The Boy Who Lived
Part 1
Click here for useful vocabulary
| Vocabulary | Definition |
|---|---|
| Craning | To stretch out one’s body or neck in order to see something more clearly. |
| Tantrum | A sudden burst of uncontrollable anger and frustration, often displayed by children. |
| Chortled | To chuckle or laugh quietly to oneself. |
| Tabby | A type of cat with a distinctive coat pattern, usually striped or spotted. |
| Jerked | To make a quick, sharp movement. |
| Enraged | Extremely angry or furious. |
| Stunt | A difficult or dangerous action performed to attract attention or show off skill. |
| Drummed | To beat rhythmically or repetitively, as if playing a drum. |
| Huddle | To crowd together closely; a group of people or things clustered together. |
| Cloak | A long, loose outer garment, often with a hood, worn for protection or as a symbol of status. |
| Emulate | To imitate or copy something, especially in an attempt to match or surpass it. |
| Nerve | Courage, audacity, or boldness. |
| Swoop | To descend rapidly and suddenly in a sweeping motion. |
| Broad | Wide or extensive in scope; covering a large area. |
| Armchair | A comfortable chair with side supports for the arms. |
| Downpour | A heavy rainstorm characterized by a sudden and abundant rainfall. |
| Pursed | To press or tighten the lips together in a determined or disapproving manner. |
| Pursued | To follow or chase persistently, often with the intention of capturing or catching. |
| Uneasy | Feeling anxious, nervous, or uncomfortable. |
| Crept | To move slowly and stealthily, often to avoid being noticed. |
| Squeaky | Making or emitting a high-pitched sound, like that of a mouse or a door hinge in need of oil. |
| Unusual | Not commonly occurring or found; out of the ordinary. |
| Statute | A written law passed by a legislative body. |
| Quiver | To tremble or shake slightly, often due to fear, excitement, or cold. |
| Drifting | Moving slowly or gradually in a particular direction, often aimlessly or without purpose. |
Conversation Prompts
- What are your initial impressions of Mr. and Mrs. Dursley? How does the author portray them in the text?
- How would you describe the Dursley family dynamic based on the interactions described in the text?
- Discuss the significance of the cat reading a map and the strange people in cloaks observed by Mr. Dursley. What do you think these details suggest about the setting of the story?
- Mr. Dursley experiences several unusual encounters throughout the day. How do these encounters contribute to the growing sense of mystery and tension in the text?
- What role do you think the news reports about owls and shooting stars play in the story? How do they affect Mr. Dursley’s perception of the events unfolding around him?
- Reflect on Mr. Dursley’s reaction to the mention of the name “Potter” and his subsequent conversation with Mrs. Dursley about her sister. How does this interaction reveal Mr. Dursley’s character and his attitudes toward magic?
- Explore the significance of the cat’s behavior and Albus Dumbledore’s arrival in Privet Drive. What clues do these events provide about the larger plot of the story?
- How does the author create suspense and foreshadowing in the text? What techniques does the author use to keep the reader engaged and intrigued?
- Discuss the themes of secrecy and fear present in the text. How do these themes drive the actions and decisions of the characters?
- Based on the events described in the text, what predictions can you make about the direction of the story? What questions do you have about the plot and the characters’ motivations?
Part 2
Click here for useful vocabulary
| Vocabulary | Definition |
|---|---|
| Put-Outer | A device used to extinguish or dim lights. |
| Severe-looking | Having a stern or serious appearance. |
| Rummaging | Searching through something in a disorderly or thorough manner. |
| Stiffly | In a rigid or immobile manner. |
| Feasts | Large and elaborate meals or celebrations. |
| Careless | Lacking attention or caution; negligent. |
| Swapping | Exchanging or trading something with someone else. |
| Rumors | Unverified information or gossip spread among people. |
| Exasperated | Feeling frustrated or irritated, especially due to prolonged annoyance. |
| Admirable | Deserving respect or approval; worthy of admiration. |
| Frightened | Feeling afraid or scared. |
| Blushed | To become red in the face, typically from embarrassment or shyness. |
| Astounding | Surprisingly impressive or remarkable; astonishing. |
| Trembled | To shake involuntarily, typically as a result of fear, excitement, or cold. |
| Dabbed | To pat or tap something lightly and gently, typically with a cloth or sponge. |
| Faintly | In a barely perceptible or slight manner. |
| Relieved | Feeling glad or reassured, especially after a period of anxiety or distress. |
| Scratchy | Rough or abrasive to the touch, causing irritation or discomfort. |
| Wounded | Injured, especially in battle or conflict. |
| Roar | A loud, deep, and prolonged sound, often emitted by animals or vehicles. |
| Astride | With a leg on each side; sitting or standing with a leg on each side of something. |
| Vast | Extremely large in size, extent, or quantity; immense. |
| Muscular | Having well-developed muscles; strong and physically fit. |
| Twitched | To make a sudden, brief, and involuntary movement, often due to nervousness or excitement. |
Conversation Prompts
- Discuss the characters of Dumbledore and Professor McGonagall. How are they portrayed in the text, and what can you infer about their relationship?
- Reflect on Dumbledore’s decision to leave Harry with the Dursleys. Do you agree with his reasoning? Why or why not?
- How does the author create a sense of tension and sadness in the scene where Hagrid delivers Harry to Dumbledore and McGonagall?
- Explore the significance of the scar on Harry’s forehead. What do you think it represents, and how might it affect Harry’s life going forward?
- Dumbledore mentions that scars can come in handy. Do you agree with this statement? Can you think of any examples from real life where scars might have a symbolic or practical significance?
- Consider the themes of loss and resilience in the text. How do characters like Dumbledore and McGonagall cope with the tragic events surrounding Lily and James Potter’s deaths?
- Discuss the role of destiny and fate in Harry’s story. Do you think Harry’s survival was purely luck, or do you believe there was a greater force at work?
- Reflect on the ending of the passage, where Harry remains unaware of his own significance. How does this contribute to the overall tone and mood of the text?
- Imagine you are one of the characters in the scene. How would you react to the events unfolding around you? What emotions would you be experiencing?
- Finally, consider the phrase “the boy who lived.” What do you think this title signifies, and how might it shape Harry’s identity as he grows older?
El Pato de Goma 