Case Study With Elizabeth
Case Study
Marybeth Kish
5/7/2013
Table of Contents
Introductory Letter
Artifact 1:
Observation of Elizabeth
Artifact 2:
Interview With Elizabeth
Artifact 3:
Interview with Mrs.
Snapple
Artifact 4:
Interview with Mr.
Frogger
Artifact 5:
Sample of Elizabeth’s
work
Rational
Big Question
Standards
Lesson Plan 1
Lesson Plan2
Lesson Plan 3
Unit Assessment
3
4
6
9
12
14
17
17
17
19
21
22
23
Introductory Letter
Case study? The thought of doing a case study was completely foreign and
overwhelming when I was presented with this assignment. I was worried if I was going to be
able to bond with my student and how out of millions of books how I was going to find one book
that was appropriate for my student. After observing Elizabeth in her English class, her
nonverbal instantly gave me an idea of what type of student and person she was. After
interviewing her, my initial assumptions of her personality were proven quite accurate. She is an
intelligent, smart, shy, somewhat self conscious young adult. She made finding a book to suit
her quite easy.
Creating the assignments were quite easy after reading the book I had chosen for her. I
chose The Uglies by Scott Westerfeld for her to read. Once I read the book there were so many
conflicts that invoked moral thought processes it was easy for me to come up with high level
activities for lesson plans. What I have learned from interviewing Elizabeth is that the most
important thing you can do for your students is get to know them, and through getting to know
them it shows that you care. Taking time to get to know your students one on one can greatly
influence the type of instruction you are going to use and what types of activities will be
appropriate for different classrooms.
This case study has helped to tailor different lessons based upon interests and class
dynamics. It has helped me realize how important it is to tailor your lessons for your students. I
have also decided that with shy student it is important to give them opportunities to work on their
own where they excel but also to give them activities where they have to work in groups and
give them an opportunity to break out of their shell.
Time
1:00-1:15
1:15-1:16
1:17-1:30
1:30-1:45
1:45-1:47
Observation
Mrs. Snapple was doing an
anticipatory set to the
discussion they would be
talking about, which was
competition. During this
discussing Elizabeth was
sitting straight up, had her
journal in front of her and
pencil in hand. She raised her
hand at one point to answer
who she competes with daily.
Elizabeth was not called on at
first and she puts her hand
down very shortly after
putting his hand up.
Students are asked to get their
books out. Elizabeth pulls her
book out from underneath her
chair and opens it up to the
proper page in a fast and
timely manner.
The students read a short story
about competition. Mrs.
Snapple reads the book aloud.
Through the process of
reading the book Elizabeth is
sitting at her chair with one
foot underneath herself,
looking down at the book. At
one point Elizabeth raises her
hand to tell a story how her
mother watches a TV show
that deals with competition.
She is quickly cut off and
redirected to the story they are
currently reading.
The discussion on competition
continues. Elizabeth now is
sitting lower in her seat, with
her shoulder slouched and
turned in. She does not
volunteer for any of the
questions posed in the
discussion.
Students are directed to get
Interpretation
Elizabeth is shy and loses
courage to answer very easily.
Elizabeth is prepared for class,
and eager to long.
Elizabeth gets courage to
answer and when cut off she
seems discouraged.
Elizabeth feels discouraged
after her answer is not taken as
well as she hoped. She now
seems cut off from the
discussion and seems like she
does not want to participate.
Elizabeth is shy and does not
1:48
1:48-2:00
2:00-2:15
laptop computers that they
each have at their desk.
Elizabeth walks up to the front
of the class with her shoulders
turned in slouched. She does
not talk to anyone, grabs her
computer and returns to her
seat. Elizabeth opens her
computer and turns it on.
Elizabeth is having trouble
navigating onto her computer.
She asks other peers for help,
and none seem to offer her
assistance. She is one of the
last ones to get onto her
computer.
Elizabeth is still trying to get
onto the computer, once she is
on she has fallen far behind
everyone else in the class.
She sits patiently until all of
the directions are given. Once
Mrs. Snapple realizes she is
behind she comes to help
Elizabeth and gets her to the
website that she needs to be at.
Elizabeth is now working on
her story board at her seat. She
is quiet and does not talk to
any of her peers around her.
She is very focused on the
computer and is looking for
pictures for her storybird.
like being in an area of the
classroom where people may
see her, like when she has to
go to the front of the
classroom to get her computer.
Elizabeth may not have access
to computers like the other
students do. She may not be as
well versed with technology.
Elizabeth is intelligent enough
to use a computer once she is
shown how to do it. She may
need more help with
technology or perhaps she just
had a computer that was not
working properly.
When given a task Elizabeth is
very focused and likes to
complete her tasks. She does
not let social interactions slow
her down.
Analysis of Artifact 1
After observing Elizabeth I have discovered many things about her. First the way she sits
in her seat says a lot about how she is feeling. When she seems interested in the topic she is
sitting straight up. Sometimes she puts one foot under her when she is sitting and somewhat
leans across the desk. She seems engaged when she does this, and the very few times I have
observed her volunteering is when she is sitting in this position. Perhaps this type of sitting is
when she feels most engaged and applicable to volunteering. When volunteering I have also
noticed a trend. In the beginning of the class is when Elizabeth seems to volunteer the most.
Over the course of observing, Elizabeth usually raises her hand for at least a brief amount of time
during the anticipatory set or motivational device in the beginning of the class. She quickly puts
her hand down after one answer. I wonder if her answer to the question is completely different
than the other answer and she believes that it is therefore incorrect. Elizabeth only volunteered
one other time over the weeks that I had observed her. She told Mrs. Snapple about how a TV
show that her mother watched, that was related to the discussion they were having in the class.
Mrs. Snapple, did not really listen to what she had to say and quickly moved on. It is
understandable that there is only a short period of time to teach these students, but I think that
when certain students volunteer it should be praised for volunteering. It is hard for some
students to even raise their hand and when they are shut down very easily this prohibits them
from ever wanting to participate again. I think this is the case for Elizabeth. After she was shut
down, she sat differently in her seat, her shoulders turned in and she did not sit up like she did
before. It wasn’t that she wasn’t engaged but she did not seem as interested as she had before
she volunteered.
Another observation that I noticed from Elizabeth was her technology skills. When given
a computer, she had trouble finding the power switch. When trying to log on she seemed as
though she was having a lot of difficulty, and when she was having difficulty she did not raise
her hand or tell Mrs. Snapple, as other students were. Perhaps this is because she did not want to
be a bother to Mrs. Snapple but she fell very far behind from the other students when she didn’t.
This makes me wonder if Elizabeth does not have access to as much technology as other students
in the classroom do. This observation was done after the interview with Elizabeth, so I did not
have a chance to determine if she in fact did or did not have computer access at home. All of this
may be a false interpretation as perhaps the laptop was faulty and not the user (Elizabeth), but the
inability to find the power button leads me to believe it was not a technology error.
Artifact 2
Interview with Elizabeth
1. If you could change your name to anything what would you want to change it to?
a. Elizabeth
2. Do you like to read?
a. Yeah
3. Why do you like to read?
a. Because it’s fun to read. I like to learn about different things and read about
different kinds of stories. It also helps me learn if I practice a lot.
4. What kind of book do you like to read? Are you reading a book right now?
a. No, well yes I’m reading one. I like horror books.
5. Like scary books?
a. Yeah
6. What books have you read?
a. Well I read the hunger games and I’m reading book by Laura Ingalls Wilder right
now, she’s the main character in the book I’m reading.
7. Do you like reading as a subject?
a. Yeah I guess
8. If you could get rid of reading as a class and have double of a different subject what
would you pick?
a. Um, science.
9. What do you like about Mrs. Snapple’s class?
a. Ah, I like that she does a lot of different activities in her class. We always have
something different to do.
10. What do you like the least about her class?
a. I really don’t like vocabulary.
11. So you like horror books, why do you think you like them?
a. I like the scariness about them. It keeps you wanting to know what’s going to
happen in the end.
12. Now do you only like horror books or do you like scary movies as well?
a. I like scary movies.
13. What is your favorite scary movie?
a. The woman in black.
14. Does reading come easy to you or is it hard?
a. It comes easy to me.
15. So you enjoy to read?
a. Yeah I do.
16. If you’re not in school, what are you doing?
a. Just at home, I don’t really know.
17. Do you have any brothers or sisters?
a. I have a younger brother
18. When you’re at home do you feel like you speak differently?
a. No, I think I speak the same.
19. Who is your favorite person in the world? It could be a celebrity, it could be a family
member, anyone.
a. Um, I guess my mom.
20. Does she help you with school work?
a. Yeah
21. Does she like to read?
a. Yeah
22. What is one interesting fact about you? That no one would know
a. I like to cook
23. What’s your favorite thing to cook?
a. I like baking
24. If your forced to read, what kind of reading would you pick up? A book or a magazine,
or a comic book etc.
a. Just a regular book
25. I don’t like to read comic books.
a. Yeah, my brother likes to read comic books.
26. Is he younger or older?
a. Younger
27. Do you like that?
a. Sometimes, but we’re real close in age, I wish he was really little.
The interview was stopped for about five minutes as announcements were read over the intercom
in the afternoon.
28. So what’s your favorite book?
a. The hunger games
29. Are you in any activities here at school?
a. No but I want to join the odessy of the mind group
30. What is it?
a. You do some kind of skits and different activities. You kind of have to problem
solve and doing different kinds of activities.
31. Do you have a favorite teacher?
a. I like my science.
32. Do you want me to interview the teacher you do your best or the worst in?
a. The best, so I think my science teacher.
Analysis of Artifact 2
Before interviewing Elizabeth, leaving the classroom I could tell that she was going to be
difficult to get information out of her. When I approached her desk, she appeared scared and
seemed to think that she was in some kind of trouble. When I explained to her what I was going
to do, she came agreed and we left to go to the library. When walking out of the classroom she
slinked out as if she did not want to be seen. She walked with her shoulders turned in and
slouched quite a bit. She walked a great distance in front of me and walked at a very fast pace.
Although I tried to make jokes with her on the way to the library she did not say a word and was
completely silent. When we arrived in the library she picked a table that was far away from other
students. She did not engage with any of the other students or the librarian. We sat at a table
across from each other. She sat at the table slouching with her head down as if she had done
something wrong. I ensured her that this was going to be a fun interview and that there was
nothing to be worried about.
I asked her a variety of questions because I wanted to get a feel for the type of person she is out
of school as well as a reader. I asked her what her favorite type of books she liked, she said she
liked horror. I then asked her what her favorite book was and she said The Hunger games. When
I asked her why she liked horror books, she gave me examples that made me think horror books
were not exactly what she enjoyed. She said she like books that kept you guessing and engaged
until the end of the book. I think that she has mistaken the idea of suspense as horror.
Artifact 3
Interview with Mrs. Snapple
1. Elizabeth has told me that you are in charge of the odyssey of the mind club, she seemed quite
interested in it, could you explain to me what this club does?
Here is a website that explains Odyssey of the Mindhttp://www.odysseyofthemind.com/
2. Do you think this club would be beneficial for her to join? Why or why not?
I think Elizabeth would be great. She is smart and creative. The club would allow her to work on
being more outgoing and expressive.
3. What activities does Elizabeth perform at her best?
Elizabeth works hard on everything. She is very dutiful and sweet.
4. What activities does Elizabeth seem to struggle with?
Elizabeth may struggle with volunteering answers and speaking in front of a group. However,
she never refuses to do this. She is just shy.
5. How is Elizabeth different from other students in your class?
Elizabeth is bright and smart like all the students in the honors room. She is also motivated. She
is different from some in that she is shy. Many of the kids in this class are very outgoing and
dominant.
6. Have you noticed any trends in her writing?
Elizabeth is a strong writer who will definitely ask for help when she doesn’t understand
something. She works to get things finished correctly.
7. When given an assignment does Elizabeth do the minimum required, or does she go over the
top to complete her work?
Elizabeth does great work always. She will go above what is required.
8. How do Elizabeth's social interactions affect her school work?
I have not seen any social interactions that affect her work. She is very on task all the time. She
doesn’t get distracted by her peers.
Analysis of Artifact 3
After conducting this interview my assumptions were proven true. In the classroom Mrs.
Snapple suggested various students for me to do my case study on. All of the students that she
suggested were either on the end sides, or in the very back of the classroom. This was true of
Elizabeth. Elizabeth was in the very back of the classroom towards a corner. I noticed that
many of the students that participated consistently were placed in the front of the classroom or
the middle. This may not seem applicable, but based upon the location of the students in the
classroom is how much I felt Mrs. Snapple knew about the students. Mrs. Snapple knew that
Elizabeth is a very shy student. She is a very hard worker, and usually goes above and beyond. I
don’t feel however that Mrs. Snapple knew anything more to her than that. Mrs. Snapple told me
that she is different in the fact that she is shy and that the majority of the class is more outgoing.
In my time there I don’t see this as being true. The classroom is made up like the majority of
other classrooms, you have various different types of students all unique. I think that through
this interview it is apparent that because Elizabeth is shy, it is hard for people and teachers to
notice and get to know her.
Through the interview I also realized that the way to somewhat understand Elizabeth is
through her work. When given the opportunity she can use her creative side and develop
something magnificent. Through writing Mrs. Snapple can develop an understanding of the
strengths and weaknesses of Elizabeth.
Artifact 5
Interview with Mr. Frogger, Elizabeth’s science teacher
This interview was conducted in between classes as this was the only opportunity that I could
meet with him for an interview. It was short but very informational.
What type of student is Elizabeth in you class?
Elizabeth is a student who is very shy and impendent. She is a very hard worker and always
completes her assignments on time, and she puts a lot of effort into her work inside and outside
of school.
Does Elizabeth volunteer in your class?
Not very much. She usually keeps to herself.
How does Elizabeth work in groups?
Elizabeth is a great student but she does not seem to like to work in groups. When I give her
group work she usually ends up working by herself. She seems to do better with work with
partners. Most of the assignments we do in my class is more group oriented, so I try to put her
with a group that I think she will work well with when she needs to.
Does Elizabeth seem interested in science?
Yes very much so. More than most of my students. She doesn’t usually ask question during class
time, but when she is interested in something she will stay after and speak with me regarding the
topic she is interested in. I think Elizabeth definitely has a future in something with science.
Analysis of Interview with Mr. Frogger
The overall interview with Mr. Frogger was very rushed. I did however get a sense that
he really did know what type of student Elizabeth was. When he told me that Elizabeth would
stay after class to ask him questions about things it made sense to me that perhaps she does not
have the confidence to ask questions in front of the class but one on one she does better. Also
when Mr. Frogger told me that when she is put in groups she ends up working independently it
gave me some more insight. Perhaps Elizabeth is just an introvert and she gets her energy from
her inner self as opposed to others.
Analysis of Elizabeth’s Work
Storybird is an online tool used for students to generate their own literary works.
Through this program they are allowed to pick pictures out that would go along with the story
they are trying to write. In Mrs. Snapple’s class they work working on Greek mythology. Mrs.
Snapple was kind enough to give me an account for storybird that Elizabeth’s class would be
using. The students were supposed to create a storybird and create their own Greek myth. When
checking the storybird I noticed that many of the students had not submitted a story. There were
some that were complete, some halfway complete and some that were not done at all. I noticed
however that Elizabeth’s was completely done. Her storybird dealt with the creation of
thunderstorms. I noticed that she chose a science based phenomenon to describe her Greek myth.
This corresponds with the interview that I conducted with Elizabeth where she explained to me
that science was her favorite subject. The word choice that Elizabeth used was also amazing.
She used a wide array of vocabulary terms and used them in the proper context. She also wrote
this story and used the technology properly. Perhaps my assumptions of her not having access to
a computer, therefore prohibiting success with technology, was inaccurate.
Rationale
Elizabeth is a 6th grader honors English student. She is shy, hard-working and very
intelligent. She puts her full effort into her school work and typically exceeds expectations.
Through interviewing Elizabeth and observing her over the few weeks I have noticed a trend in
her personality. She seems as though she is somewhat self conscience or uncomfortable in her
skin. She often stands hunched over, and with her shoulders turned in. She rarely participates
and does not typically like working in a group. When thought long and hard about what type of
book would address this feeling of being uncomfortable in your own skin. The book The Uglies,
came to mind.
The Uglies is a book where a young girl is faced with a problem of whether or not she is
going to risk her loyalty to her friends, and her intelligence to be transformed into someone who
is pretty. I think this book will address an underlying issue that Elizabeth is facing as most
middle school students when they are transitioning in their adolescence. Through a strong female
role, Elizabeth will be able to realize that her intelligence is very important, and her importance
of loyalty is a very strong trait that she should be proud of.
Big Question:
What does it mean to be beautiful?
Standards for Unit:
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series
of episodes as well as how the characters respond or change as the plot moves toward a
resolution.
CCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
Objectives:
Students write in their journals about a time when they needed help in order to develop a sense of
understanding of how it feels to not be in control of your fate.
Students will understand the pros’ and con’s of helping Mr. Cable out in order to realize the high
price of being a pretty.
Materials:
Journals, pens, pencils, paper.
Standards
1.4.6.B:
Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions,
essays, articles, interviews).
Motivational Device:
How many of you have had a time where someone helped you out in a time of need? Did you
appreciate this help? How did this make you feel?
Outline
A. Motivational Device Discuss (as a class)
a. Discuss times where students needed help
b. Discuss times when someone helped you and when someone didn’t help you
c. Discuss how you felt when someone helped you and when someone didn’t help
you.
B. Scenario
a. Lead students to think about a time when it was a crucial time when they needed
to help someone, and why or why they didn’t help them.
b. Write the scenario in their journals.
c. Students will then get with a partner and discuss their scenarios.
C. Mr. Cable
a. Students will place themselves in Tally’s position when she is asked to help Mr.
Tally find the runaways. Students will complete a T-chart with the pros and cons
of helping them find the others.
i. Things to ponder:
1. Who will be hurt if Tally helps him?
2. What will happen to Tally if she does not help him?
b. Students will get into groups and through discussion of their pro’s and con’s they
will as a group decide if they would have helped Mr. Cable or not and why.
D. Assessment
a. Students will be assessed based upon their participation in their partner activity,
journal writings and group work. The work will be assessed for completeness not
accuracy. They will turn in their T-charts at the conclusion of the class.
Materials: The novel The Uglies, pen or pencil, paper, computer, printer.
Objectives: Through debate, students will address the pro’s and con’s of having the Pretty
Transformation.
Lesson:
I.
Debate
a. Students will be broken into two groups. They will count of by 2’s so that the
classroom will be broken into two.
b. One side will be Pro Pretty transformation; the other side will be Against the
Pretty Transformation.
c. Students will each be responsible for coming up with three reasons to support
their side of the topic, even though they might not personally agree with their
side.
i. Students should address how the transformation affects the mind,
relationships, the future, the past etc.
d. Each student will have to speak at least twice throughout the debate.
i. Students are urged to address the statement given by the other side and
have a response that is appropriate.
ii. After both sides have an opportunity to respond, the debate will move on
to another point to support their side.
iii. Each student must participate twice throughout the debate.
iv. Throughout the debate, students must write down statements from both
sides in a T-Chart that they felt were very strong supporting points. They
will be handed in at the conclusion of the unit.
e. Conclusion of debate
i. One leader from each side will make closing arguments.
ii. Students will have five minutes to sit at their seats and decide what side
they would choose.
iii. In their writing journal they will write whether or not they would choose
to have the surgery or not.
1. They will use the topics discussed at the debate to support their
side.
Assessment:
Students will submit their journals. They will be assessed on their ability to support their views
with textual support. Take it to the text
Materials: The novel The Uglies, pen or pencil, paper, computer, printer.
Objectives:
Students will create a collage in order to develop a relationship between society in The Uglies
and our current society.
Students will justify their visual representations orally or written to exemplify why each picture
was chosen.
Lesson:
I.
II.
III.
Introduction Discussion as a class
a. In what ways does the novel The Uglies apply to our current life?
i. Celebrities, government
Students will create a collage with a partner, showing the ways that the book The
Uglies apply to our current life
a. Students will take pictures from magazines, books, and the internet to compose a
collage that incorporates the multifaceted society that is in The Uglies and how it
applies to our current society.
Explanation of collage
a. Students will have the option to either present their collage to the front of the
class, or they will have the opportunity to justify why they chose each picture for
their collage.
i. There should be different aspects of the society included other than being
pretty.
1. Examples may include government control, different technological
advances etc. Students must be able to justify orally or in writing
why they chose these pictures.
Assessment:
Students will be assessed by their collage and their justifications for why each picture was
chosen, and the quality of their reasons.
Final Assessment
Students will have an option for their final project for the unit on The Uglies. One option will be
writing the first two chapters to the next book. Another option will be creating a trailer if The
Uglies were transformed into a movie. The final option would be creating an invention that
would be used in the book The Uglies, like the other inventions that are used in the novel. They
will draw out the visual aspects of the invention and then write about the invention and how it
will be used, and the effects it will have on the society.
The other option for the Final Assessment would be a poster of why or why not they would go
through getting the surgery for becoming an Pretty. They will put a picture of themselves in the
middle of the poster and in each corner they will need to write what they will gain by their
decision, what they will lose from their decision, how it will affect their friends and family, and
how will it affect their brain and mind.