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Social and Emotional Issues Case Study Response Document

Please type your responses for each section below. The text boxes will grow as you add your
responses. Refer to the directions for this assignment and to the rubric to ensure that you
meet all of the requirements for each section. You will upload this as your completed
assignment in CTLS Teach.

Movie/Book Title: Meet the Robinsons

Audience: Intermediate Elementary age students

Film Selection: Include how this book/film is a good match for your students, grade level, and
the specific social emotional issue you are addressing. Be sure to reference your readings.
RESPONSE:
During these unique times within our education system, many of our students are feeling as
if they are not being heard, challenged, or even included because they are not learning in a
manner of which they have been for their entire academic career. These students, both gifted
and traditional, are seeking answers and direction for where they should go. As an educator, I
am challenged with finding a way to help encourage these feelings and the different directions
that our discussions can take to address their current dilemma within society and their
education.
This movie, “Meet the Robinsons”, is a great movie to address emotions and feelings of
students within the upper elementary age because the main characters are of a similar age
bracket. The characters, Lewis and Michael, aka “Goob”, are fosters children, which not all my
students can relate to, but they are creative, thoughtful, and often focused on a singular item
while not listening to others. The greatest thing about these characters is that students can see
how they influence others and the possible roads that they may take as they get older due to the
influences of their peers even during times that are not typical or expected.
Throughout the film we hear the same phrase repeated, “Keep moving forward”, to explain
that although obstacles are difficult and challenging it is not simply time to give up but instead
to push beyond the current limitation and produce something that you can be proud of in the
end. The gifted student tends to produce results faster than their peers, and this is true about our
main characters. “In every culture, there are children who develop at a faster pace from early
childhood on, are inquisitive to a greater degree than their agemates, generalize concepts
earlier than their peers, demonstrate advanced verbal or spatial capacities at an early age,
have superb memories, grasp abstract concepts, love to learn, have a sophisticated sense
of humor, prefer complexity, are extraordinarily insightful, have a passion for justice, are
profoundly aware, and experience life with great intensity.” [ CITATION Lin05 \l 1033 ] You
can clearly see these differences with Lewis and Michael as they share a room, are of similar
age and size, and both are seeking approval from others.
As you are rooting for the success with Lewis and overcoming the challenges that he faces
with his “nemesis” until you discover that Lewis had actually created the “bad guy” that he is
challenged by because of the choices that he made as a young boy. I believe that students have
these grand plans and ideas, as many people do when they are not constricted to timelines and
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deadlines, which should be encouraged by everyone around them, but often the pressures from
outside can obscure their perception and goals. Dr. Silverman mentioned something similar that
shows a better understanding of Lewis and “Bowler Hat Guy”/Goob/Michael, it is stated as such
“Complexity, intensity, and heightened awareness are lifelong attributes of the
gifted. These qualities often result in extraordinary conscience, a need to make the gift of
life mean something in the overall pattern of existence.” [ CITATION Lin05 \l 1033 ]
This film is appropriate when addressing the typical feelings, emotions, and drive of the
average upper elementary age student. The pressures to please adults, create long-lasting
friendships, and strive for success in their future is something that is real at their age, giving less
attention to their creativity and more to their anxieties and fears. As stated in the article “Gifted
Kids: Who’s Listening” stated, “For some gifted adolescents, acceptance by their peer group is
the major source of stress in their lives.” [ CITATION Sch \l 1033 ] The way that this film
encourages and nurtures the giftedness of the characters, as well as their relationships with one
another, is extremely useful when helping students relate to one another and understanding how
different minds see a topic and issue.

Review: Include a clear, interesting, and original summary. Describe how the gifted character
and characteristics of giftedness are related to your target audience and the social emotional
issue you are addressing based on the research.
RESPONSE:
The students in which I teach, those that are gifted as well as those with average abilities, are
extremely like the characters in the film. They are pre-teen, upper elementary age children, who
are seeking friendships as well as finding their place in the world that is ever changing around
them. The gifted character wants to know his past to help define his future, where the average
ability child just wants to be a good friend and practice life as an average child. You get to see
how they relate to one another, how they embrace one another’s differences, and even how
strong of a role their impact is on one another as they grow up and change.
The gifted child in the film, Lewis, is hyper focused on finding a solution to the problem that
he is currently facing. He is so zoned into creating solutions to everyday problems that he
ignores relationships and friendships. I think that Lewis could have used a bit more structure in
dealing with others rather than holding up in his room. “Encouraging social intelligence ensures
that your gifted child develops the important skills to be courteous, a good listener, likable,
helpful, trustworthy, a team player, able to get along with others, and empathic.” [ CITATION
Ste06 \l 1033 ] As the story evolves his problem changes and so does his goal for finding a
solution. Lewis’ attention shifts from solving everyday problems to finding out who his mother
is so he can build his family instead of constantly trying to find the perfect family to adopt him.
While he is so focused, he neglects significant relationships which in turn create additional
problems as he is seeking the solution to his family dilemma. As a result, Lewis comes face-to-
face with someone who is trying to destroy his plans because Lewis destroyed his chances of
winning a ball game in the past.
I absolutely love how students see that there can be consequences to our actions when it
comes to relationships and friendships when we are hyper focused on a specific issue and not
giving time to hear others. Many gifted students become this absorbed in their work that they
are known for neglecting other aspects of themselves, which is important to creating a balanced
life. Also, many gifted students will dedicate a significant amount of time into a solution to
problems and when the result is not what they expect they will give up, but Lewis and his future
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family constantly remind you that even though you do not see the answer right now doesn’t
mean that it isn’t out there, you must simply “Keep Moving Forward!”

Discussion Questions—List and Number-10 question minimum; higher level. Include film time
or page numbers/chapters in book and the identified socio-emotional needs of students. Some
questions should provide opportunities for students to share an experience related to those of the
movie/book character(s).

RESPONSE:
1. Lewis shares early in the film that he wants to create inventions that make life easier for
others in the world. He is so driven and determined to show off his latest and greatest invention
that he doesn’t notice the actions of the adults in the room. Looking in from the outside, you can
see them fleeing the situation, but Lewis continues his path. Has there ever been a time when
you could have benefitted from slowing down and seeing what others were doing around you to
prevent problems from getting bigger?

2. As Lewis takes on his newest problem, building his brain scanner, you notice that his
roommate is helping him however possible but is also sacrificing a lot of himself for Lewis to
achieve his desire. What might be some ways that you could encourage Lewis to be more
compassionate to his roommate and peer? Have you ever been in a similar situation? How did
you feel afterwards?

3. Michael, aka Goob, is seen walking out of his room to go to a ball game and switches his
juice box for the coffee that the orphanage lady is holding. Clearly, he is exhausted and ill
prepared for his game due to Lewis keep such long hours working on his latest project. What
can you conclude about Michael’s desires? Is he as focused and determined as Lewis? Why or
why not? Who would you identify most with in this situation?

4. When you meet Wilber, Lewis is setting up his project at the Science Fair. Wilber is very
passionate about finding the guy with a boulder hat and preventing issues from developing. Do
you believe that Wilber’s presence helped slow the development of the issue or created the
issue? How would you have handled that situation? What might you have done instead?

5. Lewis eventually goes with Wilber into the future, but another problem develops with them
crashing the time traveling car. As they are seeking refuge in the garage, Lewis and Wilber and
up being separated and Lewis begins to explore the future. If you found yourself in a similar
situation, how might you handle yourself? Would your actions be the same as Lewis and
Wilber’s or would you take a different approach to the new environment?

6. The “Bowler Hat” guy finds himself facing many opportunities that he does not seem to
navigate well. Why do you think that he continues to fail? If you were his friend, what words of
encouragement might you give him? Also, why do you think the hat is “running the show”
instead of simply being a hat?
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7. Wilber’s family is extremely close and encouraging when it comes to each other. Who in
your life is like this and how? If you could be like any of them, who would you want to be and
why?

8. As the world turns dark and scary, you see the behavior of the characters change. What
doesn’t change as the robots take over? Is it important for thigs to be different? Why? Do you
think that the same goes in our current world? Is art, music, and free thinking embraced in our
current world similar to the film or different? Why do you think this?

9. “Bowler Hat” guy eventually reveals to Lewis and Wiber his real identity in the old
orphanage. Why would he bring them back to the house and bedroom? What does this
symbolize? How do you feel about this relationship that appears as an evil plot when it is a
child, stuck in a grown adult’s body, trying to seek revenge on his childhood friend?

10. As the movie comes back to the present day, you see the change in Lewis. What has he
learned about himself? Do you find yourself identifying more to the Lewis at the beginning of
the movie or the end? If you could help influence someone like Goob did for Lewis, what might
you do to show them an alternative to their actions? Also, would you take the road of holding a
life-long grudge? Would you find a better way to communicate your issue? How?

Follow-Up Activity: The follow-up activity should be engaging, clearly written, provide choice
and opportunity for further introspection related to the social emotional issue.

RESPONSE:
Students will be required to choose at least 1 task to complete in addition to the discussion
questions. They will complete the task that they find best fits their style for learning and
thinking.
 Compare and Contrast: You will create a Venn Diagram to compare Lewis to himself
from current to his future self. Do not include information about Lewis when he returned
from the future. Once you have completed the Venn Diagram, please create a method to
explain these difference. You may use illustrations, write a paragraph, create a skit or
song, etc.
 Your Future Self: Based on how quickly the world is changing and the ideas that where
sparked from the film, create an idea of who you will be in the future. Think of your self
as a character, describe your physical traits as well as your character traits using
complete sentences. Once you have completed this task, you can be creative in how you
share this information: illustration, song, story, etc.
 Wanted Friend: Think about the qualities that made each character a good friend, the
qualities that helped establish relationships, and the things that you noticed that needed
to be different. Build a “Friend Wanted” poster or advertisement for each character that
would complement them and build up their spirits.
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Explanation of Implementation: The implementation plan is clearly and concisely written using
bullets or paragraph form, easy to follow by another teacher, and includes a feasible timeline or
time framework.

RESPONSE:
This lesson will most likely take place over the course of 5 days, mostly because students
will need time to view and reflect over the movie. I would be completing these same questions
with them to help model my thinking and show vulnerability because in order for my students to
open up they must know it is a safe environment. These do not HAVE to be displayed but their
work and answers should be provided to the teacher to show their effort and understanding.
However, if you can get them to share aloud their work then it would show a great deal of trust
and growth with one another.

Day 1
 Students will preview the questions with the teacher. This way they have an idea about
what to be thinking about as they watch the film. The teacher can determine if they will
pause the movie at the appropriate times, when students ask, or randomly for check-ins
and answer any random questions.
 Watch the first 35 minutes of Meet the Robinsons. Students will answer questions 1 – 4.
They may turn and talk or ask for a better understanding of the questions.
 Students will file these away until tomorrow.
Day 2
 Students will preview the questions with the teacher. This way they have an idea about
what to be thinking about as they watch the film. The teacher can determine if they will
pause the movie at the appropriate times, when students ask, or randomly for check-ins
and answer any random questions.
 Watch the next 35 minutes of Meet the Robinsons. Students will answer questions 5 – 7.
They may turn and talk or ask for a better understanding of the questions.
 Students will file these away until tomorrow.
Day 3
 Students will preview the questions with the teacher. This way they have an idea about
what to be thinking about as they watch the film. The teacher can determine if they will
pause the movie at the appropriate times, when students ask, or randomly for check-ins
and answer any random questions.
 Watch the last 35 minutes of Meet the Robinsons. Students will answer questions 8 – 10.
They may turn and talk or ask for a better understanding of the questions.
 Students will be allowed to reflect allowed if there was any question that really sparked
them and was an “AH-HA” moment for them.
Day 4 - 5
 Students will be given the class time to use their notes and complete one of the extension
activities.
 Remind students to use their best efforts and work because these will be used as a
classroom display to showcase understanding for the characters and relationships that
were established throughout the movie.
 I would have a visual timer displayed to remind students and I would also establish a
time rough outline for where they should be in their work.
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References
Linda Kreger Silverman, P. (2005). Intensitive! Intensities and Sensitivities of the Gifted.
Denver: The Gifted Development Center.
Pfeiffer, S. I. (2006, October). sengifted.org. Retrieved from SENG :
www.sengifted.org/archives/articles/encouraging-emotional-intelligence
Schuler, P. A. (n.d.). Gifted Kids at Risk: Who's Listening. Retrieved from sengifted.org:
www.sengifted.org/archives/articles/gifted-kids-at-risk-whos-listening