Adapting Literature

CONTENTS OF CURRICULUM UNIT 07.01.06

  1. Unit Guide
  1. Introduction & Inspiration
  2. Intention
  3. Research & Rationale: The What and the Why
  4. Strategy 1: Establishing a Hook through the Interactive Read-Aloud
  5. Strategy 2: Creating Culture of Student Ownership through Cooperative Grouping
  6. Strategy 3: Establishing Intimacy with the Text through Performative Embodiment
  7. Classroom Activity 1
  8. Classroom Activity 2
  9. Classroom Activity 3
  10. Appendices
  11. Annotated Bibliography

The Color Purple's Three-Fold Adaptation: Examining Protagonists and Media through a Self-Reflective, Critical Lens

Ane Nyoka Ebie-Mouton

Published September 2007

Tools for this Unit:

Classroom Activity 3

Objective: Students will learn to create text-to-text, text to self, and text to world connections using all the foundational media studied in this curriculum unit.

Students will be given images from various media in cooperative groups. These will include song lyrics, quotes, poetry, photos, and images of women and dolls as well as film clips from The Color Purple, excerpts from Life is not a Fairytale, and from The Color Purple, The Musical, all of which may trigger thoughts of Celie, Fantasia, or thoughts on the multiple adaptations of "The Color Purple." Specific media I have in mind are Maya Angelou's poem "Phenomenal Woman (Angelou,), " and the musical The Wiz (Site). Students will then journal about how these stimuli placing them in the mind of various aspects of our curriculum study.

Assessment of student learning will take place in the form of journal entries in which students will share the connections they have made between various media and the primary works being examined in this unit. Assessment could also take place individually, with the students stating the connections. This is in turn would enable the student to exercise daily oral language and the opportunity to clearly express their thoughts verbally.

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