Building Empathy Through Purl

Lesson Context

This lesson plan aligns with California Common Core State Standards for English Language Arts, specifically for Grade 9. The focus is on Reading and Comprehension of Media (RL/RI 9-10.7), Vocabulary Development (L 9-10.4), and Speaking and Listening (SL 9-10.1 & SL 9-10.5). It incorporates the short Pixar SparkShorts film Purl (8:43 minutes) as a reference point for exploring themes of workplace culture, inclusion, and diversity while strengthening vocabulary and narrative analysis.

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Lesson Objectives (Specific Learning Goals)

By the end of this lesson, students will be able to:

1. Analyse and interpret central themes such as workplace belonging, inclusion, and peer pressure from the film Purl.
2. Identify and contextualise new vocabulary from the video.
3. Develop creative and analytical responses to assessments that evaluate comprehension and personal connection.
4. Display collaboration and communication skills during a group reflection activity.

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Lesson Breakdown

1. Introduction and Setup (5 minutes)

• Teacher’s Hook: Begin the lesson with a question on the board: "How far would you go to fit in?" Encourage students to write a quick, one-sentence response in their notebooks.
• Briefly introduce Pixar’s Purl, explaining that it’s an engaging and thought-provoking animated film exploring inclusion in a workplace setting.
• Inform students that they'll complete an assessment task based on the film after watching.

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2. Viewing Activity (10 minutes)

Students will watch the short film Purl in its entirety. Before starting, share two questions with the class for them to consider as they view:

• “What challenges does Purl face while trying to fit in?”
• “How does the workplace transform by the end of the story?”

Encourage students to jot down one observation or personal reaction to what they notice during the video. Ensure a comfortable and undistracted viewing environment.

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3. Vocabulary Mining (8 minutes)

• Distribute a worksheet with a table including 5 pre-identified words from the film (e.g., innovative, integration, solidarity, monotony, acculturation).
• As a class, discuss and define these words based on the context of the film. Write student contributions on the board.
• Task: In pairs, students must identify two other words or phrases from the film that they feel are central to its meaning. They should:
  1. Write the word/phrase.
  2. Suggest what they think it means based on its role in the animation.
  3. Use it in a new contextually accurate sentence (unrelated to the story).
• Discuss findings as a group.

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4. Assessment Tasks (20 minutes)

Students will have the choice between two assessment tasks, designed to cater to different learning styles:

Option 1: Creative Writing - Alternate Ending

Students will write a 150-word alternate ending for Purl, focusing on how Purl might have handled the situation differently instead of conforming. They should clearly convey the theme of inclusion while maintaining consistent tone and characterisation.
Assessment Focus: Narrative skills, understanding of themes, and creativity.

Option 2: Infographic/ Diagram - Purl’s Journey

Students will create a visual timeline or infographic showing Purl’s emotional journey. This should include at least four significant moments from the film and brief explanations of how those moments illustrate the film’s themes (e.g., belonging, inclusion, or transformation).
Assessment Focus: Analytical thinking and visual literacy.

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5. Collaborative Reflection (7 minutes)

• Assign pairs or trios. Each group will share their assessment or main ideas with one another.
• Discussion Prompt: “What does Purl teach us about how we treat others, particularly in environments where we may feel like outsiders?”
• Have one representative from each group share a 30-second takeaway or “lesson” they learned from Purl’s story.

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6. Wrap-Up (Final 2 Minutes)

• Teacher will assign a quick exit ticket: “In one sentence, explain how this short film connects to the idea of workplace inclusion in real life.” Students will turn these in as they leave the room.
• End by encouraging students to reflect on how they can promote inclusion and acceptance within their own school community.

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Materials Needed

1. Projector or screen to display the film Purl.
2. Vocabulary worksheets and blank paper for creative tasks.
3. Coloured markers and pencils (for the infographic option).
4. Prepared sentence-starter for the collaborative reflection activity on the board.

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California Common Core Standards Alignment

1. RL/RI 9-10.7: Students will analyse how diverse media (short films) present themes and perspectives.
2. L 9-10.4: Students will strengthen vocabulary knowledge by interpreting contextual meanings and applying new terms accurately.
3. SL 9-10.1: Students will participate in collaborative dialogue about the themes of the film.
4. SL 9-10.5: Students will use digital and/or visual presentations (e.g., infographics) to display their understanding effectively.

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Teacher Tips

• Foster a safe and inclusive classroom by encouraging respectful conversations during the reflection portion.
• Provide sentence or phrase starters for students who may struggle with creative writing (e.g., “If Purl had decided to…”).
• Time-keep strictly during the watching portion to allow full engagement with the assessments.

By framing this lesson around a compelling visual story, students are more likely to engage deeply with the concepts, expand their vocabulary, and connect personally to the material.