Case

Study #1

Anna Vessely, Alicia Lopez, and Ui Jeong

Grade Level: 6-7th grade

Subject: English for English

Language Learners

Teacher: Sharon Smith

Class: 20 Native Spanish Speakers;

10 Students have low comprehension
of the English Language and 10 have
a moderate understanding

Duration: 30-45 minutes

Educational Standards1: Writing Early Intermediate ELD Level Grade 6-8
Write simple sentences or brief responses to selected literature to show
factual understanding of the text.
Reading Beginning ELD Level Grade 6-8 Identify orally different characters
and settings in simple literary texts by using words or phrases

Learning Objectives

Required Materials

Provided the book, A Bad Case

of Stripes, the students will be
able to identify the setting and
main characters within the story
accurately
Without assistance, students
will be able to describe the plot,
theme, and conflict of the story
using complete sentences
without grammatical errors
Video: Short Story Elements3

References:
1 California State Standards for Grade 6-7 English Language Development:
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
2 Picture sourced from:

http://s3.timetoast.com/public/uploads/photos/3101612/cropped-a-bad-case-of-
stripes-davidshannon_1_.jpg?1351807331
3 Short Story Elements Video: https://www.youtube.com/watch?v=VDmhl-SU5Yk

Case Study #1

Anna Vessely, Alicia Lopez, and Ui Jeong

Procedures

1.

2.
3.
4.

5.
6.
7.
8.

9.

Assessment

Closure

Short Story Elements Poster

Short Story (A Bad Case of
Stripes by David Shannon
Short Story Elements activity
sheet
Discussion Questions
Pair up students in the class,
one who has low understanding
of the English Language and
one who has moderate
comprehension
Watch Short Story Elements
video
Discuss the vocabulary words
presented in the video: Any
questions?
Show the students examples
and sentences related to the
vocabulary words using the
Short Story Elements poster
Pass out the Short Story
Elements activity sheet to the
students
Read the book A Bad Case of
Stripes by David Shannon
aloud
Throughout the reading and
after, have the students
complete the activity sheet
Once the students have
completed their worksheets,
have them share their work with
their partners
Open the class up for
discussion: Review the setting,
characters, conflict, plot, and
theme of the provided short
story
Short Story Elements Activity
Sheet
Class Discussion
Student pairs will share with
one another 2 things that they
learned during the lesson and
then all the groups will share
their answers as a class
2

Case Study #1

Anna Vessely, Alicia Lopez, and Ui Jeong

Cavanaugh, M. P. (1996). History of Teaching English as a Second
Language.The English Journal, 85 (8), 4044. http://www.jstor.org/stable/820039

The History of Teaching English as a Second Language highlights the
major changes in attitudes regarding the integration of immigrants into education
systems across the United States. Social issues, such as crime, that quickly
followed times of war brought on a wave of discrimination and fear against
immigrant students. Prior to and during the Americanization Movement,
immigration cultures were meant to be assimilated rather than retained. Teaching
English as a second language was thought to be the best method for immigrant
students to learn the U.S. Constitution, understand the government of their new
country, and become assimilated into American Culture (Cavanaugh, 1996). By
researching the history of what has already been done, new approaches to
integrate ESL students into schools can be developed.


Morley, H. J. and Lawrence, M. S. (1971). The Use of Films in Teaching English
as a Second Language. Language Learning, 21 (1), 117-135. doi:
10.1111/j.1467-1770.1971.tb00495.x

In this century, the emergence of new technologies has allowed for the
integration of films to be used in the teaching of English as a second language.
Surveys used in this article reveal that films are an excellent tool for teaching
aural comprehension in students. Using films will allow the four skills of listening,
speaking, writing, and reading to be developed in these students. The main roles
of films are the encouragement of exchanging ideas and opinions and the reallife experiences that can gauge interest in the classroom. This article brings light
to the benefits that accompany the usage of technology in teaching ESL students
and encourages the integration of technology in teaching.

Case Study #1

Anna Vessely, Alicia Lopez, and Ui Jeong

1. Who is the main character in this story? How would you describe her?
2. What is the main setting(s) in this story? Is there more than one?
3. What is the conflict in this story? Why doesnt Camila want others to know
she like lima beans?
4. Who is the conflict with? Is it with herself, someone, or something else?
5. What do you think the theme of this story is?
6. Do you think that this theme relates to what Camila learned from having a
bad case of the stripes?
7. We learned earlier the different parts of the plot. Can someone tell me what
the resolution of this story was?
8. How do you think the woman knew to give Camila lima beans, something
that she secretly loved?

Case Study #1

Anna Vessely, Alicia Lopez, and Ui Jeong

Case Study #1

Anna Vessely, Alicia Lopez, and Ui Jeong

Case Study #1

Anna Vessely, Alicia Lopez, and Ui Jeong