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A Long Time Ago in a Classroom Far, Far Away

Amber Robinson
Emory & Henry College
4-year undergraduate

Abstract: Films, especially those from the science fiction genre, are often
considered to be of no instructional value. However, if used as a theme, a
film like Star Wars can serve as a common narrative for elementary school
lessons and coursework. This article covers the uses of film as an
instructional tool and incorporating a film into the classroom as a theme,
then goes on to more Star Wars specific ideas such as multiculturalism,
student inclusion, and the monomyth. Also included are example lesson
plans that demonstrate how the Star Wars films could be incorporated into
existing lessons based on standardized testing objectives.

A Long Time Ago in a Classroom Far, Far Away


The adventures detailed in the Star Wars series have been applied to many topics, with
both religion and political science among the subjects reviewed. Even the scientific community
strives to find ways to recreate effects from the films in real life or debunk scientific
impossibilities that exist within George Lucass movies. However, there is a place where the Star
Wars films are grossly underused among a group of individuals who make up a largely targeted
audience where films of the science fiction genre are concernedthe elementary school
classroom. Children of elementary school age find relatable figures among the numerous, highly
varied characters presented in the Star Wars universe, and the characters experiences are
applicable to the subjects studied in the primary school curriculum. However, in pursuit of
heightened scores on standardized tests and increased use of teachers manuals that leave little
room for imagination, the fine art of using an outside source to teach curriculum has been all but
lost. Star Wars offers a chance to change this fragmented model of education and replaces it with
an option for a curriculum based on the principles of immersing students in a theme and viewing
interdisciplinary topics through a lens to create a kaleidoscope of information and knowledge.
Approaching Film as a Method For Instruction
Rather than relinquishing films, poems, and other non-textbook materials to the very
margins of elementary education, it is essential to incorporate them into the curriculum so that
students have greater opportunities to become invested in the material they are learning during
class time. Such an ambitious goal can be accomplished by using a story, film, or other form of
media in which students already have an interest as a guide for teaching required materials.

Although some alternative forms of educational materials have been implemented into learning
environments in outstanding ways, films have generally not been considered as classroom tools
with actual educational benefits. While they have frequently been used as a supplemental
resource, follow-up activity, form of reward, filler, and as background noise, films have rarely
been approached as serious material for literacy instruction (Whipple 144). The history of films
use in the classroom stands in contrast to the fact that teachers use their personal experiences,
anecdotes, stories, and even examples from films and cartoons to help children understand
information in the classroom. The same educators often rebuff their students and point back to
the textbook when young learners attempt to bring experiences with film into their personal
learning process and share their connections with the classroom (Whipple 145). To promote the
use of film in a classroom, teachers must first accept students movie experiences and emerging
knowledge of films as an opportunity to support literacy development and to make connections
with more traditional media rather than seeing a distraction from the learning process (Whipple
146).
Films, however, are irrefutably a form of text, and as such can add an immense amount of
information to a classroom lesson. Texts of all sorts are regularly implemented into educational
settings, but finding a single text that applies to all subjects is a rare occurrence. This fact is
precisely why Star Wars is such a unique series of films, for it contains subject matter that can be
applied to social studies, mathematics, science, and English. This combination of attributes
provides countless opportunities for teachers to use their available technology and creative
resources to construct lesson plans that are truly enjoyable for both students and their educators.
How to Incorporate a Film Into Lessons Through Themes

Using a film as a theme provides an opportunity to integrate the curriculum so that all of
the subjects fall under a broad umbrella, giving them meaning outside their individual realms.
Integrative curriculum has a sizeable number of benefits, for it is highly generative,
encouraging students to construct meaning, gain insights, and use new knowledge (Lipson et.
al. 252). Students often question why the material they are learning is important for their
everyday lives, but the responses to such inquiries are often poorly executed or completely
absent. A theme answers this frequent question before it can even be formulated in a young mind
because thematically integrated instruction promotes a view of both teaching and learning as a
meaningful enterprise[that] can provide a framework for the childrens discoveries (Lipson
et. al. 253). The ultimate goal of using a theme in education is to create an integrated knowledge
base that is more adaptable to the ways students are asked to think as they enter middle and high
school. An integrated knowledge base generally results in faster retrieval of information, more
flexible problem solving, and better concept transfer across content areas (Lipson et. al. 254).
However, the integrated knowledge base needs a vehicle to aid its entry into the classroom
setting to ensure that students do not find themselves lost in the incorporation of multiple
subjects at once, and a theme is often the answer.
Although it has tremendous benefits, thematic instruction must be executed carefully.
The educator must have a structured idea of the information that needs to be taught and how the
theme can be applied without detracting from content or adding excess material. Teaching with
themes does not automatically assure that more time will be available, that learning will be
meaningful, that tasks and activities will be authentic, or that children will acquire an integrated
knowledge base, especially if the theme is simply added to the curriculum by a teacher who
does not take the time to embed the subjects in one another before beginning instruction (Lipson

et. al 254). Without extreme care, a brilliant thematic idea can turn into a disaster in which the
teacher has no time to review spelling words, discuss the history study guide, or go over the rules
of the science project. To ensure that this problem does not occur, teachers must be creative and
combine their subjects using the theme of their choice so that they can have the time needed to
discuss how the theme and the pedagogical materials relate. By combining several separate
curricular areas and reducing redundancy in the process, teachers and students have not only
more time, but better quality time: time that is less fragmented and available in larger blocks,
which allows for improved instruction (Lipson et. al. 254).
Star Wars as a Theme
Star Wars is a film that most students have at least some familiarity with, as the
merchandise and references to the films are everywhere. However, using the film to understand
instructional concepts is an activity with which all parties involved in classroom learning have
little experience. Therefore, a guided instruction in which the film is applied to various
classroom lessons has readily discernable potential to be academically rewarding for students
and teachers alike. The films should be used as a guidebook for students to reference in order to
gain a better grasp of the information. Material that is unfamiliar to pupils can be accompanied
by a short film clip that draws a parallel between the classroom subject and Star Wars, which
promotes the ability to draw connections and aids comprehension.
Students often want to know how science, math, history, and literature are relevant to the
world they experience, and the Star Wars films showcase these applications throughout the
series. The heroes problems are solved by robots through the use of an extensive amount of
knowledge regarding computer technology, science, and math. There are several scenes in which
the human protagonists are at the mercy of the antagonist only to have the droids intervene at just

the right moment by re-programming a computer, cracking a coded message, or producing the
correct chemical reaction. Yoda examines planets and observes the gravitational pull of the
objects in space to create a solution to Obi Wans predicament in the prequel trilogy, and both
Padme and Leia exhibit great knowledge of their political systems. Using examples such as these
to demonstrate the usefulness of the subjects students are learning while involving some of their
favorite characters can transform unwilling learners into avid pupils.
Star Wars, Technology, and a New Generation
The Star Wars films take the universal applications of movies a step further because they
are not confined by the restraints that most films outside the science fiction realm must
overcome. Star Wars takes place in a world where incredibly advanced technology, space travel,
true knowledge of the afterlife, and creatures beyond imagination are always present and
available. The technological aspects of the film speak to the younger generation, for todays
children are growing up in a world that differs a great deal from the one in which their parents
grew up; a world that is influenced by a digital media culture and is characterized by
connectivity, interactivity, nonlinearity, and instantaneous access to information and social
networks (Swaggerty 24). These new learners react differently to materials from the children of
the past because of their high levels of experience with new technological mediums.
Termed digital natives, the current generation of children is growing up with exposure to
and often the ability to simultaneously usemultiple technological devices such as computers,
MP3 players, and cell phones (Swaggerty 24). The individuals who are currently young children
will become adults in a world that uses far more technology than even the most developed
societies of today. Digital natives are often delighted when they see familiar technologies in
addition to some of the gadgets they could use in the future, and Star Wars readily provides this

imaginative world for them. The high-tech devices of the Star Wars films include robots,
computers, holograms, and other technologies that students appreciate because they understand
at least a few of these items already and expect objects that they are not familiar with to become
available in the future.
Although technology has incredible appeal, it is worth noting that acknowledging that
children of today are digital natives does not mean that books should be replaced by laptops and
MP3 players in classroom settings (Swaggerty 24). Instead, the implication is that teachers
should consider the learning preferences of net-generation students and get creative in
imagining ways to engage them in meaningful experiences with text (Swaggerty 24). Digital
natives love technology because they use it constantly, but textbooks and the teaching methods
of most instructors do not incorporate much Internet exploration or activities that resemble those
of video games into classroom settings. Capitalizing on such a high level of student interest can
be accomplished through the Star Wars films, since a highly computerized postmodern world is
presented in tandem with a valuable story from a literary standpoint.
The Monomyth: Applications to Star Wars and Implications for the Classroom
Star Wars has gained most of its fame due to the fact that the films are based on the
monomyth created by Joseph Campbell. This formulas prevalence in the majority of myths,
legends, and tales gathered from across the globe means that most students will have had
experience with stories similar to the plot of Star Wars. The fact that Star Wars draws its
foundation from the pattern that most mythic stories follow gives the films a considerable
amount of familiarity, even for students who have never seen the series. The students previously
constructed schemas help them to make predictions about the story as they begin learning and
attempting to understand the further implications of the films. Although the average elementary

school student may not grasp the concept of travel through space or have the ability to
thoroughly explain Campbells monomyth, Lukes journey to heroism is apparent to them. It is
also worth mentioning that Darth Vaders failure to follow the path of the hero is equally
comprehensible to children and teaches a lesson just as clear as any fable.
Star Wars and Student Inclusion
The use of film in the classroom incorporates two unique student demographics that are
often overlooked in the classroom: exceptional and English-as-a-second-language-learners.
Students with reading or comprehension impairments due to a disability or language barrier may
not be able to read a story about Star Wars or even remember it after having it read to them, but
they can watch a film that contains most or all of the same information presented in a format that
is more easily understood. Creating a film lesson allows students who are in some way at risk in
their literacy development to participate in classroom discourse, to become a part of the
classroom community, and to be validated as learners and people (Whipple 146). Through this
method, students who normally would be relegated to a small group at the back of the classroom
are transformed into equal participants in a discussion that may not have been possible using
traditional mediums alone. By expanding the notion of what qualifies as text, we are also
expanding the prevailing notions of which literacy experiences are valuable and who gets to
participate in classroom conversations (Whipple 147).
The term exceptional learners encompasses a wide variety of students, including
learners with physical impairments, learning disabilities, blindness, deafness, and a plethora of
different syndromes that teachers must make accommodations for in their classrooms. Students
may require calculators, notetakers, an educator who reads classroom materials to them, or time
in a resource session with special education teachers outside the classroom. When their peers

notice these differences, they may become jealous of the extra attention that exceptional learners
require or make fun of the special needs student for receiving accommodations.
However, the one thing that all of these students have in common with each other is that
they are all part of American pop culture which is heavily influenced by movies, and they love to
relate to one another by discussing this particular form of media (Coencas 67). This [fact] is
especially true of young people diagnosed with dyslexia, attention deficit disorder, autism,
Asperger Syndrome, Tourette Syndrome, focusing difficulties, and behavioral problems, or other
disabilities that affect how and what they learn in school or at home because they latch on to
any similarity so that they can help others see that, although they may have a disability, they are
not that different from those without impairments (Coencas 67). Because they watch the same
movies that normal [students] see in theaters or at home, the film experience provides them
with an opportunity to feel as one with their peers (Coencas 67). Time when the students are
placed together is hard to obtain in the classroom, and the social skills that can be gained from
such interactions are priceless to students who may have trouble picking up on social cues. The
main benefit that special needs students get from watching a movie with their non-handicapped
peers is the alleviation of feelings of anxiety and inferiority by building students self-esteem
and [by] demonstrating that they are no different from other young people who enjoy watching
movies and sharing their thoughts and feelings about a film (Coencas 68).
Star Wars is a franchise that truly has gone global, as it exists in 50 different languages
and is available in various countries around the world (Collecting the Galaxy: Star Wars Day
Product Releases/Events 1). Students who do not fully understand English may come from any
part of the world, and the fact that they may have had experience with the films is exceptionally
important. During the film-viewing portion of classroom instruction, subtitles in the languages

spoken by ESL students could easily be turned on so that English language learners could have
exposure to more English words and see a translation further their comprehension of those new
words. A study of English-as-a-second-language (ESL) learners cognitive reading processes
suggested that, on the whole, ESL readers recognized cognate vocabulary fairly well, monitored
their comprehension, used many metacognitive strategies, used schema and prior knowledge to
affect comprehension and recall, and were affected differently by different text structures
(Fitzgerald 145). The use of schema and prior comprehension are particularly important where
recognition of the Star Wars franchise is concerned, especially since Star Wars is based on the
monomyth created by Joseph Campbell. Campbells monomyth was formed from a compilation
of folk tales, myths, and religious traditions from nations across the globe. Because applying
previously constructed schema is even more important for ESL students, the fact that Star Wars
is built upon the overall setup of various heroic tales holds extreme benefits. Because Star Wars
is so internationally prevalent, there is a high likelihood that ESL students may have experience
with the films or the merchandising from which they can glean information about the language
they are learning.
Star Wars and Multiculturalism
The United States and Canada are multicultural nations, including Europeans, Native
Americans, African Americans, Latinos, and Asians (Norton 1). Diversity is an issue that is
present in many school systems, and positive reinforcement of the subject is crucial. To aid in
developing understandings of other cultures, many educators and researchers emphasize the need
for high-quality multicultural instruction based on educational materials that are sound in their
construction (Norton 1). The easiest method by which students can learn about a culture other
than their own is through viewing a film where the language, architecture, style of dress, and

history of a society can be experienced all at once. Star Wars showcases a diverse array of
characters from a plethora of cultural backgrounds, and English is not the only language spoken.
Understanding and community are crucial in the formative years, but commonalities among
people cannot be recognized unless differences are acknowledged (Norton 1).
Because unity and camaraderie are essential in the elementary school curriculum,
multicultural units are being incorporated in growing numbers. In practice, however, there are
still huge gaps that need to be filled. The beginnings of a multicultural unit can be found in Star
Wars as many different planets, cultures, religions, and philosophies interact in a mostly
harmonious fashion throughout the movies, especially in political settings. Humans and aliens of
varying species all attend political gatherings in the films, and the humans in the film interact
with them in largely the same way as they would act toward another person. Language barriers
area also broken down in the Star Wars films by droids that specialize in translation, and even
most of the humans speak other languages. The characters of the Star Wars universe do not judge
one another based on culture or native tongue, but religion is a major issue among both
protagonists and antagonists. Darth Vader actively chokes another individual for disagreeing with
the existence of the Force, and other Jedi generally insult or discount the intelligence of people
who merely question the Force. This treatment of religious diversity could be a problem with a
multicultural unit based on Star Wars.
Another potential issue that may arise with using George Lucass films to encourage
acceptance of various cultures is the extensive use of stereotyping that prevails throughout the
Star Wars universe. Jar Jar Binks is a poor caricature that may have been seen in the years prior
to the Civil War, Watto represents a greedy Jew, and the Sand People, who are intended to be
Middle Eastern, never speak and conduct frequent, unprovoked raids. Therefore, students should

not view the films as a way of developing attitudes about cultural groups, but they should instead
observe how members of different cultures interact respectfully with one another. A society that
interweaves the best of all its cultures reflects a truly mosaic image, and Star Wars can help
teachers promote such attitudes in their classrooms (Norton 1).
Censorship, Rationale, and Approval
Although a unit that centers on a film can be incredibly beneficial in a school
environment, the films level of appropriateness must also be considered. After all, parents send
the very best children that they have to school and, when they entrust their children to [a
teachers] care, they want reassurance that [their childs teacher is] making appropriate
professional judgments that are in the best interest of their children (Thompson 104). Most of
the Star Wars films include at least some language, and all have violent scenes that are
inappropriate for younger viewers. Since the elementary curriculum is the main focus of the
pedagogical research and lesson designs presented here, due consideration must be shown to
ensure that every student will be able to watch the films without calls from parents or redress
from school authorities.
The constructed lesson plans that accompany this paper center on having the students
watch Star Wars: Episode IV in class so that they gain a broader sense of the theme. However,
the film has some elements that may not be appropriate in an elementary school classroom, such
as foul language, violence, and death. These instances in the film can be transformed into
teachable moments for students, for they need to learn about what constitutes acceptable
behavior. The teacher could simply ask students why what they are seeing is wrong and request
alternatives for the situation presented. The students can even act out the negative scenario and
the positive option in order to solidify the concept through interactivity.

Some school systems, however, are more particular about the films that students are
allowed to view regardless of the teachers intention for a teachable moment. In this case, all foul
language should be censored, along with the fight scene between Obi Wan Kenobi and Darth
Vader, the brief shootout between Han and Greedo, the death of Lukes aunt and uncle, and most
of the end battle prior to the explosion of the Death Star. This film has no nudity, less foul
language, and fewer battle scenes when compared to the other Star Wars films and as such is
most easily adapted to the elementary school classroom with minimal censorship. The official
rating of Episode IV is PG, but the film can be reduced to a G rating with the aforementioned
changes (Star Wars Episode IV: A New Hope). However, this censorship may create plot holes
and cause students to have an inconsistent conception of the story if the teacher does not properly
explain the scenes that are skipped, and the students would be missing an opportunity for
additional social education. With censorship aside, many students have already had some level of
exposure to the film, its characters, and its plot, but for those who have never encountered the
films, a slightly edited version of Episode IV can be all the background information they need to
understand the series and any activities based on it.
To ensure that the film is approved for classroom use, a rationale must be submitted to
school authorities and then sent to parents. In writing a rationale, the teacher must include a
statement of the grade level at which the work is to be used, a brief summary of the work, a list
of the objectives the teacher expects to accomplish and a discussion of each (Thompson 104).
The teacher should then provide a description of the effects on the students skills, attitudes, and
behaviors that can be observed if the outlined objectives are met. These objectives should be
accompanied by an identification of possible issues that parents and school authorities may have
with the use of the proposed material and a discussion of how these objections can be overcome

(Thompson 105). A list of sources that advocate the use of the work is also recommended to
show that others have tried a similar approach and gotten favorable results can encourage parents
and faculty to accept the teachers premise and allow the proposed activity. Not every school
system and community is accepting of curricula that use any material other than a textbook;
therefore, preparing a rationale before doing all the work of planning a unit is crucial.
Where the use of a film like Star Wars is concerned, teachers must consider that film is
an unconventional material that is not often incorporated into classroom instruction. Film is often
regarded as a detraction from learning in school environments, and some schools try to limit the
number of movies that a class can be shown in a year. Because of existing negative attitudes
toward film as a whole, teachers of any grade level need to be prepared to defend their reasoning
for using a film, especially when a person looking from a different perspective could assume that
the material has little educational value. Since Star Wars is not a documentary or educational
film, a rationale for its use will most likely be mandated. To use Star Wars intensively as a unit
covering all subjects, a rationale should encompass the promotion of STEAM initiatives, the
creation of more positive attitudes toward learning among students, and an explanation that the
film will be used as a method of guiding instruction rather than an excuse to avoid instructional
time.
Considerations for Creating Lessons
Once the rationale is presented and parents and school officials provide approval, the
actual lessons must be constructed. Incorporating the theme into every aspect of classroom
lessons is essential for teachers to experience the reward of using the theme to the fullest extent.
Although the task is somewhat daunting, it is entirely possible to incorporate history, science,
math, and language arts into instruction. In order to create enough time to watch films and fully

discuss every question that students may ask, at least two subjects will need to be combined. Star
Wars best lends itself to the combination of social studies and language arts Science and math
can be imbedded in one another as well to free up film watching time. The film chosen by the
teacher should be presented at the beginning of the day to get students ready for total immersion
in the theme. An ideal unit would take up a few days, which means that showing about thirty
minutes of the movie per day would be feasible. This activity consumes little time and can work
as a reward system for students.
Constructing Lesson Plans and Combining Subjects
To promote understanding of how such a unit could be accomplished, an example of the
first day of a unit lesson that will encompass three days has been included along with an
explanation of how the unit could progress. The following lesson ideas were constructed based
on the Virginia Standards of Learning for third grade students using existing lesson plans and the
theme was simply incorporated later Interactivity and student engagement are key components of
the elementary school curriculum and as such have been woven into all lessons. The curriculum
has been designed for third grade because students of this age are better equipped to be able to
apply a theme to a lesson than their younger peers, but still need help with understanding basic
classroom materials in a less advanced way than most middle school students. Since third grade
is the first time that students will be exposed to standardized testing, the year can be frustrating
for teachers, students, and parents. A theme that is consistent throughout a unit can alleviate
some of that stress and enable students to draw connections between all four subjects as they
learn. To create lessons using a theme, teachers need only to use their pre-constructed lesson
plans and develop creative ways in which to work in their theme.

The first days lesson will begin with instruction in history, which will then lead into the
English lesson shortly thereafter. Combining content area material with a fiction versus fantasy
oral report that students will construct in the language arts portion of classroom instructions gets
the students thinking about the material in an unconventional way. When a teacher teaches
literacy and content together, the teacher expands students chances to learn both (Rhodes et. al
110). Literacy is one of the most important prerequisite skills that students must have in order to
learn about other subjects, for if students cannot read, they will not be able to develop content
area knowledge (Rhodes et. al 110). Furthermore, schools are emphasizing English and math
while the content areas fall by the wayside due to time constraints and school policies. Because
there is only a limited amount of hours in the school day, teachers spend less time on the content
area material in order to focus on English or mathematics, which can deprive students of the
background knowledge they will need to take history and science classes later on. Although there
is less time to teach content area subjects, there is an increasing amount of content area material
that teachers are asked to present.
The obvious solution to the issue of increased material without an increase in the amount
of class time is the incorporation of science, mathematics, and history into the English
curriculum and vice versa. By using literature in content areas as well as typical English classes,
both literacy and content area knowledge increase. The use of trade books can supplement a
content area textbook although some teachers are hesitant to implement such literature. They
feel that they must rely only on textbooks or that teaching reading is the job of the English
teacher, [but] the reality is that all of these concepts can be better understood within the context
of a book and through other commonly used techniques in the English curriculum (Rhodes et. al
111).

Although the subjects of history, science, math, and English are often disconnected, students
can benefit from seeing the connection between all of them, and a quick and easy way to
accomplish this goal is by having a theme to which students can relate. The Star Wars films will
be used across all four subjects to connect them together and create a sense of unity among all
fields of knowledge rather than encouraging more of the separation that often prevails. The
content areas do not often naturally coincide, so the connections will be drawn using an external
work of literature instead. The options for teachers to use their creativity with such a unit are
endless, and the ideas presented here are by no means the limit for such expression.
Social Studies
There are incredible parallels between history and Star Wars that can help students
understand the social studies skills they are learning. Classroom discussion will be the biggest
factor in this subject so that students can present information to their peers on a level that is more
readily comprehensible. Instruction on the government is an aspect of social studies that is not
often accompanied by visual aid, mainly because the average elementary school student is not
interested in watching televised congressional meetings in order to observe their government in
action. However, there are several scenes in the prequel trilogy where politics features heavily,
and students will appreciate the use of an aesthetically appealing video clip for such an
explanation.
A major aspect of third grade instruction is the history of ancient Rome and ancient Greece.
Students are required to understand the political structures, religions, and philosophical
contributions, and architectural styles of these civilizations. Most students have limited
experience with imagining a society as primitive as these, which means that describing Greek
and Roman cultures proves itself to be a daunting task for the educator. Star Wars is an excellent

resource for preventing this confusion because the films contain many different cultures, both
primitive and modern. Students may have trouble conceptualizing the implications of living in a
culture that had barely formed since they are so far removed from the era, but Star Wars can
make such a time feel closer and more relatable.
The politics presented in the Star Wars universe undergo changes similar to the
transformation of the Roman Empire. Monarchies, republics, and empires are all represented
throughout the course of the series, and all three of these basic governmental structures existed in
Ancient Rome with a similar progression. A short montage of all the instances of these various
political setups could be compiled for class discussion. Showing students an example rather than
simply describing the topic is crucial, as the majority of students are visual learners rather than
auditory (Felder 3). The religion of Rome and the religion of Star Wars can also be compared to
promote understanding. The gods and goddesses of Ancient Rome were the primary religious
figures that connected and controlled every aspect of Roman life, and the Force holds a similar
position in the Jedi religion. Yoda is a Jedi Master with immense knowledge of The Force that
binds all beings together just as Zeus is the king of the gods who is charged with keeping
humanity and his fellow deities in line.
In the included sample lesson plan for a Star Wars curriculum design, Students will learn
about an aspect of Roman culture, observe video clips of Star Wars characters performing similar
tasks, and make Venn diagrams to compare and contrast the characters with the historical event.
These diagrams will then be used to construct their fact versus fiction compare and contrast oral
report for language arts.
The Virginia Standards of Learning for third grade social studies courses state that the
student will explain how the contributions of ancient Greece and Rome have influenced the

present world in terms of architecture, government (direct and representative democracy), and
sports (History and Social Science Standards of Learning for Virginia Public Schools: Grade
Three). The objective for the following lesson plan is that students learn to compare a film
experience with the knowledge they are learning in social studies classes so that they form a
concept of the government and ancient history that is based on an experience with an easy-tograsp text. This activity especially contributes to the formation of the integrated knowledge base
because it is combined with the English lesson to promote a concept of subjects that is linked
rather than separated. Special needs students and English language learners will be put into the
same group for the group activity so that they can receive extra help with the project evenly
rather than forcing the additional instructor or classroom teacher with special education or ESL
certification to run between groups of students.
Social Studies Lesson Plan: Gods and Goddesses (Brower)

Hand out background information worksheet:


o Background information:
The Romans worshipped a great many gods, goddesses, and spirits
about 30,000 in all. They believed the gods and spirits controlled
everything they did. The spirits were invisible. They were called
numina, and there was a numen for practically everythingthe
night, the day, hills, home, rivers, mountains, fields, almost
everything. It was important to plead to the numina for help.
o Teacher
How many gods and goddesses were there?
Why were the gods and goddesses important in Roman life?
Why do you think it was important to ask the gods and goddesses
for help?
o Background Information
The Etruscans probably introduced the gods and goddesses of
Greece to the Romans. The Romans took the ancient Greek gods
and gave them new names. It was probably easier to worship a
deity as a statue in a temple than as an invisible numen The
Romans also accepted into their religion gods and goddesses from
other countries that they conquered.
o Teacher

Where did the ideas for the gods and goddesses that the Romans
worshipped come from?
What changed when they became Roman gods instead of Greek
gods?
How did the Romans worship these gods and goddesses?
What happened to the gods and goddesses of the countries the
Romans conquered?
Background Information:
The temple was the house for the gods or goddesses. This was
where their statue was cared for by priests and priestesses. The
Romans didnt have any regular church meetings with prayers.
Instead, they made regular visits to the temples in an attempt to
bribe the gods with food, wine, or sacrificial animals. Sheep,
chickens, bulls, and pigs were the main sacrificial animals. The
priests removed their innards to discover the gods intentions.
Teacher
Where did the gods and goddesses live?
How did the Romans worship them?
Is this anything like how we worship today? How is it different?
What do you think of the sacrifices? How did the sacrifices help
the gods? How did they help the people?
Background Information
As well as these, there were personal and family godsthe Lares
looked after the home and Penates looked after the cupboard. The
father of every Roman family set up a shrine in the home to these
household gods
Teacher
What does the fact that the Romans have household gods say about
their connection to the gods and the gods connection to them?
What does the fathers special job of setting up the shrine say
about his position in the family?
Background Information
When an emperor died, the Romans believed he too became a god.
This was important because they believed that only the gods had
eternal life. All others went to live in the underworld
Teacher
Why did only the emperor get to be a god when he died?
What does this say about the emperors position?
Teacher (Use video clip for each set of questions)
Can we compare the emperors power and status as a god to that of
Darth Vader and Emperor Palpatine?
What do they have in common? What is different about
them?

Senators also had status in Roman society, but why wouldnt they
also get to be gods?
Padme is a senator in Star Wars and she wants what is best
for her people, but the emperor and Darth Vader did not
behave so well.
If they were Roman, would it be fair for the emperor and
Darth Vader to become gods but not Padme?
How is Yoda like a god or goddess? How is he different?

Language Arts
The Star Wars movies have value as literature due to the fact that they display multiple
literary elements for students to examine. The series contains instances of foreshadowing,
metaphor, and follows a plot graph. Students can examine the series as they would any short
story or novel in the classroom. However, one of the challenges of third grade is the presentation
of a short oral report as prescribed by the Virginia Standards of Learning in preparation for the
research paper that must be constructed by the end of the school year (English Standards Of
Learning For Virginia Public Schools: Grade Three). Introducing students to research is a crucial
first step to these processes, but students often do not express enjoyment with such tasks.
However, if they are researching a subject they already find pleasant such as Star Wars in tandem
with an academic subject like the history of Rome, student attitudes can change from
begrudgingly executing the assignment to excitement about the work they are completing.
Students are required to compare and contrast as a part of their English instruction, and the
Venn diagram is the most common visual model used to accomplish this task. These graphs can
be used for any subject, which makes them perfect for this multi-subject Star Wars unit. Students
will use the Venn diagram to compare empires, republics, and monarchies in the Star Wars
universe on one graph and compare these forms of government as they happened in ancient

Rome on another. The religions and philosophical beliefs of both societies could also be
compared through the format of a Venn diagram. Through this method of instruction, not only
are students performing the skills that they will need a firm foundation in to continue their
English education, but they are using history outside its once exclusive constraints. Fostering
content area knowledge through English education allows a teacher to further explain both topics
rather than turning an opportunity for valuable instruction into yet another instance of
memorization.
For their research and oral reports, students will be organized into three groups: Darth
Vader and Emperors, Yoda and Roman Gods, and Padme and Senators. Each group will receive a
set of three video clips from the Star Wars films to begin with, a list of quotes from the
characters that they could use, three credible websites, and a short biography of the character
they are researching constructed by the teacher. Through videos, students will be able to observe
their assigned characters in action as well as the way that other characters respond to them.
Independent research such as this provides students with a certain level of autonomy in their own
learning process, which is not often experienced in the elementary school classroom.
The research on Roman topics will be conducted by the students using various sources
including a dictionary, an encyclopedia, and a few online sources which will also be provided by
the teacher. Learning how to search for credible sources independently is a skill that the students
will learn in later grade levels, so for now they will walk up to a computer with different
websites in each tab, ready for them to sort through. Turning third graders loose on the Internet
to look for information could result in material that is above their reading and comprehension
levels or inappropriate subject matter, and the assignment could quickly fall apart under such
circumstances. To encourage the students to distinguish between good and bad sources

independently while maintaining guidelines, they will be shown five websites and then decide as
a group which two websites should not be included in their research. The students will then be
required to give reasons for their choices on a separate worksheet.
The Virginia Standards of Learning state that the student will present brief oral reports using
visual media which in this case will be the Venn diagram constructed by each group to represent
the overall comparisons they plan to draw during their presentations. In the presentations,
students are expected to speak clearly, use appropriate volume and pitch, speak at an
understandable rate, organize ideas sequentially or around major points of information, [and] use
contextually appropriate language and specific vocabulary to communicate ideas (English
Standards of Learning for Virginia Public Schools Grade Three). Students should also be able to
differentiate between fiction and nonfiction, which will be established through comparing
historical knowledge to the Star Wars films. For the short written report that is required later in
the year, students are required to understand the difference between plagiarism and using own
words; therefore a unit on plagiarism is included for the teacher to begin preliminary education
on the topic before it becomes an issue (English Standards of Learning for Virginia Public
Schools Grade Three). By the end of this unit, students should be able to appropriately present an
oral report on their research, determine good and bad sources, explain the differences between
fact and fiction, and cite the sources they use.
Students with special needs will receive adjustments to the assignment according to their
accommodations, but they will still be required to present to the class. They will have extra
practice with summarizing the main idea of each article they review and each entry they read in
various sources to develop a better understanding of finding meaning within texts. English
language learners will read the assigned articles in their native language first alongside a version

of the text written in English so that they can fully understanding the assignment while gaining a
better grasp of the English language. They will be able to present what they understand from the
text in Spanish to the ESL instructor who will help them translate their statements into English.
ESL students will also be able to teach English-speaking students words in their native languages
to give the student an opportunity to present as a valued member of an educational community.
English Lesson Plan (Lesson Skill: Plagiarism and Crediting Sources)

Show students a picture of a favorite toy from childhood and read a pre-written paragraph
describing the item and its significance to the students.
o Teacher
Help me write a paragraph on the board about my favorite toy.
What is my favorite toy called?
Can you describe it?
What does this part look like?
Does it remind you of anything you play with now?
Write the paragraph on the board with student responses, but include some of your own
sentences in the paragraph.
Show students the paragraph you read to them next to their paragraph.
o Teacher
Some of these sentences look the same. I need a volunteer to highlight one
of the sentences that is the same.
o Student Activity
Volunteers will be chosen randomly from a jar full of numbered popsicle
sticks with one number corresponding to each student.
Introduce the topic of plagiarism with student responses
o Teacher
If *insert students name here* had a lot of pencils that you really liked
and you stole them, what would happen?
What would happen if you stole a car?
What are the consequences for stealing? (list them on the board)
Mention getting bad grades or being fined if your work is
published with someone elses material in it.
Did you know that you can steal someones ideas and words?
If those are the consequences for stealing, what do you think the
consequences for stealing ideas and words in an assignment or published
book could be?
How would you feel if someone stole your ideas?
Construct a definition for plagiarism

o Have students look up the word plagiarism in dictionaries located under their
desks. Also, have students look up synonyms for plagiarism in their thesauruses.
o Write the dictionary definition on the board and synonyms from the thesaurus,
then have students come up with their own definitions for each topic in words
they can understand.
Teacher
Okay, thats what the dictionary says, but can we put this in our
own words?
Student Response: shake the jar and pick one student respond to
the question. Shake the jar again and have another student answer
in a different way. Take suggestions from those who were not
selected and redirect incorrect answers.
Teacher Question: Can we come up with our own synonyms, too? I need
at least five volunteers (select 5 popsicle sticks from the jar)
Student Response: Have students write their synonyms on the
board, assist with spelling as needed.
Discuss giving someone credit for their work and how it prevents the consequences of
plagiarism
o Teacher
There is a way we can use someone elses ideas in our work, but we cant
claim those ideas as our own. We have to give the other person credit.
How do we give another person credit? (take responses from the
class)
We give someone else credit by citing their work in ours. We could do this
in a Works Cited section. To cite someone elses work, we need to list
the author, website or book, and page number that we got our information
from.
Works Cited Activity
o Show students an article about your favorite toy and put some of those sentences
into the student constructed paragraph.
o If we used someone elses work, what do we have to do?
Explain that students must give credit to an original writer so they wont be stealing
ideas. Explain that giving credit to the author prevents plagiarism.
o Teacher Question:
How do we give credit to the original author?
Explain the method of simple citation that will be used (author,
book/website, and page number)
o Make a simple works cited section for the paragraph on the board that cites the
paragraph read to the class and the article.
Class discussion
o Teacher
Is it easy to copy someone elses ideas and words?
Does it being easy make it right?
How do we prevent copying someone elses ideas in the future?

What if you are doing research and you need to record information from a
website or book?
Group Assignments:
o Assign students to their Roman groups: emperors, gods and goddesses, and the
senate/fall of the Roman Empire.
o Hand out a simple table with four columns: one for author, one for book/website,
one for page number, and one for information they find.
o Have students look up their topics in dictionaries, encyclopedias, and online while
filling out their table.

Science
The objective for the science lesson is to tie Star Wars into work with simple machines
through imaginary play. The students will work with simple machines in a mock space ship
constructed in the classroom where they will be responsible for making repairs to the engine.
Turning a science lesson into an opportunity for imaginary play gets students excited about their
own learning and gives them a chance to be creative with a subject that is usually presented as
solely factual. The interactive activity gets students up out of their seats and engaged in an
instructional game with one another.
Science is a subject with which many students struggle, but girls in particular have poorer
performance due to stereotypes that tell them that they should excel in English alone while their
male counterparts should be proficient in math and science. Changing these boundaries is still a
work in progress, but the well-documented gender gap in mathematics and science achievement
has narrowed in the last 20 years (Meece 10). However, although girls may be gaining greater
access to mathematics and scienceit is not clear that they feel more confident about their
ability to learn mathematics and science (Meece 10). Before these young female students get to
high school and start choosing their careers, it is of the utmost importance that young girls have
positive experiences with science and mathematics.

Showing female students the scenes in Star Wars where women are objectified and stripped
of their clothing and dignity does not promote this cause, but exposing them to film clips where
the two female characters in Star Wars are acting as strong leaders in politics and solving
problems is an excellent method of subtly providing a positive female role model. Star Wars
shows women in more powerful political positions than the male protagonists, and they also
successfully act as mechanics and strategists. Watching female characters portrayed in strong,
independent ways gives male and female students an opportunity to become more accepting
regarding gender issues. A discussion about feminism would logically fit into the history segment
of a Star Wars unit, but it can also be implemented in the science portion of the class as Leia
works on fixing the Millennium Falcon along with Chewbacca and Han. All students should be
encouraged equally within the classroom setting; however, it is still necessary to ensure that
female students feel equal to their male peers in science before beginning the activity.
Science is often one of the subjects that students struggle with when trying to understand
how the facts they are learning relate to them. Star Wars provides an easy fix for this problem as
well because the characters utilize engineering skills constantly. Anakin builds robots in his spare
time, and simple machines are everywhere throughout the films. Understanding the relationship
between simple and complex machines and allowing students to construct robots using at least
two simple machines transforms students into engineers and incorporates STEAM initiatives into
the classroom, which should help get faculty excited about the classroom program.
The Virginia Standards of Learning for third grade science states that the student will
investigate and understand simple machines and their uses, [including the] purpose and function
of simple machines, types of simple machines, compound machines and examples of simple and
compound machines found in the school, home, and work environments (Science Standards of

Learning for Virginia Public Schools Grade Three). The objective is to get students involved in a
hands-on interactive activity with a topic that presents a challenge by allowing the students to
incorporate imaginary play. The inclusion of Star Wars into the activity allows students to see the
purpose of the activity and adds an element of fun. All students will be able to be involved in this
activity regardless of impairments or native language since the work is mostly hands-on.
Students with special needs and ESL students may need additional help with filling out their
worksheets, but the activity should not cause any major problems. If issues do arise, the teacher
can easily step in and correct the situation.
Science: (Science Standards of Learning for Virginia Public Schools: Grade Three),
(Simple Machines)

Students will read a trade book about simple machines


The classroom will make a flip book containing all of the simple machines, examples,
and definitions. There will be cutouts of each simple machine that the students will put
into their flip books.
o Demonstrate each of the following simple machines. Students will be shown
examples of each simple machine.
o Definitions for each simple machine will be cut out for them and glued into their
flip books made from hole-punched index cards.
o Small pictures of each simple machine will also be handed out for students to glue
into their flip books.
o Teachers Lesson
Simple Machine
A machine with few or no moving parts that makes work easier
Why do you think simple machines are important?
Inclined plane
A sloping surface such as a ramp
Less force is needed to move the object, but it must be moved a
longer distance
Can you think of some examples of an inclined plane?
Have you ever tried to move something really heavy by picking it
up?
How would a ramp make this easier?
Example: ramp, bottom of bathtub

Lever
A straight rod that pivots on a fulcrum
The fulcrum can be moved depending on the weight of the object
that needs to be lifted and the force you need to apply
Pushing down on one end results in the upward motion of the
opposite end of the fulcrum.
Have you ever played on a see saw before?
If a person is already sitting on the see saw and you sit down too,
what would happen?
How could we use this to move something heavy?
Can you think of some examples of a lever?
o Show clip from The Emperors New Groove (Kronk, pull
the lever!)
Examples: hammer, seesaw
Pulley
A wheel that usually has a groove around the outside edge. The
groove is for a rope or belt to move around the pulley.
Pulling down on the rope can lift an object attached to the rope
Have you ever seen a wishing well with a bucket attached?
How do you think you get the water out of the wishing well?
How does a pulley make work easer?
Examples: flag pole, crane, mini-blinds
Screw
An inclined plane wrapped around a cylinder
The inclined plane allows the screw to move itself or to move an
object or material surrounding it when it is rotated.
What happens when you put a screw into two pieces of wood? Will
the wood move?
What is left behind when you pull the screw out?
How do you get the screw into the piece of wood?
What does a screw look like? How does its shape help it stay in
place?
Examples: bolt, spiral staircase
Wedge
Two inclined planes joined back to back
Wedges are used to split things
If I were to cut a piece of birthday cake, what would I use?
What does the knife do?
Imagine if we were all karate masters and we were trying to chop
something apart. Would our hand be a wedge? How? Why?
o Examples- doorstop, axe, knife
Wheel and Axle

a larger wheel connected to a smaller cylinder that is fastened to


the wheel so that they turn together.
When the axel is turned, the wheel moves a greater distance than
the axle, but less force is needed to move it
Can you think of a wheel and axle that you see every day?
How does a cars wheel and axle work? Do you have to go out and
turn the wheel yourself?
How does a wheel and axle make it easier to do work?
What part do you turn? The wheel or the axle?
Examples: Wagon, doorknob, toy car
Students will watch clips of Han and Chewbacca repairing the Millennium Falcon.
The classroom will be set up with a different station for each simple machine in parts that
the students will be able to interact with.
o Teacher Response:
Now, as you can see, there are some parts of the Millennium Falcon that
need repairing in here. Can you point out any of the parts you recognize?
Most of the parts will be in pieces for the students to put back
together. Instruct students to take the pieces apart when they have
finished so that the next group can perform their repairs.
I need you all to be engineers today and put the simple machines back
together. Simple machines make complex machines work, and our space
ship cant run without your help.
Hand out a chart with three sections: What went wrong?, How we fixed it, and How it
works. Put students into groups of three with one Chewbacca who writes down the
problem with the simple machine, one Han Solo who writes how the problem was fixed,
and one Princess Leia who explains how the simple machine works.
o Stations:
Inclined plane:
A toy car, a piece of wood, and a stack of books that the car needs
to get on top of
Screw:
A plastic tool set with a screwdriver and a screw. All the screws are
out of their holes.
Wheel and Axle:
A paper car with a spot for two axles made of straws and four
plastic wheels that go on those straws lies in pieces, students must
figure out how to put it back together and move the car from one
strip of tape to the other
Pulley
Students will receive two broom handles with string looped around
them. A person will hold one broom handle on each side while one
person pulls the loose end of the string. The two people will be
pulled together easily no matter how hard they try to stand apart
Lever

Students will work with a plastic hammer with which they must
hammer in a toy nail
Students will also have to figure out how to lift an object to the top
of a stack of books using a lever. They will be asked to move the
fulcrum to either end to see which one works better for their task
as they add more books to the stack

Wedge
Students will receive a set of blocks that they must stack together
tightly and a doorstop with which to split them apart.
Give students 3 minutes for each activity
When everyone has been through all of the activities, have students stop where they are
and demonstrate what they did in the station they are in

Mathematics
What does this have to do with real life? is a question that most mathematics teachers have
heard dozens of times. Most students feel that they will never use math in their day-to-day
routines and cannot understand that even their favorite pieces of technology were created by
individuals with extensive knowledge of mathematics. This lack of understanding results from
the fact that they do not see such problem solving take place or are unaware that it occurs at all.
In the Star Wars films, it is important to point out that C3PO and R2D2 use mathematics to crack
codes in the various computer systems, and their very creation hinged on correctly executed
equations. Emphasizing that students could also create robots in the future and that math will
enable them to make this career choice can motivate students and increase the relevancy of a
difficult subject.
Keeping with the theme of interactivity and group work, the math lesson also involves an
activity in which students are paired with each other. Students will receive a grid, tiles with either
R2D2 or C3PO on them, and a sheet on which to write the equations they figured out from their
work with arrays. Their mission will be to save Luke, Han, and Leia from the trash compactor by

correctly creating arrays that demonstrate the commutative property of multiplication. In their
work, they will have to construct the correct number of examples and non-examples to break the
code and save the heroes. The students will work in groups and present their findings to one
another. Then, they will demonstrate their code to the entire class. Conveying the idea that
division is the opposite of multiplication often is not easily accomplished in the elementary
school classroom, and combining the two skills in one activity could prevent this confusion.
The Virginia Standards of Learning suggest that teachers use an array model to allow
students to demonstrate their knowledge of multiplication and understand the commutative
property of multiplication (Math Standards of Learning for Virginia Public Schools Grade 3).
The objective for this lesson is to get students interested in the processes of mathematics using
Star Wars characters and plots to construct arrays. The teacher will easily be able to grab the
attention of students by using their favorite characters, R2D2 and C3PO, as the first example to
demonstrate the concept of an array and the commutative property of multiplication. Using
figures that are not numbers to demonstrate a mathematical concept often proves beneficial to
students who would otherwise have difficulty with the numerical examples. The activity used to
reinforce this concept involves a rescue mission for Han, Luke, and Leia that will require a video
clip shown just before the activity begins to help students. The overall goal is to give students
more practice with the concept they just learned, but from a student perspective, the task is to
accomplish a realistic task to save their favorite heroes. This activity should give the students a
purpose for executing mathematics problems and show how mathematics can be used to resolve
situations that arise in real life through the use of robotics.
The classs special needs students and English language learners will assist the teacher with
providing all examples and their work will be featured alongside the work of their peers. During

small group work, these learners will be placed into groups with peers that are willing to help
them understand the concept since students can often help their peers when an adult cannot
bridge the divide.
Mathematics Lesson Plan (Arrays)

Students will work in pairs to create area models in order to find facts related to a product
o Teacher
What is a product?
What are factors?
How do these concepts relate to each other?
What is an array?
Have students write these terms in their notebooks

Student/Teacher Actions (what students and teachers should be doing to facilitate


learning)
o Teacher:
using small models of R2D2 and C3PO, demonstrate the commutative
property of multiplication as a preliminary example before trying the
problem with numbers.
o Teacher:
Using two-color counters or other manipulatives, demonstrate an array
that shows 3 times 2.
How many rows are there? (3)
How many columns do you see? (2)
Draw a picture of your model and then write an expression (3 2) for the
picture.
Use counters to demonstrate an array that shows 2 times 3.
How many rows do you see? How many columns?
o Have students draw a picture of this model beside their first
picture and write an expression (2 3) for the picture.
o Teacher:
How are these arrays similar and different?
Calculate the product
Why do these two expressions have the same product?
Now write an equal sign between each expression.
Give several more examples of arrays to allow students to draw pictures of the models
and discover and discuss the similarities (digits and product) and differences (order).

Once students have discovered that the order is the only difference, introduce the
commutative property for multiplication as the term for this order property.
o Teacher:
Show the students the clip of Han, Leia, and Luke in the trash compactor
with R2D2 and C3PO trying to save them. Tell them that they must help
R2D2 unlock the code to save the heroes.
Put students into pairs, and give each pair a copy of the Star Wars
worksheet containing spaces for examples and non-examples
After the worksheet is completed, hand out cards with arrays that display
the commutative property of multiplication and arrays that do not.
Have partners sort the cards, thereby showing examples and nonexamples
of the commutative property for multiplication. Have students record their
sorted materials on an individual recording sheet in an attempt to make
their own code for the Millennium Falcon.
Assessment
o Teacher Questions
o What is the commutative property for multiplication? What is an
example and a nonexample?
o Is 3 4 = 4 3 an example of the commutative property for
multiplication? Draw a picture to explain your thinking.
Journal/Writing Prompts
o Draw a picture of an array model for multiplication, and use it to show the
commutative property for multiplication.
o Demonstrate this model to the class
o What does the word commute mean?
o What do you notice about the word commute and the word commutative?
o Are they spelled similarly? Do they sound the same?
o Do you think they might mean the same thing?
o 2 final example of the commutative property to explain the concept using Star
Wars characters and numbers.
Extensions and Connections (for all students)
o Teacher:
o Distribute sheets of grid paper.
How could we use this grid paper to model the commutative property for
multiplication ?
What is the product of 3x5?
o Shade a 3 5 area of blocks on the grid paper and cut out the shaded area.
What is the product of 3x5?
o Shade a 5 x 3 area of blocks and cut out the shaded area
Now put your cutouts on top of each other. What do you see?
Why are these two shapes congruent?
o Write the 3 5 = 5 3 on the board.
Do you agree or disagree?

Why?
o How does the fact that these two rectangles are the same, or congruent, show the
commutative property of multiplication?
The students justification must include the fact that the order of the
factors does not change the product.
o Split students into groups of two
Come up with at least four more examples of the commutative property of
multiplication your grid paper.
Conclusion
Education is constantly growing and changing, but such expansion and alteration are
rarely intended for student enjoyment and instead focus on the amount of material children can
possibly learn at a given time. Amid prescriptions for how and when and what [subjects] kids
should be [educated on], exemplary teachers think more about qualities of texts and the
purposes for which people experience materials (Roser et. al. 85). Perhaps Star Wars is not the
most scholarly of materials, but it can certainly be used for educational purposes. Appeal and
excitement are just as important as learning a given set of objectives in a classroom setting, and
the galaxy far, far, away can aid this noble task by finding its way into the classroom.
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