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.
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