Lesson+Plan+on+Social+Values

Lesson Plan on the Social Values Presented in the Short Film Defective

Purpose: The purpose of this lesson is to guide students in discovering and analyzing main social values that are presented in the chosen short film.

Objectives: SWBAT:
 * 1) Discover and analyze social values presented in the short film //Defective//
 * 2) Connect social values to visual representations from the short film //Defective//

Overt Instruction

The teacher would have reserved the computer lab for class today. The teacher will ask the students to come in and sit in pairs. The teacher will began class explaining that today the lesson will be on some social values that the filmmaker presents in the film //Defective//. The teacher will write the words "social values" on the board and ask the students to take out some paper to take notes. The teacher will define social values as: "Particular values or general attitudes held in society," (Considine 93). The teacher will explain that there are different types of social values. These types are: Traditional, Dominant, Emerging, Alternative, and Oppositional. The teacher will define each term and tell the students to write the terms and definitions in their notes. The teacher will explain that as the students look at the film, the students should be looking for two main social values or general attitudes held in society. The teacher will give the students two words that will hint at the social values presented in the film. The first hint is the word "Compromise" and the second word is "Outcast". These two words will steer the students into looking for the two main social values in the short film.

Situated Practice

The teacher will play the short film Defective on the projector. The teacher will play the short film twice. The first time played will be for the students to get familiar with the film. The second time played will be for the students to take notes on the social values presented in the film. The teacher will stop the film after the second time to ask the students to regroup as a class. The teacher will ask the students what were the two main social values presented in the film. The answers should be "we value a compromise after a conflict of some kind" and "we value things that are similar but we tend to reject things that are different" These social values will be hard to grasp so the teacher will have to ask probing questions such as: Once the teacher has asked enough questions to get the answers out of the students, the teacher will then ask the students to go back to the list of words that can describe a social value. The teacher will ask the students to choose the term that best fits the social values that are presented in the short film and why. The teacher will let the students work in their pairs to come up with this answer. As the students work on the answer, the teacher will come around to listen to the comments the students are making. If the students seem confused on what the social values are the teacher will have to regroup the class and go over the social values presented in the film. If the students seem confused about the terms to describe the social values, the teacher will have to regroup the class and describe in detail the terms provided. The teacher will be listening for understanding of the social values presented as well as understanding of the terms to describe social values. The teacher will let some pairs share their findings and then the teacher will move on to the next activity which will also be a formative assessment.
 * 1) Compare the first robot to the second robot. Why do you think the machine rejected the second robot?
 * 2) Sometimes in school, people will reject you because you are different right? What does this tell you about the way society thinks when it comes to things and people that are different?
 * 3) Why do you think the gray robot wanted to shake the red robot's hand? What does this shaking of the hands tell you?

Critical Framing

The teacher will take some time to show the students how to capture a still image from a short film. The students will be placing there still shots onto the class Short Film Wiki. A link to this wiki is here: Short Film Wiki Then the teacher will tell the students to take out their notes from today about the social values presented in the film. The teacher will tell the students that they must capture the scenes the best represents the social value of "compromise" and "rejection". The students will work in groups of four. The students will have to have three still shots for each social value therefore students should have a total of six still shots. For each shot the students will have to answer the questions below:
 * 1) What is going on in this still image?
 * 2) How does this still image represent the social value of compromise? OR How does this still image represent the social value of rejection?
 * 3) Is the social value of rejection being supported or challenged by this film? Explain you answer.
 * 4) Is the social value of compromise being supported or challenged by this film? Explain your answer.
 * 5) Which term learned today can best describe the social value of compromising after a conflict? Why would you choose this term out of the five presented today?
 * 6) Which term learned today can best describe the social value of being rejected? Why would you choose this term out of the five presented today?

Formative Assessment

The students should work in groups of four to find the six still shots but the students will work individually to answer the questions above. These question will serve as a formative assessment on social values. Once the students find there still shots there are to upload the still shots onto the class wiki.

Sunshine State Standards

LA.910.6.2.2: The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations;

LA.910.5.2.1: The student will select and use appropriate listening strategies according to the intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a presentation);

LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);