Compare a book with its film version
When to use this goal
For students who can retell a book and a film but cannot say how they differ or why a change might matter. Present levels in comprehension and oral or written response, not grade, decide fit. The book may be read aloud or listened to.
- Baseline
- Score one or two past comparison tasks with the rubric, or give a short picture book and video pair. Note whether the student lists only surface differences (colors, voices) or changes to events and characters.
- Tips
- Students often find this task motivating. Keep the pairs short enough to finish within a unit. Accept spoken answers with a scribe.
- Limits
- Film viewing takes class time, so samples are few; monthly monitoring reflects that. The goal does not measure analysis of film techniques.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-015.
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Goal
By the annual IEP review date, after reading a book and watching its film or animated version in class, the student will complete a comparison chart with two similarities and two differences in plot, characters or setting, and tell which version they prefer and why independently, earning a score of at least 7 out of 9 on a 9-point book and film comparison rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 9 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Literary Analysis & Author's Craft.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Reading - Literary Analysis & Author's Craft
- Baseline
- 3 out of 9 rubric points.
- Annual goal468 characters
- By the annual IEP review date, after reading a book and watching its film or animated version in class, the student will complete a comparison chart with two similarities and two differences in plot, characters or setting, and tell which version they prefer and why independently, earning a score of at least 7 out of 9 on a 9-point book and film comparison rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading a book and watching its film or animated version in class
- Behavior
- The student will complete a comparison chart with two similarities and two differences in plot, characters or setting, and tell which version they prefer and why independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point book and film comparison rubric, on 3 of 4 consecutive monthly work samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 9 on a 9-point book and film comparison rubric
- Mastery rule:
- on 3 of 4 consecutive monthly work samples
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading a book and watching its film or animated version in class, the student will complete a comparison chart with two similarities and two differences in plot, characters or setting, and tell which version they prefer and why independently, earning a score of at least 7 out of 9 on a 9-point book and film comparison rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | gives accurate similarities (0 to 3) | gives accurate differences in plot, character or setting (0 to 3) | supports an opinion or reason with a detail from either version (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point book and film comparison rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.