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Comparing Text and Film
aCTIvITy 3.20
acTiViTY 3.20
Learning Targets
• Analyze a poem and make connections between its theme and the events in the life of a great leader.
• Analyze and compare a film text and a nonfiction text on a similar subject.
Preview
In this activity, you will read the poem “Invictus” and think about its theme. Then you will compare information presented in an autobiography to information presented in a film.
Setting a Purpose for reading
• As you read the poem underline words and phrases that express the author’s attitude about overcoming personal challenges.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
Invictus1 by William Ernest Henley
Out of the night that covers me, Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul.
5 In the fell clutch of circumstance
I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed.
1 Invictus: Latin, meaning “unconquered, unconquerable, undefeated”
my Notes
PLan
Materials: Invictus DVD, directed by Clint Eastwood
Suggested pacing: 2 50-minute class periods
LearNING STraTeGIeS:
Choral Reading, Marking the Text, Graphic Organizer
Teach
About the Author
William Ernest Henley (1849–1903) was a British poet. As a child, Henley contracted tuberculosis of the bone and had to have his foot and part of his leg amputated. He spent much time in hospitals and wrote Invictus while recovering from a second surgery.
poetry
fell: destructive or deadly bludgeoning: beating
cOMMOn cOre STaTe STanDarDS
Focus Standards:
M 9781457304637_TCB_LA_SE_L7_U3_P4.indd 231
RL.7.1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the
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text, analyzing each medium’s portrayal of
the subject (e.g., how the delivery of a speech affects the impact of the words). 13/04/15 2:38 PM
RI.7. 10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Other Standards Covered:
RI.7.1, RI.7.3, RI.7.5, RI.7.9, W.7.8, SL.7.1a, SL.7.2
1 Review the learning targets with students. You may want to ask them for examples of people they think of as great leaders.
2 Read the Preview and the Setting a Purpose for Reading sections with your students. Help them understand what to annotate in the poem.
3 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small-group reading • choral reading
• read aloud
4 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating the poem. Evaluate whether the selected reading mode is effective.
Unit 3 • Choices and Consequences 231
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.