A Bad Case of Stripes
Purpose:
Students have been working on main idea, details, setting, and important
events. After reading A Bad Case of Stripes the students will identify these elements,
and explain why it’s important to have these in a story. Different cultures partake in
different foods students will discuss the different types of foods they eat, and see if
these food are from certain cultures.
VA SOL 1.9 The student will read and demonstrate comprehension of a variety of
fictional texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions
about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the main idea or theme.
i) Read and reread familiar stories,
poems, and passages with fluency, accuracy,
and meaningful expression.
Objective:
Given a worksheet, students will identify the main idea and at least three details
from the story with 70% accuracy.
Students will practice respect for their classmates, by writing one compliments on each
picture drawn by their classmates.
Procedure:
Introduction:
Did you guys know that the food we eat comes from different cultures? Does
anyone know what culture means? Well the definition from Dictionary.com says that
culture is the behaviors and belief characteristics of a particular social, ethnic, or age
group. That means groups of people can be different by the way the talk, the way they
live, the color of their skin, what they might eat, and how old or young they may be.
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Now can you think of any foods you eat? (while students say different food
choices I’ll write them on the promethean board)
Well did you know that the foods you have told me come from different cultures? We
are now going to see where they come from (with the map you have on the board draw
lines to the countries) As we can see all of these cultures have specific food they eat.
We are lucky enough as Americans to be able to have multiple cultures in our country
so we get to eat all of these types of foods.
Development:
Today we are going to read a story about Camilla who grew up eating lima beans
because it was something her family ate. Unfortunately Ms. Camilla gets made fun of
when she eats lima bean and something bad happens to her because she can’t eat her
lima beans so let’s find out what happens to Ms. Camilla.

Read the story then ask the questions below
 What happened to Camilla?
o She didn’t feel well because she didn’t want to eat lima bean, so she
began to change into weird shapes
 Was it fair that her friends laughed at her for eating lima beans? What about
when she began to change?
o No it wasn’t fair that Camilla’s friends made fun of her for eating lima
beans and changing.
 Begin reviewing what the main idea and details are of a story.
 Say to students: Can anyone remind me what the main idea of a story is?
What do details tell us about a story?
o Main idea tells us what the story is about, details tell us about what is
happening in the story.
 Pass out a worksheet containing the main idea, setting, details, and important
events (V). Tell students will be given 5-7 minutes to discuss with their
classmates and fill out the worksheet. We will then come back together and
fill out the worksheet together on the promethean board (V).
 What was the main idea of our story?
o Don’t laugh at someone for doing something different
 Who where the characters in our story?
o Camilla, Doctors, Parents, Newscrew and schoolmates
 What do the details tell us about the story?
o That Camilla changed because her classmates laughed at her for eating
lima beans. She changed whenever her classmates said different colors
and objects. The doctors didn’t know any cure for her sickness.
After we finish going over the worksheet we will discuss what it is like to be made fun
of.

Has anyone ever laughed at you for something you’ve eaten/ done?


How did it make you feel when someone laughed at you?
How do you think Camilla felt when her classmates laughed at her?
From here I will ask the students to fold a piece of paper in half and draw a picture on
the left side, of what they feel like on the inside when someone hurts their feelings
(Draw an example up on the promethean board for students). (T) Their representation
of the inside should be showing on the outside. Once they are done drawing ask if
three students would like to share. I then will ask.


Do you think it’s easy to get our school work done when we feel this way on
the inside?
How do you think we can make my picture a happy person again? (Allow
students to give you example and write examples up on the board.)
Then explain to students you would like for them to walk to each other’s desks and
write nice notes using examples from the board to make our happy side come back. (K)
Once everyone is back at their seats I will talk to the students about how even though
we all come from different homes, have different skin colors, and eat different things it
doesn’t make us different it just means we have more to offer.
For advanced students I will ask them to write two sentences telling me about what
happened in the story.
For struggling students they will be allowed to work with another student, and may only
need to answer two details, and one important event.
Summary:
I will ask students’ questions about the story we read, and why it’s important to
remember details from the story. We will then finish why it’s important to treat people
with respect




What happened in our story about A Bad Case of Stripes?
What are some details about our story?
Why is important we remember these details from the story?
Why is important we don’t make fun of people for what they eat?
It’s important to remember boys and girls that everyone is the world is different. We
want to celebrate these differences all the time. We as Americans are lucky because
our country has multiple cultures that are able to come together as one. This is why
we have so many different types of food. So remember next time you see someone
eating something weird don’t laugh at them, go up to them and ask them about it you
may get to try it and end up liking it!
Materials:
A Bad Case of Stripes by. David Shannon
Promethean board
Main Idea worksheet
Map of World
Anchor Chart for Main Idea, Settings, and Details,
Construction Paper
Crayons
Pencils
Evaluation Part A:
I will be looking that the students understand the main idea and elements that go along
with the worksheet, by completing 70% of the worksheet correctly. Also I will look for
discussions (Camilla changed because her friends laughed at her, I know I won’t make
fun of people for eating something different, I wonder how she felt when her friends
laughed at her) between the students showing if they understand the material or do
not.
Evaluation Part B:
Did the students meet my objectives?
What were the strengths of the lesson?
What might you want to change?
Should you have asked questions differently?