English · 1st Class

Active learning ideas

Analyzing Intertextual Connections and Adaptations

Active learning helps students notice subtle shifts in stories as they move across formats. By drawing, performing, and comparing versions, students engage with intertextual connections in ways that passive listening cannot match. These hands-on tasks build close reading skills through visual and kinesthetic channels, making abstract concepts tangible for young learners.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Reading
• NCCA: Junior Cycle - Engaging with and Creating Written Texts

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 30 min · Pairs

Pair Retelling: Book to Drawings

Pairs read a picture book together, then draw key scenes in their own style. They share drawings with the class and note how pictures change the story's feel compared to words. Discuss what details they added or omitted.

Analyze how an adaptation of a story changes its themes or character portrayals.

Facilitation Tip

During Pair Retelling, circulate while pairs discuss and sketch, asking: 'What details did the illustrator choose to show that aren’t in the text?'

What to look for

Show students two versions of the same story, for example, the book 'The Three Little Pigs' and a short animated clip. Ask: 'How are the pigs different in the book and the cartoon? How does the wolf act differently? Which version do you like better and why?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 45 min · Small Groups

Small Group Drama: Story to Play

Groups watch a short animated clip of a tale, then perform it as a play with props. They record differences in character voices or movements. Class votes on which version best shows the main idea.

Evaluate the effectiveness of different artistic choices in an adaptation compared to the original text.

Facilitation Tip

Before Small Group Drama, assign clear roles and time limits so students focus on adaptation choices rather than staging perfection.

What to look for

Provide students with a simple graphic organizer. On one side, they draw a character from an original story. On the other side, they draw the same character as they appeared in an adaptation. Underneath, they write one sentence about a change they noticed.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 25 min · Whole Class

Whole Class Chart: Compare Versions

Project a book page and a related video clip. As a class, fill a T-chart with similarities and differences in themes or characters. Students add sticky notes with their reasons.

Justify why certain elements of a story might be emphasized or omitted in a new medium.

Facilitation Tip

When completing the Whole Class Chart, insist on evidence: 'Point to the page or clip where you saw the wolf’s change in tone.'

What to look for

Give each student a card with the name of a story and its medium (e.g., 'Cinderella - Play'). Ask them to write one sentence explaining one way the story might be different in that medium compared to how they remember it from a book.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 20 min · Individual

Individual Reflection: My Adaptation

Each student picks a story element from a book and adapts it into a comic strip of three panels. They explain orally why they changed it for pictures.

Analyze how an adaptation of a story changes its themes or character portrayals.

Facilitation Tip

For Individual Reflection, remind students to reference their drawings or drama notes to support their written ideas.

What to look for

Show students two versions of the same story, for example, the book 'The Three Little Pigs' and a short animated clip. Ask: 'How are the pigs different in the book and the cartoon? How does the wolf act differently? Which version do you like better and why?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should model close comparison by thinking aloud about a short excerpt. Point out a single detail that changes in another medium and explain its effect. Avoid summarizing differences; instead, focus on why specific choices matter. Research shows that guided comparisons with visual anchors improve comprehension of intertextual shifts more than abstract discussions.

Successful learning looks like students identifying and articulating at least two meaningful differences between versions of the same story. They should use evidence from both media to explain how changes affect character, setting, or message. Clear, specific language in discussions and reflections shows deep understanding.

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Watch Out for These Misconceptions

• During Pair Retelling, watch for students who copy the text exactly rather than interpreting it visually.

  Prompt them with: 'If the illustrator didn’t see this page, what would they draw to show the same moment? Use the text to decide, then sketch it.'

• During Small Group Drama, watch for students who act out the story exactly as written without considering the new medium.

  Ask each group: 'How does your performance show the story’s message in 5 minutes instead of 10? What do you add or leave out?'

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Methods used in this brief

• Outdoor Investigation Session