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Inspired by Dear Evan Hansen: ELA Activities on Identity, Empathy, Inclusivity and Hope

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    • Dear Evan Hansen Digital Magazine
    • Preview of DearEvanHansen_TeachingKit.pdf - page 1
      Subject Arts — Music • English Language Arts — Writing • Health and Wellness — Personal and Community Health • Social Emotional Learning
      Grade Level Grades 9-12
      Resource Type Activity
      Attributes
      Good for Parents
      Standards Alignment
      Common Core State Standards
      License

      Attribution Non-commercial NoDerivative

      CC (BY-NC-ND)

      About This Lesson

      You Will Be Found

      Inspired by the film Dear Evan Hansen, this free teaching from Universal Pictures, the Child Mind Institute, and the curriculum specialists at Young Minds Inspired, invites high school students to explore the film’s themes, including concepts of identity, empathy, inclusivity, communication, support, and hope.

      The program includes:

      • Teacher's guide/lesson plan
      • ELA activities that encourage exploration and collaboration
        • Students will gain a better understanding of identity, others’ perspectives, and acceptance, and learn skills and strategies to apply these ideas to their own lives to build supportive school communities.

      Please visit the PROGRAM SITE for

      • Interactive digital magazine for students
      • Audio sampler featuring uplifting and inspiring songs from the film
      • Song lyrics
      • Curriculum standards alignment chart
      • Film trailer
      • And more!

      Made Possible by: Universal Pictures

      Resources

      Files

      DearEvanHansen_TeachingKit.pdf

      Activity
      September 19, 2022
      2.81 MB
      Log in to Download
      External resources

      Standards

      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.5
      Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
      Read More About CCSS.ELA-Literacy.W.9-10.6
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.9-10.10
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.1
      Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.2
      Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      Read More About CCSS.ELA-Literacy.W.9-10.2
      Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.a
      Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.b
      Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.c
      Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
      Read More About CCSS.ELA-Literacy.SL.9-10.1.d
      Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
      Read More About CCSS.ELA-Literacy.SL.9-10.4
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RI.11-12.1
      Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.11-12.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      Read More About CCSS.ELA-Literacy.RI.11-12.4
      Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
      Read More About CCSS.ELA-Literacy.RI.11-12.6
      Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      Read More About CCSS.ELA-Literacy.W.11-12.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.5
      Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
      Read More About CCSS.ELA-Literacy.W.11-12.6
      Draw evidence from literary or informational texts to support analysis, reflection, and research.
      Read More About CCSS.ELA-Literacy.W.11-12.9
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.11-12.10
      Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
      Read More About CCSS.ELA-Literacy.SL.11-12.1
      Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
      Read More About CCSS.ELA-Literacy.SL.11-12.1.a
      Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
      Read More About CCSS.ELA-Literacy.SL.11-12.1.b
      Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
      Read More About CCSS.ELA-Literacy.SL.11-12.1.c
      Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
      Read More About CCSS.ELA-Literacy.SL.11-12.1.d
      Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
      Read More About CCSS.ELA-Literacy.SL.11-12.3
      Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
      Read More About CCSS.ELA-Literacy.SL.11-12.6

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