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Plot and Characters:

1. Who are the main characters in "Zootopia," and what are their motivations throughout the film?

2. Describe the setting of Zootopia. How does it impact the story and the characters?

3. How does Judy Hopps demonstrate perseverance and determination in her pursuit of becoming a police officer?

4. What challenges and stereotypes does Judy face as the first rabbit police officer in Zootopia? How does she overcome them?

5. Discuss the character development of Nick Wilde throughout the movie. How does his character change over time?

6. What role does the city of Zootopia play in the overall plot? How does it reflect real-world issues?

Themes and Messages:

1. "Zootopia" addresses themes of prejudice and discrimination. How are these themes explored in the movie, and what lessons can we learn from them?

2. Discuss the concept of "stereotyping" as portrayed in the movie. How does it affect the characters and the society of Zootopia?

3. What is the message of the movie regarding the importance of diversity and inclusion?

4. How do Judy and Nick work together to challenge the stereotypes and prejudices in Zootopia?

5. What role does fear play in the conflicts within the movie? How do the characters deal with fear and prejudice?

Social Commentary:

1. In what ways does "Zootopia" reflect real-world issues such as racism and discrimination? Provide specific examples.

2. How does the city of Zootopia mirror a diverse and multicultural society? What are the benefits and challenges of such a society?

3. How does the movie address the idea that anyone can achieve their dreams, regardless of their background or species?

4. Discuss the role of the media and public opinion in shaping perceptions of different species in Zootopia.

Personal Reflection:

1. Which character from "Zootopia" do you relate to the most, and why?

2. What do you think the filmmakers wanted the audience to take away from the movie?

3. Have you ever experienced or witnessed prejudice or discrimination in real life? How did it make you feel, and what did you learn from the experience?

4. How can the lessons learned from "Zootopia" be applied to promote inclusivity and diversity in our own communities and society?

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Questions:
1. Where did Larry and Nick walk before going to the British Museum?
A. By the River Thames.
B. In the centre of London.
C. In a park.
D. In a museum.

2. What did Larry say about the Tower of London?
A. It's Tower Bridge.
B. They killed Anne Boleyn there.
C. It's a big, old building by the side of the river.
D. They killed Mary, Queen of Scots there.

3. What did Nick say about the Tower of London?
A. It's Tower Bridge.
B. They killed Anne Boleyn there.
C. It's a big, old building by the side of the river.
D. They killed Mary, Queen of Scots there.

4. What is Tower Bridge?
A. A famous old building in the centre of London.
B. A bridge that opens for ships to go through.
C. A tower where they killed Mary, Queen of Scots.
D. A tower where they killed Anne Boleyn.

5. Who was Mary, Queen of Scots?
A. The cousin of a famous Queen of England.
B. Elizabeth 1's mother.
C. The wife of King Henry VIII.
D. The daughter of King James VI of Scotland.

6. Who was Anne Boleyn?
A. The cousin of a famous Queen of England.
B. Elizabeth 1's mother.
C. The wife of King Henry VIII.
D. The daughter of King James VI of Scotland.

7. What is the British Museum?
A. A famous old building in the centre of London.
B. A bridge that opens for ships to go through.
C. A museum where Larry and Nick were going.
D. A tower where they killed Anne Boleyn.

Correct answers:
1. A
2. D
3. B
4. B
5. A
6. C
7. C

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1. Have you watched the movie Zootopia?
2. What is your favorite animal in Zootopia?
3. Can you name some of the characters in Zootopia?
4. Do you think Zootopia is a good movie for children to watch?
5. What do you think the message of Zootopia is?
6. Would you like to live in a city like Zootopia?
7. What kind of job would you have if you lived in Zootopia?
8. Do you think the animals in Zootopia are realistic or fictional?
9. How does Zootopia compare to other animated movies you've seen?
10. Would you recommend Zootopia to your friends and family?

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1. Have you watched the movie Zootopia?
2. What is your favorite animal in Zootopia?
3. Can you name some of the characters in Zootopia?
4. Do you think Zootopia is a good movie for children to watch?
5. What do you think the message of Zootopia is?
6. Would you like to live in a city like Zootopia?
7. What kind of job would you have if you lived in Zootopia?
8. Do you think the animals in Zootopia are realistic or fictional?
9. How does Zootopia compare to other animated movies you've seen?
10. Would you recommend Zootopia to your friends and family?

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Questions:
1. Where did Larry and Nick go in the text?
2. Why did they have to wait until dark before driving to their destination?
3. What is the Tower of London, according to Larry?
4. Who corrected Larry's mistake about the Tower of London, and what was his correction?
5. How old is Tower Bridge, and what is its purpose?
6. Who was Mary, Queen of Scots, and how was she related to a famous queen of England?
7. Who was Anne Boleyn, and what was her relationship to Elizabeth 1?
8. Why do you think the author included this conversation between Larry and Nick?

Correct answers:
1. Larry and Nick went to the British Museum.
2. They had to wait until dark before driving to the British Museum.
3. According to Larry, the Tower of London is where Mary, Queen of Scots was killed.
4. Nick corrected Larry's mistake about the Tower of London, saying that it was Tower Bridge and that it was Anne Boleyn who was executed there.
5. Tower Bridge is 130 years old and opens for ships to go through.
6. Mary, Queen of Scots was the cousin of a famous Queen of England, Elizabeth 1.
7. Anne Boleyn was Elizabeth's mother.
8. The author may have included this conversation to provide some historical context and add interest to the story.

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message, newspaper, what, larry, now

The exhibits  knew _____(1) happened.
2-Ahkmenrah told _____(2) that the tablet usually shone with a brilliant white light, but _____(3) it was going green.
3-Larry discovered the old _____(4) stories about the tomb where they found Ahkmenrah and the tablet. He found a _____(5) with it, according to the message if you move the things in this tomb, nothing will happen.

Correct answers:
1. what
2. larry
3. now
4. newspaper
5. message

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FrontBack
What is the title of the movie? | Night at the Museum: Secret of the Tomb
Who is the main character? | Larry Daley
What is the magical artifact that brings the museum's statues to life? | The Tablet of Ahkmenrah

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Quiz Questions:

1. What is the main learning to be drawn from the text "Night at the Museum of the Secret Tomb"?
A. The importance of museums
B. The excitement of a night adventure
C. The value of historical artifacts
D. The power of teamwork

2. What are the key ideas of the text?
A. The discovery of a secret tomb
B. The challenges faced by the characters
C. The historical significance of the artifacts
D. The transformation that occurs at night

3. Which academic word is used in the text to describe the artifacts in the museum?
A. Valuable
B. Exquisite
C. Intricate
D. Precious

4. Which standard(s) are addressed in the series of questions above?
A. Reading comprehension
B. Vocabulary development
C. Analyzing characters and events
D. All of the above

5. Which section of the text might present the greatest difficulty for students?
A. The description of the secret tomb
B. The explanation of the museum's history
C. The introduction of the main characters
D. The climax of the night adventure

Answer Key:
1. A
2. D
3. A
4. D
5. D

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Highest leverage vocabulary words defined:

1. Museum: A building or place where objects of historical, scientific, artistic, or cultural importance are stored and displayed for the public to see and learn from.

2. Tomb: A large, stone structure or chamber where a dead person, usually of high social or religious status, is buried.

3. Secret: Something that is kept hidden or unknown, especially something that is not meant to be known by others.

4. Night: The period of darkness between sunset and sunrise, when it is typically dark outside and people usually sleep.

5. Leverage: The use of borrowed funds or resources to achieve a desired outcome or advantage. In this context, it refers to the importance or impact of certain vocabulary words in understanding the topic.

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Lesson Title: Exploring Artifacts in Night at the Museum Secret of the Tomb

Engage:
- Show students a video clip from the movie that brings historical artifacts to life.
- Discuss the importance of studying artifacts to understand history better.
- Pose the question: How do artifacts help us learn about the past?

Explore:
- Divide students into small groups and provide them with pictures or replicas of historical artifacts.
- Instruct students to examine and discuss the artifacts' significance in history.
- Have students record their observations and questions.

Explain:
- Facilitate a discussion about the artifacts as a class.
- Introduce vocabulary related to artifacts and their historical significance.
- Provide additional information about each artifact.
- Address any misconceptions.

Elaborate:
- Assign each group a different artifact to research.
- Encourage students to explore the artifact's historical background and its connection to real-world history.
- Have groups create a presentation or poster explaining the artifact's significance.

Evaluate:
- Ask students to individually reflect on the importance of artifacts in understanding history.
- Assess the accuracy and clarity of the presentations or posters.

NGSS Standards Addressed:
- MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Note: This lesson plan follows the 5E model by engaging students with a video clip, exploring artifacts in groups, explaining their historical significance, elaborating through research and presentation, and evaluating understanding through reflection and assessment.

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Option 1: "Two Truths and a Lie"

Objective: To encourage team members to share personal information and build connections.

Instructions:
1. Ask each participant to think of two true statements about themselves and one false statement.
2. Have each participant take turns sharing their statements with the group, without revealing which one is false.
3. After each participant shares, allow the group to discuss and guess which statement they believe is the lie.
4. Once everyone has shared, reveal the false statements and have a brief discussion about the surprising facts.

Example:
Participant A: "I have traveled to five different countries, I am fluent in French, and I have a pet turtle."
Group Discussion: Participants discuss and guess which statement they think is the lie.
Reveal: Participant A's false statement is "I am fluent in French."

Option 2: "Human Bingo"

Objective: To encourage conversation and build connections by finding commonalities among team members.

Instructions:
1. Create a bingo grid with various statements about the participants' experiences, skills, or interests.
2. Distribute the grids to each participant.
3. Instruct participants to mingle and find someone who matches each statement on their grid.
4. Once a participant finds someone who fits a statement, they write that person's name in the corresponding square.
5. The first person to complete a row, column, or diagonal shouts "Bingo!" and the group comes together to celebrate.

Example:
Statements on the grid: "Has traveled outside the country," "Plays a musical instrument," "Speaks more than one language," "Has read a book this summer," etc.

Option 3: "Marshmallow Tower"

Objective: To foster collaboration and problem-solving skills within the team.

Instructions:
1. Divide participants into groups of four or five.
2. Provide each group with 20 marshmallows and a handful of uncooked spaghetti.
3. Instruct the groups to build the tallest freestanding tower they can using only the marshmallows and spaghetti.
4. Set a time limit (e.g., 10 minutes) for the activity.
5. After the time is up, have each group present their tower to the rest of the participants.
6. Encourage discussion about the strategies used and the challenges faced during the activity.

Note: This activity may require some cleaning afterward.

Remember to adapt the team builders to the specific needs and preferences of the education professionals in your school.

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Night at the Museum Secret of the Tomb (JOKE)

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Night at the Museum Secret of the Tomb (JOKE)

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Teacher Joke 1:
Why did the mummy go to school?

Because it heard the teachers were always wrapping things up!

Teacher Joke 2:
What do you call a dinosaur that works at a museum?

A fossil fuel!

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Objective: Students will be able to analyze and interpret the movie "Night at the Museum: Secret of the Tomb" through various activities and discussions.

Assessment:
- Students will complete a movie review worksheet where they analyze the plot, characters, and themes of the movie.

Key Points:
- The historical context of the movie and the importance of museums in preserving history.
- The plot and main characters of "Night at the Museum: Secret of the Tomb".
- The themes and messages conveyed in the movie.
- The impact of the movie on the audience and the value of entertainment and storytelling.
- The connection between the movie and real-life museum experiences.

Opening:
To engage students, show a short video clip from the movie "Night at the Museum: Secret of the Tomb" that highlights the adventure and humor. Afterwards, ask the students: "Have you ever been to a museum before? What do you think happens in this movie at the museum?"

Introduction to New Material:
Introduce the key points by explaining the historical context of the movie and the purpose of museums. Share interesting facts about museums and their role in preserving artifacts and educating the public. Anticipate the misconception that museums are boring and emphasize the excitement and knowledge they offer.

Guided Practice:
Set behavioral expectations for the guided practice and provide students with a movie guide worksheet. Show selected scenes from the movie and pause to discuss the plot, characters, and themes. Scaffold questioning from easy to hard, ensuring students' active participation. Monitor student performance by circulating the classroom and providing clarifications as needed.

Independent Practice:
Set behavioral expectations for independent practice and assign the movie review worksheet. Students will analyze and interpret the movie by answering questions about the plot, characters, and themes. The assignment should align with the objective and provide evidence of mastery.

Closing:
Conduct a quick closing activity by having a class discussion about the main messages and themes of the movie. Ask students to share their favorite parts and what they learned from the movie. Summarize the key points discussed throughout the lesson.

Extension Activity:
For students who finish early, provide an extension activity where they can research a historical artifact or museum of their choice and create a mini-presentation to share with the class.

Homework:
As a homework activity suggestion, students can visit a local museum or research online about a specific museum and write a reflection on their experience or the importance of preserving history through museums.

Standards Addressed:
1. CCSS.ELA-LITERACY.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
2. CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).