’t forget to live in reality. If we want to dream we need to do

something about our dreams. Make them into realities.

Be yourself and don’t care what others think. Luna Lovegood. She is an individual. She

is quirky and unique and she loves it. It seems that she doesn’t even realize how different she is.

Luna knows what she believes and is herself regardless of what anyone else thinks or says about

her. She sees things in a different way and is proud of it. She is a strong independent person. She

has such a quiet and laid back demeanor but she can stand up for herself when she fights for

what is important. I love her example. It reminds me to be myself. I think that everyone cares a

little bit what others think of them, and I don’t think that is entirely a bad thing but we need to

remember not to let it change our lives for the worse. We need to stay strong in what we believe

in and stand up for what is right.

The stories we love change our lives and will always be with us. Sirius Black’s advice –

“The ones we love never truly leave us.” – feeds right into this lesson. The things we love about

books stay with us as well. Harry Potter has changed my life. I grew up in the Harry Potter

Generation and it has shaped who I am. It gave me an appreciation for things like my

relationship with others and the power of literature. It let me see what I never thought could be

possible: Magic. I have made friends because of these books. I’ve made more connections with

people from all over the country than I would have in any other way. They taught me how to

fight and when to give in. The stories will always be in my heart because I fell in love with every

one of those characters and cherished the gifts of knowledge and friendship they have given me.

To me Harry Potter is more than just a book or a fictional character. He is one of my best friends.

It’s because of him that I can walk into a room of people I’ve never met before and feel like I’ve

known everyone for years. It’s amazing to see a group of people that have never met before

hugging and in tears because the three days they have known each other has come to an end. It’s

because of these stories that people are interested in literature, music, and community. Harry

Potter brings people together. He has grown up with me and will hopefully grow up again and

again with my children to shape their lives as he has changed mine.

Now that the series is over and all of the books and movies (of the series) have been

released it’s been hard not to sink into a Post-Potter Depression. I spent so much time wondering

what it would be like once it all ended and I find myself singing the words of Oliver Boyd and

Lauren Fairweather.

“I know, it's only a story, but for so many it's more than that. It's a world, all on its own

where we want to put on the sorting hat. And I will miss the train ride in, and the pranks pulled

by the twins, and though it's nowhere I have been, I'll keep on smiling from the times I had with

them.” But I also know that it will always be with me because of all the things I’ve felt and done.

“I tried to knit a Weasley sweater; impatiently awaiting my Hogwarts letter…I can never

handle the suspense before the nearest Potter conference. No matter what the last book implies,

the fun isn’t over so save your goodbyes.”

And that’s what we do because even though it will never be the same we still have the

memories and lessons learned to hold on to.