ALEX Learning Activity

  

Comparing and Contrasting: Text and Movie

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Hannah Bradley
System:Dothan City
School:Carver Magnet School
  General Activity Information  
Activity ID: 1935
Title:
Comparing and Contrasting: Text and Movie
Digital Tool/Resource:
Book Vs. Movie - A Handout Explaining Why Versions Differ RL.8.7 from TeachersPayTeachers
Web Address – URL:
Overview:

The teacher will use the digital tool to help students examine ways a text and a video version of a text may differ. The students will watch a movie version of a text they have read in class previously and complete a graphic organizer to compare and contrast each version.

This activity results from the ALEX Resource Gap Project.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 6
3. Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.
Unpacked Content
Teacher Vocabulary:
3.
  • Setting
  • Plot
  • Characters
  • Theme
  • Conflict
  • Dialogue
  • Point of view
  • Prose
  • Poetry
  • Textual evidence
Knowledge:
3. Students know:
  • Authors of prose and poetry use literary elements, such as setting, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and drive the plot.
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
  • Analysis of a text should be supported with text evidence from the writing.
Skills:
3. Students are able to:
  • Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry.
  • Explain how literary elements contribute to the meaning and purpose of prose and poetry.
  • Support their explanations of literary elements with textual evidence.
Understanding:
3. Students understand that:
  • Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
  • Literary elements contribute to the meaning of poetry and prose.
  • When they analyze a text, they should include text evidence to support their claims.
English Language Arts
ELA2021 (2021)
Grade: 6
9. Participate in collaborative discussions about literary devices and elements found in prose and poetry.
Unpacked Content
Teacher Vocabulary:
9.
  • Collaborative discussions
  • Literary devices
  • Literary elements
  • Prose
  • Poetry
Knowledge:
9. Students know:
  • The purpose of collaborative discussions related to prose and poetry.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.
  • Literary text often includes literary devices, such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
  • Literary elements within a story include the theme, plot, and point of view.
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
Skills:
9. Students are able to:
  • Engage in a collaborative discussion.
  • Identify and discuss literary devices and elements in poetry and prose.
Understanding:
9. Students understand that:
  • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
Learning Objectives:

Students will compare and contrast the experience reading a text to viewing a video version.

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

Before implementing this activity, the students will need to read a text with a movie version. See the advanced preparation section for a variety of options for novel studies. 

1. Show the digital tool to students, Book Vs. Movie - A Handout Explaining Why Versions Differ RL.8.7. You may show this on the board or make a copy for each student. You may choose to read this to students, have them read it with partners, or have students read it independently. If you have chosen to make a copy of the digital tool for each student, have them annotate the text as they read for real-world connections--Can they think of a book-to-movie adaptation they have read and viewed that would apply to these categories?

2. Give each student a copy of the Book vs. Movie Graphic Organizer. Explain how to use the graphic organizer. Each criterion listed in the first column applies to one of the four paragraphs from the digital tool. Remind students that the plot would include the setting (time and place) of the text and the movie in the third row. In the fourth row, the style would consist of the mood and the tone of the text and the film. The other row could apply to any other similarities and differences that students notice that would not apply to the different categories. For each criterion, students will list any similarities and differences seen and heard between the book and the movie.

3. Play the movie version of a text students have previously read in class. As students watch the movie version, have them complete the graphic organizer. After the movie, have students review their answers and add any additional notes they did not write during the viewing. If you wish, you could have students partner to check their graphic organizers. 

Assessment Strategies:

Review each student's completed graphic organizer to ensure they accurately compared and contrasted the text with the movie version of the text.


Advanced Preparation:

Text with Movie Options

Tuck Everlasting by Natalie Babbitt 

Old Yeller by Fred Gipson

The Boy in the Striped Pajamas by John Boyne

Websites with Additional Lists

6th-grade books so great, they made a movie

Middle-grade Book-to-Movie Picks

 

Remember to always preview the text and video before presenting it to your class.


 

Make a copy of the digital tool for each student, if needed (Book Vs. Movie - A Handout Explaining Why Versions Differ RL.8.7). Make a copy of the Book vs. Movie Graphic Organizer for each student. Make sure you have copies of your selected text available for students, as well as the movie version to play or stream for the activity.

 

 

Variation Tips (optional):

At the conclusion of the activity, you could lead a discussion regarding the experience of reading a book versus watching a movie or have students write the answers to these questions:

How is reading a book better than watching a movie? What does the experience of reading provide that watching a movie can't?

How is watching a movie better than reading a book? What does the experience of viewing a movie provide that reading a book can't?

Of course, responses will vary as students discuss and answer the questions. We want students to notice and understand that both experiences have a unique value in understanding the plot and characters in a story.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: analyzing author choice, Booktomovie, characterization, imagery, plot