Unit Plan: Learning Through Disney

Unit Author
First and Last Name Annie Broussard, Elizabeth Knott, Erin Ricken, Lindsay Conques
abrou82@lsu.edu, eknott4@lsu.edu, ericke4@lsu.edu,
Authors E-mail Address
lconqu1@lsu.edu
Course Name(s) ELRC
Course Number(s) 2507
Course Section(s) 2
Instructor(s) Name(s) Deborah Heroman

Unit Overview
Unit Plan Title Learning Through Disney
Curriculum-Framing Questions
Inform students of Walt Disney, Disney World, and all Disney
Goals
productions through reading, history, science, and art.
How do you end a story? Who is Walt Disney? How did Disney
World come to be? What is a Marine Ecosystem? How is the art of
Content Questions
animation created? What can we do to create our own
animations?
Unit Summary
We will start the unit by reading the story, Frozen, together as a class. We will discuss the ending of
the story and how it is composed. Students will write a developed ending to a story by using three
vocabulary words from that week. They will use Story Board That to create their stories. Students will
write the ending to Frozen using at least 10 Story Board Squares. The students will then investigate
and research Walt Disney and the making of his movies and theme parks by watching his documentary
as a class. They will will create and design their own ride or movie screenplay using their Gliffy ideas.
After this, they will learn all about marine ecosystems based off of the Disney movie, Finding Dory.
They will do research on chosen topic to find out about species living in ecosystem and predators and
prey in ecosystem and create a brochure of their findings. Finally, we will wrap up the unit by
discovering how the art of Walt Disneys animations are created. The students will create their own
animations and become just like Walt Disney!

Subject Area(s) (List all subjects that apply)

ELA, History, Science, Art

Grade Level [Click box(es) of all grade level(s) that your Unit targets]
K-2
3-5
6-8
9-12
ESL
 Gifted and Talented Resource

Other:

Targeted State Frameworks/Content Standards/Benchmarks

ELA:
GRADE 3:Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
1. Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally.
2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
3. Use temporal words and phrases to signal event order.
4. Provide a sense of closure.
History:
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Science:
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools to locate information relevant to a given topic h
effectively.
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.

Art:
GRADE 3:Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
1. Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally.
2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
3. Use temporal words and phrases to signal event order.
4. Provide a sense of closure.

Student Objectives/Learning Outcomes

Your objectives should be listed on your daily plan.
ELA:
1. Students will write a developed ending to a story by using three vocabulary words from that
 week.
2. Students will write the ending to Frozen using at least 10 Story Board Squares squares.

History:
The students will investigate and research Walt Disney and the making of his movies and
theme park by watching his documentary as a class.
The students will plan out their project, either designing a ride or a screenplay for a new movie,
by using Gliffy to map out their ideas.
The Students will create and design their own ride or movie screenplay using their Gliffy ideas.
Science:
Students will use the internet to do research about a fish or animal that is a character in the
movie Finding Dory.
Students will make an informational brochure about the fish or animal.
Students will present information to class.
Class will discuss as a whole, using information learned, and determine how prey and predator
relationships work.
Art:
Students will watch a tutorial of how to draw Disney characters so that they can practice
drawing skills.
Students will use technology to view videos and tutorials on the assignment.
Students will create their own animations using Animaker.
We will present them in class upon completion and discuss the pros and cons of the technology
as a class.

Procedures
Create a label (e.g., Lesson 1 Weather Math Will Monroe) and link to individual lesson plans.
Lesson 1 - How Do You Want Your Story to End? - Elizabeth Knott
1. I will read the ending of the story, Frozen, out loud to the students from the Smart Board.
a. The book will be pulled up on the board.
2. We will talk about the ending.
a.Did anything at the end shock you?
b. Were there any surprises?
c. If you could write the ending, would you do it differently?
3. I will pull up StoryBoardThat on the SmartBoard.
4. I will show the students how to work the website by creating my own two boxes.
5. Now is the time for questions.
6. Once all questions are answered, each student gets a chrome book and begins working on their Story
Boards.
Lesson 2 - Building Your Own Disney World - Annie Broussard
First we will watch the documentary on Walt Disney and how he created his dream.
Then, each student will have a job of researching a different aspect of creating a movie or ride
for Walt Disney and Disney World.
Their job will be to find out everything they can about Walt Disney, Disney World, Movies,
and Rides in order to sell their project to the Disney Panel of Advisors (their class).
They will create a Gliffy organizer to present their ideas to their class.
Lesson 3 - Fish are Friends, Not Food! - Erin RIcken
First, I will divide the students into group and assign them a character based on the movie. If
students do not know this character or havent seen the movie, I will have a powerpoint with
pictures.
Students will do research on topic to find out information such as predators and prey
relationships.
Students will create brochure in Microsoft Publisher with text and graphics.
Students will present to class.
Class will discuss prey/predator relationships and draw conclusions based on information
discovered during research.
Lesson 4 - Creating Your Own Disney Masterpiece
1. First students will watch the introduction view on the art of animation of Disney to inspire
students creativity.
2. Students will sketch our best attempts at the drawings on the videos that we watched.
3. Students will then choose a topic to create an animation based off of that topic.
4. Students will use Animaker to create their animations.
5. Students will save the animations and we will share them with the class.

Approximate Time Needed

List how many class periods you will have in the unit.
ELA: one day; 90 minutes
History: two days: 4 hours
Science: two days: 3 hours
Art: two day; 3 hours
Prerequisite Skills
Conceptual knowledge and technological skills that students must have to begin this unit.
ELA: Students must know how the beginning, middle, and end of a story come together. They must
know how to compose a short story.
History: Students must know how to research, organize, and brainstorm thoughts.
Science: Students must know how to research, organize information creatively, and draw conclusions.
Art: Students will need to use their drawing abilities to replicate the drawings shown in the
introduction video. Students must know how to work with computers to be able to watch the tutorial for
Animaker use the tool to create their own animations.

Materials and Resources

Technology Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR

Computer(s) Printer Video Camera

Digital Camera Projection System Video Conferencing Equip.

DVD Player Scanner Other:

Internet Connection Television

Technology Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Printed Materials
Supplies
Internet Resources
Others
Accommodations for Differentiated Instruction
Resource Student
Non-Native English Speaker
Image Processing Web Page Development
Internet Web Browser Word Processing
Multimedia Other:
Textbooks, story books, lab manuals, reference materials, etc.
Things that need to be ordered or gathered to implement your unit.
History: internet access for documentary, Webquest, Gliffy
Science: internet access for research, access to Google Docs
Art: Internet access to work with Animaker, Webquest, and
tutorials.
URLs that support the implementation of your unit.
History:
https://www.youtube.com/watch?v=lQ97MYGVm0I
https://sites.google.com/site/elrc2507webquest/
Art: https://youtu.be/PgvKXDwHCHQ
Guest speakers, mentors, field trips, etc.
Modified requirements, differentiated instruction and assessment,
extended work time, guiding templates, support structures, and
personnel.
ELA: These students will work with a partner to complete the
project/or create 6 boxes.
History: They will work with a partner on the individual research
project and creating their Gliffy.
Science: They will work in a group of 3 to complete brochure.
Art: The students will work amongst themselves to create an
animation of their very own for their own Disney inspired story.
Internet sites and other resources available, variety of ways
available to demonstrate their learning, support personnel, help of
peers.
ELA: These students will have the option to write their story in their
native language (I can put the story into a translator to grade it).
History: These students will be able to watch the documentary in
their native language and work with a partner to create their Gliffy.
 Science: These students will have the option of doing activity in
native language.
Art: These students will be allowed to create a character which best
represents their culture to relate the character to themselves.
More challenging tasks, extensions that require in-depth coverage,
extended investigation in related topics of the learner's choice,
open-ended tasks or projects.
ELA: Gifted students can create 15 boxes in their Story Board.
History: These students can have an additional topic to research.
Gifted Student
They will choose their favorite thing about Walt Disney and add this
to their Gliffy.
Science: these students can include 2 ecosystems in their brochure.
Art: These students will have to use animaker to create their very
own stories with different characters..