Stripes and Stories

Curriculum Context

• Learning Area: English
• Curriculum Level: Level 3
• Strand: Creating Meaning – Language features, Structure, and Ideas
• Key Competencies: Thinking, Relating to Others, Using Language, Symbols and Texts
• Values: Innovation, Curiosity, and Diversity

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Lesson Overview

This 40-minute creative writing lesson uses A Bad Case of Stripes by David Shannon to inspire innovative and expressive storytelling that reflects personal identity, embracing diversity, and the courage to be yourself. Year 5–6 students will unpack narrative structure and language features before crafting a 'What If?' transformation story, exploring identity through imagination.

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Learning Intentions

Students will:

• Identify key structural and language features of narrative writing
• Explore the theme of identity through fictional storytelling
• Create an original short narrative inspired by A Bad Case of Stripes

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Success Criteria

Students can:

• Describe the main idea and structure of A Bad Case of Stripes
• Plan a creative story that includes a character who transforms due to a personal conflict
• Use descriptive language and dialogue to enrich their writing
• Share their ideas with peers and provide constructive feedback

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Resources

• A copy of A Bad Case of Stripes by David Shannon
• Whiteboard and vivid markers
• Printed Story Planning Templates (1 per student)
• Paper and pencils for drafting
• “Transformation Prompt” cards (4-5 imaginative visual prompts)
• Timer
• ChromeBooks or tablets (optional – for students ready to digitally publish their writing)

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Lesson Sequence (40 Minutes Total)

1. Warm-Up Word Splash (5 mins)

Objective: Activate prior knowledge about the theme of 'identity' and ‘change’.

• On the board, write: Identity, Fear, Change, Standing Out
• Ask: What words, feelings, or images come to mind when you hear these?
• Students call out ideas or write them on sticky notes and quickly add to board ("quick write" style).
• Teacher clusters responses under each key word.

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2. Shared Reading Extract & Discussion (10 mins)

Objective: Identify narrative structure and themes.

• Teacher reads first few pages of A Bad Case of Stripes.
• Pause and think-pair-share:
  • What’s happening?
  • How is Camilla’s identity being challenged?
  • What words or phrases do you like? Why?
• Highlight interesting vocabulary or sentence patterns on the board together.

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3. Story Spark: Transformation Twist (5 mins)

Objective: Introduce the creative challenge.

• Pose the question: What if YOU woke up one morning and something strange had happened because of something you were hiding?
• Students each draw a “Transformation Card” (e.g. turned into music notes, symbols of flags, jelly, sand, clouds…).
• Share a few fun ideas as a class – laughs are welcome!

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4. Guided Planning & Independent Writing (15 mins)

Objective: Plan and begin the short story.

Story Structure Frame (on template handout):

1. Character – Who are they? What are they hiding?
2. Conflict – What change happens? How do others react?
3. Climax – What’s the worst or funniest moment?
4. Resolution – How do they learn or accept themselves?

• Students complete the planning page then begin their first draft.
• Teacher roams to conference with individuals or guide next steps.

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5. Sharing Circle: First Line Focus (5 mins)

Objective: Develop confidence and peer feedback.

• Select 5–6 volunteers to share the first line of their story.
• Class responds with “two stars and a wish” (something they liked, and one suggestion).
• Emphasise strong openings: vivid setting, surprising action, or an unusual situation.

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Extension, Adaptation, Integration

• Extension: Students who finish early move on to typing or digitally illustrating their stories using school devices.
• Support: Provide sentence starters or scaffolded vocabulary sheets. Pair with a writing buddy.
• Curriculum Integration: Link to Hauora / Health – discussing identity, peer pressure, and self-confidence following writing. Connect to Visual Arts by illustrating characters pre/post-transformation.

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Assessment for Learning

• Observe how students use narrative structure in planning and drafting
• Collect exit slips with students’ opening lines and what the transformation symbolises
• Peer feedback and teacher conferencing notes will guide next lesson’s targets

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Reflective Question for Students

What might your character’s transformation tell us about how they see themselves – or what they are afraid others might see?

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Next Steps

• Continue story writing and editing in the next session
• Focus on using dialogue and similes to increase impact
• Begin group publishing project: “The Weird and Wonderful Book of Us” – a class anthology of transformation tales

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Kia kaha to be creative, different, and proud through storytelling!