Lesson Plan 2 - Zootopia 364o2q

Zootopia Intro Lesson Plan Class: Theme in Film Grade Level: Juniors/Seniors Unit: Personal Identity Teacher: Justin Busch Iowa Core State Standards (ICSS) 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 ; provide an objective summary of the text. 21st Century Skill(s) SS.9–12.PSCL.5 Essential Concept and/or Skill: Understand strategies for effective political action that impact local, state, and national governance.  Understand the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society. National Standards Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Objectives By the end class today, students will…  Understand that they fit into a variety of labels that society puts on people that have an influence on them  Know that the labels that society places on them do not define them and that society is only able to see small pieces of a person’s complete personality  Connect the issues that occur with identity formation that are reflected in the movie “Zootopia” Assessment 

Class discussion about labels (every student will have to think of at least one label that they will share with the class – this will help me gauge to see if they understand how various labels can be). Reflection about a label that has either affected them directly or a hypothetical situation that they can think of about how a label can affect someone.

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Reflection about the in-class activity that will be handed about the differences between how they see themselves and how others/society sees them. Exit slip discussing what the difference is between how Judy sees herself and how others see her as well as how the differences affect Judy directly in the first part of the movie.

Anticipatory Set (3 min) “Describe Me”  I will ask students to simply describe me in any way, shape, or form (with the stipulation that it can’t be offensive or negative). I will give them examples such as male, college student, athletic, energetic, hardworking, etc. Teaching: Activities (70 min) “Who am I?” exercise (10 minutes)  Students will free write in their journals answering any or all of the following questions to get them thinking about their own personality and who they are as a person. After they do this, they will all have to share with the class one word or label that describes them. The focus will be to write as much as they possibly can and not get hung up on any minor details: o Who are you? o What are some words that describe you? o What are some personality traits about you? o What is your identity? o Do you know who you are? o What labels (son, daughter, sibling, athlete, musician, etc.) do you identify with? o What are the most important things in your life? o If you had a theme song, what would it be? o How do you think other people see you? “Who are my classmates?” activity (30 minutes)  On a sheet of notebook paper, students will write their name in large print at the top. Then these papers will get ed around and students will mimic the “Describe Me” activity but do so about their classmates instead of the teacher. The following guidelines will be on the board during this activity: o Write a word or short phrase that you feel describes the person. o Write one of the labels that we talked about earlier that you feel strongly that the person fits into. (Athlete, actor, musician, singer, golfer, baseball player, dancer, etc.) o ***Must not be negative or offensive  After they get their own paper back, give the students a minute or two to look over it and to compare it to how they described themselves. Ask them if they were surprised by anything that was written about them, if there was any overlap between what they wrote about themselves and what others wrote, if there was anything written about them that they disagreed with.  Discuss briefly how society only gets to see certain aspects of you. Your friends don’t see you at home, your family doesn’t see you at school, your teammates

don’t see you when you’re with a different group of friends, etc. Then have them write about the following prompts and turn them in: o Is there anything that surprised you that your classmates wrote about you? Anything that you disagreed with? What were some of the things that both you and your classmates wrote? Do you think that your classmates understand who you are as a person? o Describe a situation where a label has affected how you have acted in a certain situation. (If you can’t think of one, think of a hypothetical situation where a person is affected by a label that is placed by them) Watch Zootopia (30 minutes)  As the students watch Zootopia, give them the following questions to keep in mind: o Describe how Judy sees herself? What is her personality like? List some of her strengths/weaknesses? o How do other people see Judy? What strengths/weaknesses do they view in her? o How does the conflict between how Judy sees herself and how others see her affect her life? o How can you see society’s treatment of Judy reflect in our own society?

Closure Exit slip  Have the students answer the following questions about the movie: o What is the difference between how Judy sees herself and how others see her? How do those differences affect Judy directly in the first part of the movie? Duration 90 minutes Differentiated Instruction   

All of the various types of questions that are asked throughout the lesson follow Bloom’s Taxonomy In their journals, students are allowed to express themselves in various ways. Some students choose to type, others decide to write, and others choose to draw or use their artistic ability. Students have to both think about themselves as well as others. This is differentiated because it will reach introverts and extroverts. Introverts are better at thinking about themselves while extroverts tend to think in of others.

Notes Highlighted = formative assessment The movie can be found on Netflix

Modified from Madeline Hunters Lesson Plan Design