Innertainment | Lesson Plan: Your Backstage
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Lesson Plan: Your Backstage

(with video clip or full movie)

Teachers: This is part of a connected series of mini-lessons that build critical thinking and social-emotional intelligence. Please note that in future lessons in this Backstage series, that the inferential and predictive questions expand by asking students to include evidence from the films/clips and later include ties to figures from various curriculum areas. Students will also compare their answers from previous mini-lessons in order to scaffold learning about Ability Self-Perception.

Objective and skills:

Students will learn that perception about one’s ability is often based on past negative experiences. Students will learn that past Ability Self-Perception can changed through openness to new experiences, exposure to enriching environments and new learning styles, and through using new Power Styles (next lesson). Students will use the following skills in this unit of mini-lessons: identifying, recalling, compare-contrasting, analysis, inferences, predictions, analyzing, connections,defending of opinions,evaluate,judging,supporting, and synthesizing. They learn through the following social-emotional intelligence skills: Inner self-reflection and awareness, empathy, self-regulation, intrinsic motivation, and resilience.

 

1) After viewing this movie trailer, list three experiences in Michael’s Backstage (past) that may have influences how he thinks about his abilities:

Backstage (past) Experience #1:
Area of experience: (ex: academic schoolwork)
What belief about his ability in this area might Michael have carried into his present (Frontstage)?

Backstage (past) Experience #2:
Area of experience: (ex: academic schoolwork)
What belief about his ability in this area might Michael have carried into his present (Frontstage)?

Backstage (past) Experience #3:
Area of experience: (ex: academic schoolwork)
What belief about his ability in this area might Michael have carried into his present (Frontstage)?

Question #2:
Do you think that Michael’s Backstage (past beliefs) about his abilities were correct? State the reasons for your opinion here.

Question #3:
From watching the trailer, what can you infer about HOW Michael achieved in multiple areas later? Stop and reflect. Any answer is o.k.

Teachers: This last question is open-ended in order to use as a comparison after the next mini-lesson on Power Styles. This next lesson also looks back at this same trailer, or if you wish to use it, the entire movie, and helps students think critically about how Michael used multiple Power Styles to break free of his past beliefs that he could not achieve in school, that he was not capable in sports, that his support systems were defined by his past, how he used emotional power to stay open to help that broke societal racial beliefs in his town, etc. Students will look back on their inferences in this question and compare them to new inferences after they learn about Power Styles.

 

 

We used to think that the learning capacity of the brain stopped during early childhood, but in recent years, scientists have discovered that the brain’s ability to “wire” new information is possibly a life-long process. The adolescent years are a particularly strong period of time where expanded learning can occur. The study of neuroplasticity shows that changes in the brain—which can even show up on MRI scans—happen when we are exposed to new learning or new environments. This means that we are not defined as “bad at math,” or as a “poor” reader in childhood. We may simply need to learn something in a new way or in a new environment.

For references and more information on neuroplasticity, see:

Gopnic, A., Meltzoff, A., Kuhl, P. (1999). The Scientist in the Crib: What Early Learning Tells Us about the Mind,New York, NY: HarperCollins Publishers  http://content.time.com/time/magazine/article/0,9171,1580438,00.html