Learning Resource Type

Learning Activity

Comparing and Contrasting: Text and Movie

Subject Area

English Language Arts

Grade(s)

6

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.

    English Language Arts (2021) Grade(s): 6

    ELA21.6.3

    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

    UP:ELA21.6.3

    Vocabulary

    • Setting
    • Plot
    • Characters
    • Theme
    • Conflict
    • Dialogue
    • Point of view
    • Prose
    • Poetry
    • Textual evidence

    Knowledge

    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

    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

    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 (2021) Grade(s): 6

    ELA21.6.9

    Participate in collaborative discussions about literary devices and elements found in prose and poetry.

    Unpacked Content

    UP:ELA21.6.9

    Vocabulary

    • Collaborative discussions
    • Literary devices
    • Literary elements
    • Prose
    • Poetry

    Knowledge

    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

    Students are able to:
    • Engage in a collaborative discussion.
    • Identify and discuss literary devices and elements in poetry and prose.

    Understanding

    Students understand that:
    • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.

    Phase

    After/Explain/Elaborate
    Learning Objectives

    Learning Objectives

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

    Activity Details

    Prior to implementing this activity, the students will need to read a text that has a movie version. See the advance 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. 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 in 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 in the third row, the plot would include the setting (time and place) of the text and the movie. In the fourth row, the style would include both the mood and the tone of the text and the movie. The other row could apply to any other similarities and differences that students notice that would not apply to the other categories. For each criterion, students will list any similarities and differences seen and/or heard between the book and the movie.

    3. Play the movie version of a text that students have previously read in class. As students watch the movie version, have them complete the graphic organizer. At the conclusion of 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 review their graphic organizers. 

    Assessment Strategies

    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.

    Variation Tips

    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.

    Approximate Duration

    Total Duration

    16 to 30 Minutes

    Background and Preparation

    Background / 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). 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.

     

     

    Digital Tools / Resources

    ALSDE LOGO