To prepare for the task, review the Book and Movie Comparison/Contrast Guide.Explain that students will be create a new DVD cover for the movie adaptation the class has viewed.Students’ ability to attend to multiple tasks should be a factor in making your decision. Explain when students will complete the film section of the Focused Reading and Viewing Guide-while watching the movie or after.Review items in the book column of the Focused Reading and Viewing Guide as a class, and ask students to watch for these elements during the movie.Have students fill in the book column on the Focused Reading and Viewing Guide, working individually or in small groups.During the movie they will consider how well the movie honors the ideas presented in the book. Inform students that since they have just finished the book, they are going to watch a movie based upon it.Students will respond with ideas that suggest they were comparing the book to the movie and mentally noting similarities and differences. Ask students to recall the kinds of things that they thought about as they watched the movie.After the book has been completed, ask the students to think about a time when they read a book and then saw a movie based upon that book.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ1. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.Ĩ. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.Ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.
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