A bad Case of Stripes Book Kit on our individual differences and being unique! By: Amy Palmer



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A Bad Case of Stripes


Book Kit on our individual differences and being unique!

By: Amy Palmer

Book Kit Template


Social studies concept being taught in this lesson: We are all unique. The differences we have are what make us special.

Book Kit Title: A Bad Case of Stripes

Book Author and Publication Date: David Shannon, 1998

ISBN#: 0-439-07955-1


This Book Kit was planned by: Amy Palmer
Grade Level this kit is intended for: Second Grade
Core Curriculum Standard and Objective OR NCSS Standard this lesson teaches:

Individual Development and Identity: Respect for self and others.
Materials for the Lesson:

  • Book – “A Bad Case of Stripes” by David Shannon

  • 3 papers per students

  • writing utensils

  • * Math worksheet

  • * person outline + coloring utensils

  • * scissors, glue stick

  • * Phrases to cut out and order

  • * Cards to make memory game

  • * Computer

Lesson Objective:

Students will learn how everyone is unique and that this uniqueness should be celebrated and not shunted

Background Knowledge:

Before doing the snowball activity, briefly discuss with your students how everyone has similarities and differences, that no one is exactly alike. Define the key words: similarities, differences and how they relate.

.

Anticipatory Set/Invitation to Learn:

Snow Ball.  “I want you guys to think about one thing that is the same about you and I and one thing that is the different.  On a piece of paper I want you to write what the characteristic is and whether it is the same or different.  Think about if I’m a boy or girl, where we are right now, my hair color, how

I love Harry Potter. Once you have written your idea on a piece of paper I want you to crumple it up and throw it and aim towards putting it in the trashcan in the middle of the room.” After the kids have thrown the papers the teacher will read a few of them and comment on the differences/similarities she has with the students.  Show the book
to the students and inform them on how this book also focuses on individual uniqueness.

Listening Focus: As you read the book, I want you to listen for what Camilla likes that no one else likes. Also listen for what gets rid of her stripes.


Method for sharing the book:

Preparation for the reading of the book occurs during my background knowledge and anticipatory set. Throughout the book I will ask the students some questions:

Page 1: Before reading the text: “what do you think about Camilla from this picture?”

After reading the text: “Now what do you think/know about Camilla from the text?”

Page 6-7: “How would you feel if you had stripes and everyone laughed at you?”

Page 8-9: “what did Camilla want? Why did she not ask for it?”

Page 18-19: “Why do you think the remedies have not worked?”

Instructional Procedures: Read the book.

After you have read the story (with the questions posted above) have the students summarize the story. Touch base on how Camilla felt at the beginning of the book (very worried about what everyone thought about her) and how she felt at the end (comfortable with being herself). Also discuss the questions your students were supposed to have been listening for during the book, such as the question of what cured Camilla, also discuss with the students why the other remedies did not work. Following this, have the students draw/write their favorite food on a piece of paper. Then have the students stand in a circle facing in, while holding their favorite food so everyone can see. Discuss how some students have similar favorite foods and some have different favorites. Lead the discussion to include how just because the students like different things does not mean that they cannot be friends or that the other person is weird.

Closure:

To show the students how they can be friends with people who are different have them get in partners with people they consider as their friend and find and write a difference they have between each other.


Evidence of Student Learning:

If students have a hard time with the concept you could do another lesson covering this topic and read “Stephanie’s Ponytail” by Robert Munsch. Students will show their knowledge through the class discussion and by finding a difference they have between a close friend.

Integrated Learning Activities Template
These activities were designed to use as centers. However, they would work as whole group activities as well.
Activity 1: Drawing

Level of Bloom’s Comprehension: Application

The students will each receive an outline of a person. Tell the students to draw themselves with stripes like Camilla had stripes. Encourage the students to be creative with their stripes.
Activity 2: Lists of Differences and similarities

Level of Bloom’s Comprehension: Comprehension

Have the students write similarities and differences in the appropriate box. If a teacher is available during this activity, talk with the students about how differences make us unique and that we do not need to be the same as everyone else.

Activity 3: Power Point

Level of Bloom’s Comprehension: Knowledge

Students will fill in blanks on a PowerPoint of some of the things that they like. (Make sure the slides are pre-made with students’ names and the right amount of slides). Discuss with the students what is on the PowerPoint beforehand and teach them how to use the computer so that they can fill in the spaces by themselves. Make sure to read the PowerPoint so that those who struggle can have an idea and can gain help from their friends when writing their answers.

Activity 4: Math

Level of Bloom’s Comprehension: Application

Have the students complete the math sheet given. Some of your students will be able to do all the problems easily, but they may be hard for others. Inform your students that they should not rush to get all the math problems done, that you will only grade the ones they have completed. The harder problems are for the students who are more advanced, so those who are not at the level do not need to complete them.
Activity 5: Sequencing

Level of Bloom’s Comprehension: Comprehension

When explaining this activity point out the word “sequence” on the sheet. Define this word for the students and how it applies to the activity. Have the students cut out the slips of paper and paste them onto another one in the correct order. If this activity is done with some time in between reading the group, review with the students what happened so that they can put the activities in the correct order.

Sample Instruction Card template:




Activity 1:
Draw yourself with a bad case of stripes. You may have any kind of stripes that you wish.

Level of Bloom’s Comprehension: Application___






Activity 2:

Get with a partner, or group of 3 and list, or draw, differences and similarities that you have with each other. Try to find out at least one similarity that you did not already know about each other. Some ideas could be: favorite book, favorite activity, number of siblings, how many teeth you have lost, chocolate milk, regular, or strawberry milk? These are not the only similarities or differences you may find.

Level of Bloom’s Comprehension: __Comprehension__



Activity 3:
On the computer, find the slide with your name and picture on it. Fill out the questions on the slide about your favorites.

Level of Bloom’s Comprehension: __Knowledge__





Activity 4:
Complete the math problems provided on the worksheet. Show your thinking on your paper as you solve them. Talk with each other when solving the problems to help each other’s thinking. Solve as many problems as you can.

Level of Bloom’s Comprehension: __Application___





Activity 5:
Read the sentence strips provided. Put the sentences in order of when they happened during the book. Once you have the order, glue the strips (in order) onto your paper.
Level of Bloom’s Comprehension: _Comprehension_



Activity 1

Activity 2

Similarities


Differences








Activity 4
You are in a Pets Club. 4 of the members have a dog. In the Pets Club there are 6 people. How many members do not have a dog?

In your classroom there are 5 students wearing shorts and 3 students wearing jeans. How many students are there all together?


Susan painted her toenails. 6 of them are painted blue. The rest are painted white. How many toenails are painted white?


In Juan’s family there are 7 people. There are 3 girls and the rest are boys. How many boys are there in his family?


You know that 9 of your friends play a sport. Out of those 9, 3 of them play soccer. The rest of them play basketball. How many of your friends play basketball?

In Mrs. Wong’s classroom there are 12 boys. 10 of her boys have dark hair. The rest of them have light hair. How many boys in Mrs. Wong’s classroom have light hair?

Activity 5:

- - - - - - - - - - - - - - - - - -- --- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

An old lady gave Camilla some lima beans.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - -- - -- -- - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - ---

Camilla turned back to her normal self.

- - - - - - - -- - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - -- - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - -

Camilla got worse from the medicine and was put on the news.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Doctors came to Camilla’s house to find out what was wrong with her.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Camilla looked in the mirror and was covered in stripes!!

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

At school everyone laughed at Camilla’s stripes.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Sequence of “A Bad Case of Stripes”




1.

2.

3.

4.

5.

6.


Game Details and instructions:
A few days before you play the game have the students write down either their favorite food, outside school activity, or school subject (you may also use the information from the PowerPoint and the categories that are within that). Then create 3x5 cards to play in a memory matching game. On one card should be the student’s name (if you want you could have them draw a picture of themselves and put this on the card with the name), on the matching card should be one of the student’s favorites. The cards do not have to all have the same “favorite” you may mix and match on them, which might make the game more fun. On the card that has the favorite, you need to include the student’s name. For example one card would be “Robert” and the matching card would say, “Robert’s favorite food is pizza”. Tape all the cards on the board and have the students play memory. If the class is too big you could have two different matching games. After the games, have the students notice similarities and differences they noticed.

Brayden


Brayden’s favorite school subject is math.

I simply wrote my cards out and had the backs of them be decorative construction paper. However, if you desire a more unified look you may use this for the backs of your cards, or another phrase that is similar.




I am Proud to be ME



Book Kit Grading Rubric (100 points) Please complete and hand in with assignment.
Candidate Name Course/Section __________





Highest Quality Indicator

Score:

Lesson Plan

An appropriate quality children’s literature book is selected for the social studies lesson that clearly supports the topic/standard of the lesson.

0

1

2

The lesson objective is appropriate and is clearly stated. The objective is MET by what is taught/done during the lesson.

0

1

2


Any necessary background knowledge for this lesson is included .

0

1

2


The instructional procedures and activities are the biggest section of your lesson plan: there is 15 – 20 min. of relevant instruction with activities, and/or object lessons that specifically teach your objective.

0-30, your score: _______



This lesson plan stands alone without the station activities and teaches the objective well.

0

1

2


Activities included in the lesson are age/grade appropriate and realistic.

0

1

2


All necessary worksheets, maps, activity pages, games, pictures, music, or supplementary pages are included or referenced.

0

1

2

The lesson includes how the teacher will assess student learning and any materials needed for doing this.

0

1

2


The lesson includes enough information for another teacher to replicate the teaching experience.

0

1

2


Overall, this lesson makes sense and is a good idea; it could be used in a real classroom.

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1

2


Web Organizer

The web organizer includes at least 5 ideas for integrating curriculum areas with the book; each makes appropriate connections to the book, the social studies lesson, and to other content subjects.

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Learning Game

The game reinforces new learning about the concept or trait OR provides necessary background or content knowledge.

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Integrated Learning Activities

Each integrated learning activity extends understanding and learning in relevant, meaningful ways. These activities include different levels of Bloom’s Taxonomy and implement a variety of learning styles (head, hand, heart). All directions and necessary paperwork are included. Overall, each idea a good, solid teaching activity that gives students new knowledge or further understanding – it isn’t just filling time.

#1 Technology (something that couldn’t be done otherwise…)

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#2 Integrated

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#3

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#4

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#5

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Hard Copy

The hard copy of the Book Kit is completely prepared and all elements are available for display and review on the sharing day.

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The entire book kit is neatly done and it is appealing, professional, and easy to use. All components are created on a computer rather than handwritten

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Electronic Copy

The electronic copy of the Book Kit is submitted; complete, and received by the instructor on the date and time it is due. Each kit is sent as a zip file and is titled as follows: booktitle(topictaught)_yourfirstnamelastname.zip

(i.e. TheWall(VietnamWall)_janaeoveson.zip)


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