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Social and Emotional Issues Case Study Response Document

Please type your responses for each section below. The text boxes will grow as you add your
responses. Refer to the directions for this assignment and to the rubric to ensure that you
meet all of the requirements for each section. You will upload this as your completed
assignment in CTLS Teach.

Movie/Book Title: Akeelah and the Bee (2006)

Audience: Gifted & Talented Students grades 3rd-5th

Film Selection: Include how this book/film is a good match for your students, grade level, and
the specific social emotional issue you are addressing. Be sure to reference your readings.

Review: Include a clear, interesting, and original summary. Describe how the gifted character
and characteristics of giftedness are related to your target audience and the social emotional
issue you are addressing based on the research.
RESPONSE:

Targeted audience: When looking at characteristics of gifted learners in the classroom, such
students tend to exceed the academic capabilities of peers in the same age group. As a result,
gifted learners tend to already know the answers without working too hard. I believe the film
“Akeelah and the Bee” is an exemplary film to show to a class of gifted students in elementary
grades 3rd- 5th at the beginning of the school year in order to hone in on the point that anything
less than hard work and achievement of maximum potential should not be expected. This film
may not be appropriate for all gifted students. Due to explicit language and racial undertones
this film is rated PG. Parental consent should be obtained before showing the film.

“Akeelah and the Bee” features a gifted young African American girl who must overcome
tremendous obstacles to accomplish greatness. It deals with the challenges that students in low
socio-economic situations face, including but not limited to; unsupportive and/or uneducated
parents, negative environmental influences, increased personal responsibilities, as well as
balancing gifted abilities with their desire to fit in socially. According to gifted theorist George
Betts (1988), gifted students try to hide or deny their talent in order to feel more included with
their non-gifted peers. The development of their social emotional needs and promoting self-
efficacy in intermediate elementary students, especially girls has never been more imperative.
At my school (Title1), many gifted students deal with many of the same problems that Akeelah
faces. Many of our gifted students must overcome factors such as poverty, language
development (ESOL), and learning disabilities (Autism Spectrum). I see so many of our
students who emotionally deal with much more than you would expect for typical eight to
eleven-year olds. The theme of overcoming adversity is a critical lesson for our students to
learn. They need to see examples and learn that where they come from does not have to define
where they will go. I hope that this film, the discussions, and follow up activity will empower
elementary gifted students in grade 3rd- 5th to use their gifts and talents to follow the paths they
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want to in life.
In the movie Akeelah and the Bee (2006), Akeelah is an eleven-year-old 7th grade student who
resides in a low-income neighborhood in Los Angeles. In the beginning of the film, Akeelah
doesn’t put strong effort into her schoolwork. She possesses the typical characteristic of gifted
students of already having mastered grade level curriculum without working hard. Her
attendance in class is sporadic which is affecting her overall performance in class. Because of
Akeelah’s lack of motivation and social peer pressure, she hides her giftedness through skipping
school and not trying. Both her teacher and principal recognized her giftedness and force her
into joining the spelling bee in place of dentition. After easily winning the spelling bee at the
school level, Dr. Larabee stood up and started asking her more challenging words. At first
Akeelah did well, but when she missed a word, she ran out in fear of the mean girls mocking
her. In the stairwell, she had her first lesson with Dr. Larabee about standing up for herself and
taking pride in her talent.

Akeelah has a passion and a knack for spelling. Although Akeelah did not want to be singled
out again for participating in the district bee, her bother convinced her that their late father
would have loved it. According to Neihart (1999), Gifted students tend to suffer a level of
ostracism from their non gifted peers. The consensus of studies involving social and emotional
adjustment of gifted students seems to hold that gifted students are as well adjusted, if not better
adjusted, than their non-gifted peers. Akeelah moved forward to prepare for competition and
travels to Woodland Hills Middle School to practice with their spelling club. She runs into
Dylan, the front runner for the bee, and he judges her abilities based on her background. In
Akeelah’s case she suffered social and emotional rejection in both school environments.

Akeelah can spell words by comprehending and manipulating complex information, such as
uncommon word origins and spelling patterns, that gifted students are characterized to be able
to do. Her English teacher, principal, and Dr. Larabee, Principal Welsch’s colleague, see
Akeelah’s potential and all serve as the community to convince her to initiate her talent as an
extension of her regular school learning. Again, the social differences and pressures are shown
when Georgia, Akeelah’s friend, was too intimidated to attend Javier’s birthday party with her.

Through hard work, dedication, and extensive training, Akeelah uses her knowledge and self-
directed learning to be the first student from her southern Los Angeles community to make it to
the National Spelling Bee in Washington, D.C. Akeelah and Dylan are the final two spellers and
she witnesses Dylan’s dad scolding him for not being the best. When the competition resumes,
Akeelah tries to throw a word that she knew. Dylan refuses to let her quit and throws the word
too to keep her in the competition. Eventually, the two kids exhaust all twenty-five words of the
final list and are declared co-champions.

Students need to understand that regardless of the subject matter, they need to put in maximum
effort in order to reach their true academic potential. It is vital that students in gifted education
are continually pushed, always strive to be the best they can be, and never settle. The film
“Akeelah and the Bee” is proof that gifted students need to work hard and extend his or her
learning in order to truly feel accomplished.
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Discussion Questions—List and Number-10 question minimum; higher level. Include film time
or page numbers/chapters in book and the identified socio-emotional needs of students. Some
questions should provide opportunities for students to share an experience related to those of the
movie/book character(s).

RESPONSE:

1.The teacher will display the following quote prior to beginning the film) “Our deepest fear is
not that we are inadequate. Our deepest fear is that we are powerful beyond measure. We ask
ourselves, who am I to be brilliant, gorgeous, talented, and fabulous? Actually, who are you not
to be? Your playing small doesn’t serve the world. We were born to make manifest the glory of
God that is within us. And as we let our own light shine, we unconsciously give other people
permission to do the same.”- Nelson Mandela. What does this quote mean to you? How can you
relate the meaning of this quote to your own opinions about your personal learning? (This quote
will later be viewed in the film by students)

2. In the beginning of the film, Akeelah is hesitant to participate in the school-wide spelling
bee. Why? How are her teachers successful in changing her perspective of the spelling bee?
(Film 15:05 mark)

3. In the privacy of her own home, how does Akeelah show her love and passion for spelling?
Are there similar tasks you do at home that relate to your personal interests? (Film 3:40 mark)

4. Akeelah’s dad passes down his love for spelling and playing Scrabble to her. Similar to
Akeelah and her father, who has made an influential impact on your life by passing on a passion
to you? (Film 5:49 mark)

5. What is unique about the way Akeelah spells words? What actions does she do to help her
remember the spelling of complex words? (Film 53:10 mark)

6. Compare and contrast Akeelah’s family member’s points of view related to Akeelah’s
participation in the spelling bee. If you were Akeelah, what would you do to try and persuade
her mother to become more supportive of her dream of winning the National Spelling Bee?
(Film 52:10 mark)

7. In order to convince her mom that participating in the spelling bee in important, Akeelah
states to her mom that “Crenshaw Middle School is boring.” What does she mean by that? How
will her participation in spelling bees help solve the problem of Akeelah thinking school is
boring? (Film 37:12 mark)

8. How is Akeelah using her knowledge of prefixes, suffixes, and root words to help her figure
out how to spell unknown words? (Film 49:04 mark)

9. How are spelling words like putting together pieces in a puzzle? (Film 44:05)
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10. (The teacher will display the same quote prior to watching the movie once the guided
viewing is complete) “Our deepest fear is not that we are inadequate. Our deepest fear is that we
are powerful beyond measure. We ask ourselves, who am I to be brilliant, gorgeous, talented,
and fabulous? Actually, who are you not to be? Your playing small doesn’t serve the world. We
were born to make manifest the glory of God that is within us. And as we let our own light
shine, we unconsciously give other people permission to do the same.”- Nelson Mandela. (Film
40:34 mark) How does this quote help Akeelah get through the challenge of qualifying for, and
winning, the National Spelling Bee? How is Akeelah’s participating in the spelling bee
allowing her to work hard and extend her learning that all gifted students should do?

Follow-Up Activity: The follow-up activity should be engaging, clearly written, provide choice
and opportunity for further introspection related to the social emotional issue.

RESPONSE:

Following the discussion, students will be asked to choose one of the following activities:
These activities are private and need not be shared with others.

Self-Reflection

Take a sheet of paper and draw a line down the middle of the top half to divide it into two
columns. In the left column, list the ways you think that you are the same as other students at
Clay-Harmony Leland Elementary. In the right column, list the ways you think you are different
from others in the school. On the bottom, they will answer the following:

From your list of things, you think you have in common with others in this school, are there any
characteristics that you think you have developed in order to “fit in”? Elaborate in the space
below.

From your list of characteristics that you think are different from others in the school, pick the
one of which you are most proud. Why is this characteristic important to you? Is this something
you have worked hard to become? If so, have you worked harder to develop that characteristic
or the characteristic you developed to be like others in the school?

Letter to a Friend

Do you know someone who has been through or in similar situations as Akeelah (or do you feel
that way yourself)? Write a letter to that friend (or to yourself) offering advice about how to
deal with his or her situation. Do not be judgmental or negative. The goal is to offer support,
helpful advice and guidance.

Write a script for the new movie, Akeelah and the Bee, Next Level
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Akeelah and the Bee ended with Akeelah being named co-champion of the Scripps National
Spelling Bee with Dylan. The film writer and director Doug Atchison are considering a part 2 of
the film. Write a short movie script for the direction of Akeelah and the Bee, Next Level Akeelah
should be high school taking gifted classes or in the magnet program. You should focus on the
dialogue and on Akeelah’s self-insights. Is she doing better in school and taking school more
seriously? Is her family being more supportive of her gifted abilities. Did she remain in school
in Crenshaw or did she transfer to a more advanced school geared towards her academic
abilities?

Explanation of Implementation: The implementation plan is clearly and concisely written using
bullets or paragraph form, easy to follow by another teacher, and includes a feasible timeline or
time framework.

RESPONSE:
This lesson plan will take place 3-4 class meetings (elementary Target classes generally meet 1
full school day per week) at the beginning of the school year (August).

 Teacher guided discussion about feelings of differences between students in the Target
program and those not in the Target Program
 Students are directed to take notes while watching the film Akeelah and the Bee
concentrating on the ways the main character (Akeelah) is alike and different from other
students as well as her family members in the film and the way others treat her. (teacher
should provide students with a graphic organizer to help students organize their ideas)
 Class views Akeelah and the Bee (1 hr., 53 mins.)
 Class discussion including post-film discussion questions listed above
 Class completes follow-up activity listed above

REFERENCES (APA)

Betts, G. T., & Neihart, M. (1988). Profiles of the Gifted and Talented. Gifted Child Quarterly,
32(2), 248–253. https://www.davidsongifted.org/search-database/entry/a10114

Neihart, M. (1999). The impact of giftedness on psychological well‐being:What does the

empirical literature say? Roeper Review, 22(1), 10–17. https://www.davidsongifted.org/search-
database/entry/a10086