Rikki Tikki Tavi Compare and Contrast
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This learning activity provided by:
Author:
Amy Lack
System: Jackson County School: Jackson County Board Of Education
General Activity Information
Activity ID:
2349
Title: Rikki Tikki Tavi Compare and Contrast
Digital Tool/Resource: Compare and Contrast Text with Film Graphic Organizer
Web Address – URL:
Overview: Students will engage in collaborative discussions as they compare and contrast the short story and film version of “Rikki Tikki Tavi” by completing before, during, and after viewing activities.
This activity was created as a result of the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation. Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts 11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.
Unpacked Content
Teacher Vocabulary:
11.
Compare and contrast
Literal questions
Interpretive questions
Applied questions Knowledge:
11. Students know:
Strategies to compare and contrast the effectiveness of techniques used in a variety of digital resources.
Text sources can be used to create and answer questions, as well as develop new understandings.
Literal questions are those that can be answered using information directly from the text.
Interpretive questions are those that can be answered by inferring information from the text.
Applied questions are those that can be answered using information inferred from the text and a reader's background knowledge and experience. Skills:
11. Students are able to:
Compare and contrast specific techniques identified across multiple digital sources.
Generate and answer literal, interpretive, and applied questions in response to reading a digital source.
Create new understandings in response to reading digital sources. Understanding:
11. Students understand that:
Different techniques are used across digital texts.
Comparing and contrasting the effectiveness of an author's use of particular techniques deepens their understanding of digital text structures.
There are three levels of questions that can be generated: literal, interpretive, and applied.
Generating and answering a variety of questions helps to develop new understandings.
Learning Objectives:
Strategies, Preparations and Variations
Phase: Before/Engage, During/Explore/Explain, After/Explain/Elaborate
Activity: Give students a digital or print copy of the Before, During, and After Activities questions and graphic organizer.
Students will first need to visualize how they would make the film version of “Rikki Tikki Tavi” by Rudyard Kipling using the BEFORE questions.
Once completed, they will discuss their answers in small groups.
Students will then compare and contrast their imagined version with a published version of the film on the DURING chart. They should write at least three answers in each category as they watch the 1975 Chuck Jones animated version of “Rikki Tikki Tavi .”
Students will discuss the similarities and differences between the two formats in small groups.
Students will then answer AFTER viewing questions to compare the short story with the film version.
Students will discuss their answers in small groups.
Assessment Strategies: The teacher will use the Collaborative Discussion Checklist to evaluate each group by dropping in and listening as each group discusses their answers.
The teacher will grade the before, during, and after activities for accuracy and completion.
Advanced Preparation: Divide the students into small groups of 3 - 5 students per group.
The teacher will provide copies (print or digital) of the before, during, and after activities.
The teacher will need access to a projector and the Internet.
The teacher will need access to the 1975 Chuck Jones animated film version of “Rikki Tikki Tavi. from Teacher Tube.
Variation Tips (optional): Change the number of similarities and differences required for students who need accommodations.
Allow students to work with a partner when completing the before, during, and after activities.
Do not count off for spelling and grammar mistakes for students who need accommodations.
This lesson could be extended by having students write a film review.
Notes or Recommendations (optional): Students should have read the short story “Rikki Tikki Tavi” prior to this activity.
Keywords and Search Tags
Keywords and Search Tags:
Collaborative Discussion, compare, contrast, film, film adaptation, Rikki Tikki Tavi, short story
