Professional Documents
Culture Documents
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.
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 persons 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.
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.
Describe Me
I will ask students to simply describe me in any way, shape, or form (with the
stipulation that it cant be offensive or negative). I will give them examples such
as male, college student, athletic, energetic, hardworking, etc.
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
Blooms 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 terms of others.
Notes
Highlighted = formative assessment
The movie can be found on Netflix
Modified from Madeline Hunters Lesson Plan Design