Disney Divergence (Three Days)

CCSS:

Speaking and Listening 11-12 #4: Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal
tasks.

Reading Standards for Literature 11-12 #7: Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text. (Include at least one play by Shakespeare and one play
by an American dramatist.)

Students will be able to

● Explore and understand a counter-narrative
● Understand and identify points of intervention related to dominant narratives
● Analyze motivation and power structures inherent in perpetuating the dominant
Pocahontas narrative
● Discuss Conflict, Characters, Points of Intervention and Assumption related to the
Pocahontas and other DIsney narratives
● Conduct a group presentation that adequately showcases understanding and
examination of the dominant and counter narratives (as well as Conflict, Characters,
Points of Intervention and Assumptions) attached to a Disney story.

Overview
This three-day lesson involves lecture, explaining and modeling content, a discussion, group
work, student presentations, and student evaluation of presentations.

Day One
Begins with an explanation of counter-narrative themes through using the example of Disney’s
Pocahontas. The instructor explains and models the analysis of a dominant and a counter-
narrative through a presentation. During so, students will identify the Conflict, Characters,
Assumptions, and Points of Intervention of both the dominant and counter-narrative
presented by the instructor, using the table on their Disney Divergence Worksheet. Students
engage in class discussion prompted by the instructor regarding these elements or points of
interest that arise from the dominant or counter-narrative.

Day Two
Reviews the presentation content through formative classroom query. The instructor then
assigns students into groups randomly, and groups are selected to choose a Disney story (other
than Pocahontas) to build a presentation on. Student presentations contain a visual element,
require all students to participate, and cover the Conflict, Characters, Assumptions, and
Points of Intervention of the dominant and counter-narratives surrounding their chosen topic.

Day Three
Has students get back into their groups to finalize presentations. Then, students will present to
the rest of the class. Students in the audience will fill out the Disney Divergence Presentation
Evaluation Google Form.

Day One (Thursday)

Daily Oral Language (DOL) Warm-Up (5 Minutes)

Scheduling /Testing Overview (5 Minutes)

Pocahontas Presentation & Discussion (50 Minutes)

● Ask students what they know about Pocahontas
● Ask students if they know any alternative versions of the story
● Have students get out their Disney Divergence worksheets
● Let students know to complete their Disney Divergence worksheets as they view the
presentation
● Begin the presentation. Show the Pocahontas trailer and fill them in on the themes
presented by Disney’s dominant Pocahontas narrative.
● Discuss Conflict, Characters, Assumptions, and Points of Intervention
● Introduce the counter-narrative with the video summary, and explain relevant information
● Discuss Conflict, Characters, Assumptions, and Points of Intervention
● Preview the Presentation Formative Assignments

Day Two (Friday)

● Review the Pocahontas dominant and counter-narrative content with a formative

question-and-answer discussion
● Randomly assign students into groups (maximum six). Depending on attendance,
groups will be 3-4 members each.
● Starting with Group 1, allow students to choose from a short list of Disney narratives to
work with.
● Review the guidelines for the presentation.
● Answer any student questions.
● Allow students the rest of the hour to work together on the presentation. Elicit and
interpret student thinking during this process by visiting each group. Monitor progress
and assist when necessary.
 Day Three (Monday)

● DOL Warm-Up (5 minutes)

● Weekend Q&A and “One Must Go” Lead-In
● Decide student presentation order with random draw
○ Assign returning absent students to groups
● Let students know presentations will begin at [Start time allows for 25-30 minutes of
presentation time]
● Review the presentation guidelines and briefly review the model from last week
● Let students know they will be required to do the Presentation Evaluation Google Form
○ Students will do the evaluation before and after presentations begin but not
during
● Provide the Presentation Evaluation Google Form QR Code
● Begin student work time - students should get back with their groups to finalize
presentations.
● Begin student presentations - this is a formative assessment.