Comparing the Text to the Film, Part 2
Lesson 6 of 8
Objective: SWBAT analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment by comparing the director's decisions with Dickens' decisions.
I have been promising a movie morning for awhile. This is a great time to watch because so many big events have happened in our recent reading. And let's be real, everyone wants to see cruel Miss Havisham's demise.
The second episode of the 2012 BBC version is just under an hour, so I plan to get the class settled quickly, so we can analyze it in its entirety. We analyzed Episode 1 a few weeks ago, and despite major plot and character changes, they really liked it. I'm trying to use the differences to my advantage. As students watch, they are going to work on this worksheet, noting differences between the novel and the film. This worksheet will act as a springboard for their homework and a follow-up discussion.
The plot of the novel has been changed significantly in this film version, but the cinematography is pretty great. Students were much more interested in the first episode of this film than they ever were with older, more accurate versions I have shown in the past. Therefore, I am showing the second episode and I am using the plot changes as the impetus for deeper understanding of the novel. I watched this episode a couple of days before I showed it to students. While watching, I decided what characters and elements would be best to focus on. From there, I developed the worksheet, including the parts that were changed most significantly. I found that characters-- personalities and relationships-- were the most dramatically altered, so the worksheet focuses mostly on that. Plus, an understanding of the characters and how they develop throughout the text will help us understand theme, both of which are essential elements of the final assessment.
While watching, I will keep checking to make sure students can identify all characters, with simple questions, like "who's that?" I don't want them to struggle with the worksheet and abstract work, simply because the film moves quickly. I will also walk the room a couple of times to make sure everyone is on track.
As students watch, they will complete the worksheet provided. By the end of the class, they will have a full list of what they expected to see and what came as a surprise (RL.9-10.7). We will only have a few minutes, but they will focus on one differences and write whether they think it was a good change or not and why (W.9-10.10). Look here to see some of these quick reflections.