Go beyond compare and contrast with these films, books, and prompts.
Pairing a good book with an equally great movie is a classic move in the classroom. Beyond surface-level compare and contrast analysis around plot points, there are lots of ways to work in deeper questions about media literacy and students' own reflections on stories, characters, and themes.
We've assembled a list of movies and books we've reviewed so you have essential information on-demand. But that's not all! If there are other great free resources out there for a title, we've linked to some of them here. Plus, we've included some prompts designed to get kids thinking critically and making personal connections.
Below you'll find links to resources for grade bands, but several—like Lord of the Flies and To Kill a Mockingbird—are rated for a younger age though they're taught in higher grades. So just stretch your search up and down, depending on your students' needs and at what level specific texts are taught.
Use these links to jump to a specific grade band:
Grades K–2
Ferdinand
First grade and up
Description: Despite pressures, a sweet bull chooses to smell the flowers rather than fight.
Prompts:
- Ferdinand is a bull, so people are surprised that he wants to smell flowers instead of fight. What's something about you that might surprise people? How can you stay true to yourself even when there's pressure to be something you're not?
- Because the book about Ferdinand is a short picture book, writers had to add things to the script to make the story long enough for a movie. What picture book would you make into a movie, and what would you add?
Other resources:
Mary Poppins
First grade and up
Description: A magical nanny teaches families the value of togetherness.
Prompts:
- If Mary Poppins could take you on one magical adventure, what would you want it to be? Why?
- If the book and movie were set in 2025, how might the story change but the message stay the same? How might a magical caretaker come into the lives of kids who don't have nannies?
Other resources:
Charlotte's Web
Second grade and up
Description: This barnyard classic features a girl who loves a pig, and a spider who saves the day.
Prompts:
- If Charlotte created a web about you, what word(s) would she spin into it? Why?
- Was there anything from the book that was left out of the movie that you wished were included? What was it, and why?
Other resources:
Stuart Little
Second grade and up
Description: A mouse goes on an adventure to find his fortune and lost friend, facing challenges and solving problems along the way.
Prompts:
- Stuart has to face challenges during his adventure. Describe one big challenge you've faced and how you overcame it.
- What's your favorite or least favorite difference between the book and movie? Why? And why do you think the movie creators made this change?
Other resources:
Grades 3–5
The Borrowers
Third grade and up
Description: Tiny people borrow items from full-size people for their own use, and one of the Borrowers befriends a "human bean" against all odds.
Prompts:
- This story highlights a friendship between people who are different from one another, but also from their own families. How do you find common ground with people who are different from you?
- If you were a Borrower, what items would you take, and what would you use them for?
Other resources:
The Boxcar Children
Third grade and up
Description: Four orphaned children decide to live on their own in a boxcar in the woods and manage to make it a home. But when needed, they find caring adults they can trust.
Prompts:
- At first the kids don't trust adults, though they might have good reasons for that. But eventually they need some help. How can you tell if someone is a person you can trust? Describe a trusted adult in your life, or the qualities of a person you can trust.
- After the first book, the series continues with the rich grandfather who's changed their lives. While there are lots of positives to the kids being provided for, what were some of the great things about their life in the boxcar? What lessons do you think the kids learned from that experience?
Other resources:
The Field Guide: The Spiderwick Chronicles, Book 1
Third grade and up
Description: Siblings move to a creepy old house after their parents split and discover a hidden world full of fantastical beings, adventure, and some peril.
Prompts:
- If you read the book before watching the movie, how did the appearance of the characters differ from how you imagined the characters—human or otherwise?
- Have you ever explored something you were warned not to? Why? If not, why do you think the characters continued even after being warned?
Other resources:
Flora & Ulysses
Third grade and up
Description: A comic book-loving girl and her rescued squirrel (who has super powers) dodge peril and deal with the divorce of the girl's parents.
Prompts:
- Flora is dealing with a big change at home that makes her feel disillusioned and cynical (vocabulary word opportunities!). Describe an experience that made you feel this way, or describe what that process feels like.
- If you could rescue an animal that would turn out to have super powers, what would the animal and its powers be?
Other resources:
Hugo
Third grade and up
Description: Hugo is an orphan, left to tend the clocks in a train station and continue work on an automaton, his father's project. After the uncle who takes care of him disappears, he turns to stealing to survive and supply his work on the automaton. That theft causes conflicts, and Hugo has to solve the mystery of his father's work.
Prompts:
- The book uses a very interesting format to tell the story, with some graphic novel elements and some parts without text. What do you think the movie loses and gains by being different from the book's format?
- If you had to make a movie from the book, but had to cut it down, what would you cut and why?
Other resources:
The One and Only Ivan
Third grade and up
Description: Based on a true story, a gorilla gains a new life in a better habitat at a zoo, finds friends, and creates art.
Prompts:
- What are some ways the author encourages us to feel for Ivan? Would it be a different story if told from the zookeeper's point of view?
- Think about how Ivan feels at different points in the book and/or movie: Would you have felt the same or differently? Why, and how?
Other resources:
The Phantom Tollbooth
Third grade and up
Description: Milo is always bored, so when he discovers a mysterious tollbooth in his room, he decides to explore. That choice leads to tons of adventures and lots of learning.
Prompts:
- What is Milo's experience of being bored, and what choices does he make as a result? When you are bored, what do you do about it? What benefits can come from being bored?
- From the book or the movie, what are some things you—and Milo—learn from the adventures? Were some adventures more interesting to you than others? Why?
Other resources:
The Tale of Despereaux
Third grade and up
Description: An adventurous mouse is shunned by other mice but befriends humans and rats who share their own delights and struggles.
Prompts:
- Despereaux isn't accepted by other mice, but he finds friendship elsewhere. What are some ways he finds belonging? Have you found belonging in similar or different ways?
- Which character do you have the strongest feelings about—either positive or negative? Why?
Other resources:
The Wild Robot
Third grade and up
Description: A robot wakes up on an island and stretches its programming to learn about the island's animal inhabitants and help them with challenges.
Prompts:
- The book uses something called "direct address" to speak to the reader. In what ways would it be different to use a different point of view, like if the story were told from Roz's perspective?
- Roz has artificial intelligence. How is it the same and different from the AI we use?
Other resources:
Anne of Green Gables
Fourth grade and up
Description: Anne, an orphan, comes to live with the Cuthberts, but her imagination and fiery spirit both shock and charm her new family and friends.
Prompts:
- Anne has a very vivid imagination, and she loves to read. How does her imagination help her? What are some ways your imagination has helped you? How can we use our imaginations to help ourselves and others?
- Anne doesn't fit into her new community right away. How does she become a part of it while still being true to herself? What characteristics make this possible?
Other resources:
Diary of a Wimpy Kid
Fourth grade and up
Description: Greg Heffley is a middle schooler who has a lot of schemes to achieve his goals, but they rarely work out the way he's planned, which leads to lots of funny situations.
Prompts:
- The book is Greg's journal, which uses a mix of writing and comics. How does this format work well for the plot? Does the movie capture Greg's thoughts and feelings, too? How?
- Why does Greg have all of these schemes? What are his goals? What advice would you give him? Why?
Other resources:
The Great Gilly Hopkins
Fourth grade and up
Description: Gilly, a girl in foster care, does everything she can to push people away in the hopes that her biological mother will accept her instead. But as her life unfolds with Mrs. Trotter and echoes of her past find her, Gilly discovers that she may already have what she wished for.
Prompts:
- Gilly has reasons to be angry, and she says and does mean things as a result. Sometimes, when people behave in angry or mean ways, there are reasons for it underneath. Have you ever felt or acted like Gilly because of complicated feelings? What are some other ways to deal with these feelings?
- People grow up in all kinds of circumstances, and it affects them in different ways. What are some of your life circumstances that make you who you are?
Other resources:
The Jungle Book
Fourth grade and up
Description: Mowgli, who's raised by wolves, does his best to learn from Bagheera the panther and Baloo the bear, but it's almost impossible to avoid all perils in the jungle.
Prompts:
- Who's your favorite animal character in the Mowgli story, and why? If you wrote a story that personified animals (gave them human characteristics), what animals would you choose, what would their personalities be, and why?
- Do you agree or disagree with Shere Khan's feelings about Mowgli becoming a threat to the jungle and its inhabitants as he grows up? Why?
Other resources:
The Secret Garden
Fourth grade and up
Description: After living in India, Mary is sent to live with her uncle in the English countryside. There, she meets Colin, a boy who's ill and not used to doing anything for himself, and Dickon, the maid's brother who loves being in nature. Together, they reinvigorate a garden beyond a locked gate.
Prompts:
- Why is the natural world so important in the story? What role does nature play in your life, big or small? What role would you like it to play? Why?
- How are the differences between the lives of the wealthy characters and the servants important to the story? How are those differences important in real life? When and how are they unimportant?
Other resources:
When Hitler Stole the Pink Rabbit
Fourth grade and up
Description: This autobiographical tale features 9-year-old Anna, who flees Germany with her family as Hitler comes to power. It focuses on their sacrifices and struggles as they work to stay together—and alive.
Prompts:
- If you're currently learning about the Holocaust, how does this story fit into your understanding of that time period? Can you plot the events of this story on a timeline with historical events?
- Anna is only nine when she has to leave home and move around to stay safe. In what ways can you relate to her family's struggles, if any? What are some character traits that help Anna get through the hardest times?
Other resources:
- PBS LearningMedia (Holocaust survivor resource, not based on movie/book)
- TeachingBooks
Where the Red Fern Grows
Fourth grade and up
Description: This classic about a boy's coming-of-age during the Great Depression features his determination and his beloved coon hounds.
Prompts:
- What are some things about Billy or his life that you can relate to? What about some that you can't? And what are some pros and cons about how the world has changed since the 1930s?
- Why do you think human-animal relationships are so powerful and impactful? Why is Billy's connection with his hounds so special?
Other resources:
Where the Wild Things Are
Fourth grade and up
Description: Though the beloved picture book is for little kids, the movie expands the characters and story to show the complexities and occasional loneliness of childhood as Max and his monsters try to get along together.
Prompts:
- In what ways is the movie for older kids? How has (or may, if you never read it) your understanding of this story changed from when you were little? Why?
- Which monster(s) do you identify with the most? Why? And are you more like or unlike Max? How so?
Other resources:
The Call of the Wild
Fifth grade and up
Description: In this classic, Buck is a family dog who's kidnapped to become a sled dog in the Klondike Gold Rush. During his struggles and adventures, he feels his wilder nature coming alive.
Prompts:
- Unlike the movie, the book is told from Buck's point of view. How do you think this changes the story? How would you tell a story from an animal's perspective?
- The book was written in 1903, and the movie was released in 2020. What changed in the way different people are represented? What happened in history to help make those changes happen?
Other resources:
Ella Enchanted
Fifth grade and up
Description: A fairy casts a spell to make Ella obedient forever, which not only puts her in a terrible situation with her stepmother and stepsisters, but also with the prince she falls in love with.
Prompts:
- The original Cinderella doesn't have an obedience spell cast on her, so why does she do everything she's told? How are both versions of the story about the power of being able to make your own choices?
- If you were to make another update of this story, whose point of view would you use to tell it? Why? What other changes would you make?
Other resources:
Holes
Fifth grade and up
Description: Stanley Yelnats is falsely accused of theft and ends up in a juvenile corrections facility in the desert where the kids are forced to dig holes and mysteries abound.
Prompts:
- The story has multiple threads from the past and present that come together. Which story is the most appealing to you? Why? Would it work as a standalone story, or is it better as one of the three?
- These kids are all at Camp Green Lake because they were accused of doing something wrong. "Camps" like this are less popular now, but they still exist. What do you think is a better alternative for kids who get into trouble?
Other resources:
Little Women
Fifth grade and up
Movie review (and an earlier version)
Description: The March family faces many hardships, including the Civil War and loss, but they still exhibit kindness and community through tough times as each character illustrates varied virtues.
Prompts:
- How does the Civil War affect the March family? Despite their own sacrifices and challenges, they're still generous with others. Why do you think some people are more willing to be generous than others? How do you think that generosity impacts others?
- Which one of the characters do you identify with the most? Why? If you got to choose one character as a friend in real life, who would it be, and why?
Other resources:
The Princess Bride
Fifth grade and up
Description: Buttercup marries Prince Humperdinck, believing that her love Westley will never return. But when he does, he—and other characters—go through many adventures to claim revenge, gain power, and find true love.
Prompts:
- This tale is told as a "frame story," or a story within a story. How does the physical telling of the tale become a part of the story? Why do you think it was written this way instead of just the fairy tale itself?
- Which scene really stands out for you? Why? If you read the book and watched the movie, are those scenes the same? Why or why not?
Other resources:
Watership Down
Fifth grade and up
Movie review (or the newer Netflix series)
Description: This complex tale of finding a home and freedom starts with the rabbit Fiver's premonition of a calamity. Once Hazel and his friends start seeking a safe place to start over, both struggles and triumphs begin.
Prompts:
- How are the struggles and societies of the rabbits similar to people's struggles and societies? What characters or scenes do you relate to most? Why?
- Why do the rabbits of Cowslip's warren stay there? What about the rabbits of Efrafa under General Woundwort? How can you compare these circumstances to leaders, belief systems, and people's choices today?
Other resources:
- TeachingBooks (and the graphic novel)
Wonder
Fifth grade and up
Description: August Pullman is in fifth grade and has a craniofacial condition. After years of homeschooling, his parents decide to send Auggie to school, where he faces bullying—and kindness.
Prompts:
- The book is told from multiple perspectives. If the movie followed the same format, what would it change, and why?
- Which character do you most identify with, and why? Are there specific characters who feel more realistic than others? Why?
Other resources:
Grades 6–8
Animal Farm
Sixth grade and up
Book review (and graphic novel)
Description: A group of farm animals revolt against the human farmer and develop a set of rules to govern the farm together. But as challenges arise, the rules don't seem to apply to everyone equally.
Prompts:
- If you had to name three reasons or traits that caused the farm's failure, what would they be, and why? What reasons or traits helped it while it lasted? What do you think we can learn from your analysis?
- What traits does a leader need to have? Why? How can leaders avoid some of the pitfalls the pigs give in to? Have you seen this happen in the real world, with real leaders?
Other resources:
Emma
Sixth grade and up
Movie review (and the movie Clueless)
Description: Emma (or Cher, in Clueless) loves to play matchmaker, but when her efforts cause comical confusion, she discovers feelings she hadn't yet realized.
Prompts:
- In Jane Austen's time, and even in the movie Clueless, there are expectations about manners, dress, and even body image that shape the characters' views and actions. What would be the same—and different—about these expectations if the story were retold today?
- Do you know anyone like Emma who likes to get into other people's business? (Or maybe it's you!) What are the pros and cons of this kind of interest and behavior?
Other resources:
Lord of the Flies
Sixth grade and up
Description: British schoolboys are marooned on an island without adults and have to learn how to survive and organize themselves, which ultimately leads to bloodshed.
Prompts:
- If you could change the age, backgrounds, or other characteristics of the people who were marooned, what do you think would change in the plot (if anything)? Why?
- The main characters have different, valuable characteristics. Which ones do you think are most important in leadership? Do you think one person can embody all of these traits? Why or why not?
Other resources:
A Monster Calls
Sixth grade and up
Description: Conor's mother is dying, and his father lives with his new family across the ocean. But when a monster begins visiting Conor, he begins to face the scary truth of his situation in a new way.
Prompts:
- If you were to write a story about a big, impactful event in your life that created big emotions, what would the symbolic "monster" be, and what stories might it tell you to help you through it?
- The author of the book also wrote the screenplay for the movie. How should a creator make the hard choices about what to include and what to cut? In short-form videos—like on TikTok—how do those choices change?
Other resources:
To Kill a Mockingbird
Sixth grade and up
Description: A young girl learns lessons about prejudice, integrity, and hard choices as her father, a widowed lawyer, navigates a court case fueled by racism in small-town Georgia during the Great Depression.
Prompts:
- The book is told from Scout's point of view, but the movie is mostly in third person. Does this change the story or its impact? If so, how? Why have a young girl narrate such serious events in the first place?
- Though this story is set in the past, can you see any similarities to modern times? What do you think has, and hasn't, changed? Why?
Other resources:
- ReadWriteThink (and two more)
- PBS LearningMedia (many results)
- TeachingBooks
- Teach with Movies
The Martian
Sixth grade and up
Description: Mark Watney, a botanist, is marooned on Mars and has to figure out how to survive using only his knowledge, creative thinking, determination, and humor.
Prompts:
- What are some characteristics Mark has that help him survive and stay sane? What's one trait you share with Mark? How has it helped you through challenging and/or lonely times?
- The book and movie are full of scientific and technological solutions to problems. Even in our world of advanced tech like generative AI, what knowledge and skills do you think humans need to hang on to and not totally hand off to tech? Why?
Other resources:
Grades 9–12
Aristotle and Dante Discover the Secrets of the Universe
Ninth grade and up
Description: Ari and Dante meet while in high school and form a close friendship, despite their differences. It's a relatively quiet, introspective story about identity-forming and growing up together.
Prompts:
- Ari and Dante form a strong bond. What do you think is necessary for a great friendship that feels safe enough to share secrets?
- This story is set in the '80s. What would change if it were set today? Why?
Other resources:
The Book Thief
Ninth grade and up
Description: Death narrates this story about Liesel, a girl living in pre-WWII Germany who ends up living with foster parents as threats mount and Liesel learns to read.
Prompts:
- When we learn about history, it can be easy to forget the individual, personal stories involved. How does this story align with historical events and bring this time in history alive?
- Why was learning to read often such an important—and subversive—act for different groups in history? How has that changed over time as technology has developed?
Other resources:
The Color Purple
Ninth grade and up
Movie review (or the musical version)
Description: Celie has lived with abuse her whole life, but through her relationships with Sofia, Shug, and her sister Nettie, Celie finds strength—and her voice.
Prompts:
- The book is an epistolary novel, which means it's written in a series of letters. Why do you think Celie writes letters to God? If you've ever felt trapped in a situation, how do you express yourself? Why do you think it's important to find that kind of outlet?
- This story examines ways that people can feel powerless and powerful. What are positive and negative ways that characters seek power? What are positive ways you do or can find power and control in your own life?
Other resources:
- ReadWriteThink (multiple resources)
- PBS Learning Media (and one more)
- TeachingBooks
- Teach with Movies
The Grapes of Wrath
Ninth grade and up
Description: The Joad family moves west, like many others, as the Dust Bowl fuels the Great Depression. In this classic about getting by on next to nothing, there are still acts of great generosity.
Prompts:
- What are three examples of generosity from the story? What do you think generosity means? Describe a time when you feel you were generous or someone showed you generosity.
- John Steinbeck wrote the book to illustrate the impacts of the Great Depression. Why do you think fictionalized versions of history are important? What are some others you know about?
Other resources:
The Great Gatsby
Ninth grade and up
Movie review (and the newest version)
Description: Self-made Gatsby longs for his lost love and lives among the classist complications of the Jazz Age.
Prompts:
- Nick narrates Gatsby's story as he witnesses it and pieces it all together. How would the story be different if it were in third person, or in Daisy's or Tom's voice? Why? Which characters do you like the most and least, and why?
- Gatsby is "self-made" in many ways, and his showy wealth sets him apart. When you look at the ultra rich of today, how do they compare to Gatsby? Money can definitely make life easier, but it doesn't buy happiness in Gatsby's case: Can you identify other people who are rich but don't seem super happy?
Other resources:
- ReadWriteThink (multiple resources)
- PBS LearningMedia (multiple resources)
- TeachingBooks
- Teach with Movies
The Hate U Give
Ninth grade and up
Description: Starr Carter lives in a lower-income, Black neighborhood but attends a rich, White school. So when her unarmed friend is shot and killed by police officers, she feels caught between two worlds.
Prompts:
- There are issues—like racism—that some people feel are important to talk about, and others are opposed to discussing. How do you think we can address horrific events like the one depicted in this story in ways that bring people together rather than divide?
- How do devices play an important role in this story? What are the pros and cons of everyone having a camera in their pocket? And what about the increase of AI deepfakes? How can we trust what we see online?
Other resources:
Hamlet
Ninth grade and up
(Note: Instead of a review of the play, there are comparative films.)
Description: Hamlet grapples with his own existence in the face of his father's death and mother's suspected infidelity. His struggles ripple out to others he cares about, like Ophelia.
Prompts:
- Hamlet has lost someone he loves, feels betrayed, and is struggling with his mental health. How do you think you would feel in his situation, and what advice would you give him? Why?
- What is Ophelia's part in this story? We know very little about her life or relationship with Hamlet. The movie Ophelia gives us one potential version. What would yours be? Why?
Other resources:
- ReadWriteThink (multiple results)
- PBS LearningMedia (multiple results)
- TeachingBooks
- Teach with Movies
The Hunger Games
Ninth grade and up
Description: In a dystopian society, 12 districts must put forward one girl and one boy each as tributes in a battle to the death. The last kid standing wins. People watch and cheer for their tributes, because the wealthy Capitol will reward food to the winner's district.
Prompts:
- In this society, there's a huge gap between those who have it all and those who don't have enough. What parallels do you see between this society and our own? You've probably seen similar examples in other media. What do you think it is about human nature or society that fuels the believability of these stories?
- People watch the games, even though it involves kids killing other kids. Do you think people can truly become desensitized to violence just by watching it? Why or why not?
Other resources:
Of Mice and Men
Ninth grade and up
Description: Migrant workers George and Lenny land at another ranch, but where Lenny goes, trouble follows. They try to keep their dream alive, until George has to make the hardest choice imaginable.
Prompts:
- George and Lenny have a very specific hope for the future that they eventually share with others. Why is it so important to them and those they share it with? What can you compare this to in your own life, or the life of someone you know?
- Many of the characters in this story have limited power and choices. What happens to people in circumstances like these? How about in real life? What changes do you think need to happen for all people to feel empowered to make choices for themselves?
Other resources:
- ReadWriteThink (several banned books)
- TeachingBooks
- Teach with Movies
Turtles All the Way Down
Ninth grade and up
Description: Aza struggles with intense anxiety, and her outgoing friend Daisy supports her. When Aza reconnects with a boy she met in a group for grieving kids, she begins to navigate romantic feelings amid her swirling, anxious thoughts.
Prompts:
- Aza has some specific thinking traps that sometimes totally take over. Do you have anxious or negative thought spirals sometimes? How are they similar to or different from Aza's? How do you manage them?
- Relationships can both help and hurt sometimes. How can you tell if a relationship is a helpful, healthy one? How are boundaries and consent involved?
Other resources:
The Perks of Being a Wallflower
10th grade and up
Description: Charlie's been through a lot, and it's difficult for him to make and keep friends. After finding a new group who understands him, he struggles to participate in all the aspects of his new life. Along the way, he learns to confront difficult situations—and terrible memories.
Prompts:
- Which character(s) in the story do you relate to the most? Why? If you were able to give advice to one character, who would it be, and what's the advice?
- This story was written before smartphones existed. How might they change the story? Even without the technology, do you think this is an accurate representation of being in high school? Why or why not?
Other resources:
The Life of Pi
11th grade and up
Description: Pi grows up in India, and his father owns a zoo. Deeply curious about religion, Pi studies various faiths and joins a few different congregations. When his family takes a ship—along with zoo animals—that sinks, Pi is left to fend for himself and survive, even with a tiger as a boatmate.
Prompts:
- Why do you think Pi offers two versions of his story? Which do you prefer? Why?
- Pi has to do a ton of problem-solving while he's trying to survive, without any technological help. What does a story like this tell us about the core skills we need vs. reliance on technology?
Other resources:
