The Dewitt Creativity Group is a united effort on behalf of the creatively-minded students at DHS to ensure continued innovation and expression in all forms.

DCG Students Design Lesson Plans for THE DIALOGUE

 The DCG is excited to announce that several DHS students have designed and submitted lesson plans for a tool kit that accompanies a film:

 The Dialogue, is a 70-minute documentary that follows four American and four Chinese university students as they travel together through Hong Kong and Southwest China. Intrigued by the complex context of Sino-US relations, together the characters explore elements of meaningful dialogue and cultural identity. Their shared travel adventures, emotion of culture shock, honest confrontations and discoveries about each other become doorways to deepen their understanding of the "other" and themselves. Although the film is set in Hong Kong and China, the "lessons learned" about intercultural understanding and the communication skills needed for conflict mediation and collaborative problem solving are applicable globally. The Dialogue was created by Crossing Borders Education (CBE) and co-produced by Michigan State University (MSU). is excited to announce that several DHS students have designed lesson plans for THE DIALOGUE:

The toolkit is an online resource for Chinese and American educators to have college, K-12 schools, community college students in China and the United States complete to enhance understanding. The DeWitt Creativity Group is excited to provide these kinds of learning activities for DeWitt High School students. Additionally, THE DIALOGUE will be screened free of charge for DHS students to view during International Education Week of November 11-15, 2013. Student designed lesson plans can be found at:  www.isp.msu.edu (search under "MSU Toolkits." Thanks to Dr. Dawn Pysarchik for helping make this fantastic learning opportunity a reality for DCG members.

Sample Student Lesson Plan:

Pop Culture Project
Developed by DeWitt High School students:
Victoria Paul, Rose Yockey, Gabrielle Roy
Jason LaFay, English Teacher, DeWitt High School, DeWitt, Michigan
Grade Levels: High school (9th - 12th grades)
Movies Featured
• Cinderella
• Chuang Tapestry
The way that a society educates its children is an effective way to gain insight into that society. Working in
groups of up to four, students will compare two classic children’s movies from China and America, and
discuss the similarities and differences in the essence of pop culture that are reflected in the films.
• Students will learn the differences between American and Chinese music used within films.
• Students will observe the differences in interactions and relationships highlighted through the
• Students will compare the use of art to represent culture within the country of origin.
• Students will compare the styles of animation within the animated film industries.
• Students will learn to differentiate the traditional values and history represented in the films.
Students choose from a variety of formats as to how to present their projects, for example: a
poster, a written essay, or a presentation.
• Large sheet of construction paper, 12” x18”
• Markers, pens, pencils.
• Access to web or old magazines for pictures, if needed
• Computer for typing
• Paper and pencils for taking notes or drafting
• Computer for project presentation
Brief Description
The teacher will give two days for students to screen 30 minutes of Chaung Tapestry, a Chinese
animated film, and Cinderella, an American animated film.
Students will observe and take notes on the differences in culture between the American and Chinese
films. After both movies have been screened students will be divided into groups of 3-4. After students
have formed their groups, they may choose to write an essay, make a poster, or develop a presentation
based on the differences between the films.
If students choose to write an essay, it must be two or more double-spaced pages, using Times Roman
twelve-point font. Students may use the notes they took on the films, footage from the films, and
additional research on pop culture to develop their comparative culture project. Students will then present
however they please but must compare the cultures. If students conduct research, they must have a
work-cited page included.
Some topics students may want to consider as they screen the movies and incorporate this content into
their projects:
• The differences between American and Chinese music
• Observe differences in American and Chinese interactions and relationships in the films
• Compare the use of art to represent culture within America and China
• Compare the styles of animation in the American and Chinese film industry
• Differentiate the American and Chinese traditional values and history in the film