Short Story Module
The Lady, or the Tiger? by Frank Stockton
Designed for an Advanced Level ESL Reading and Writing Course
Christa Bixby
Professor Denzil Barnett
TESL 550: Second Language Pedagogy II
Azusa Pacific University
4/1/14
Theme and Rationale
The Lady, or the Tiger? was originally written by Frank R. Stockton, and will be used in
its original form although various adaptations are available. Gajdusek (1988) explains the term
“literature is used to denote original – not adapted – fairly short, and fairly contemporary fiction,
poetry, and drama of the target culture (p. 228).” This short story was chosen based on this
criterion as well as for the engaging content and the unique example provided of a cliff hanging
ending, as well as the ambiguity in the theme. Mikulecky (2010) has defined reading as a
reconstruction of meaning from a combination of the author’s intention and the reader’s prior
experience. In line with this definition, the theme present throughout The Lady, or the Tiger?
will be understood differently based on each reader’s subjective interpretation of the story. The
theme can be identified as one of love, one of justice, one of the value of human life, one of freewill, or one of making choices. From my experience and interpretation of the text, I found the
universal theme to be centered on the morality involved in making choices.
Stockton has set up a scenario where the King has deemed rightful justice to be enacted
through the gift of free will. The King allows the prisoners to choose between one of two doors,
one door leads to death by means of a tiger and one leads to happiness by means of a marriage
ceremony with a beautiful woman. (This could actually be tied into spiritual undertones if one
has a position in a Christian school. For this is similar to the free will God has given his people,
and in the end the road will lead to death or life.) As the story continues the morality embedded
within making choices is questioned as the princess must choose between aiding in the death of
the man she loves or seeing him marry another woman. The author leaves this open ended, and
asks the reader to choose what the woman will decide. The author in essence is asking his
readers to look into the psyche of the human mind, one that is filled with jealousy and its own
version of righteousness or justice. He further asks the reader to define what love truly is…is it
laying down your desires for the betterment of another or remaining faithful until they are
reunited?
The reason this theme, or further this story, was chosen was because of the belief I have
in engaging students in meaningful content. Smith (2008) reminds educators that ESL students
are multifaceted beings struggling with the same ethical and moral questions as the rest of
humanity. Second language acquisition (SLA) is unique in that language imparts culture,
worldviews, identity (Dornyei, 2009), and in some cases power (Pennycook, 2009). It is
generally a relational process that affects our perception of the world, and further causes
introspection on our initial culture and viewpoint. Language is a powerful tool for change, and
as such in itself can be seen in a spiritual light. Thus, in understanding language as powerful and
students as multifaceted beings, providing content that is meaningful and engaging is something
I believe educators should do in their ESL classrooms. This particular short story raises many
moral questions, and causes students to engage with their individual beliefs as to what is right or
true for them.
This module has been designed for adult advanced learners in an ESL context. The
content and word choice relate to the time period in which it was written, and thus are words
most ESL learners have not come into contact with much. This is the reason the module is
meant for advanced learners, to serve as a challenge as well as an example of how context will
help them to understand the overall meaning instead of relying on literal definitions of the words
embedded within.
Pre-Reading
Pre-reading is essential as one reflects on the cultural and linguistic barriers which would
prevent ESL students from fully engaging in a text. Pre-reading sets the students up for success
as “our primary goal is to foster a maximally involving, communicative setting in which to teach
greater linguistic and communicative competence (Gajdusek, 1988, p. 234).” With this in mind,
the pre-reading activities will consist of establishing a basis of vocabulary which affects the
overall understanding of the story, providing a glimpse into the historical context within which
this particular story was written, and fostering an interest in the thematic undertone by making it
applicable to the lives of the students present. Stockton wrote this particular story in the setting
of the Middle Ages in England where ordeal trial systems were commonplace. This type of
justice was enacted in one of many ways, an ordeal by combat (meaning God would give
strength to the individual who was innocent and therefore would cause him to be the winner of
the battle), ordeal by fire (meaning they would burn the prisoners hand and then cover it…three
days later if it was healed it was understood that God had healed him and if it was festering it
meant that God had deemed him guilty), ordeal by cold water (a barrel was filled with cold water
and if the prisoner sank they were guilty), among other types of ordeals.
This is a crucial part to understanding the mentality of the King in enacting justice in the
way he had chosen. It was another form of an ordeal. Thus, a portion of the pre-reading
activities will center on the understanding of the historical background in which this was written.
In order to introduce this concept I will give the students different scenarios to discuss in a
group of three or four (Appendix A). These scenarios all ask the students to reflect on the ordeals
as an appropriate form of justice. Following this exercise I will place a photograph of the Middle
Ages on the projector (Appendix B) and ask the students to answer the following questions about
the photograph: What do you notice? What time period and where do you think this painting
represents? As I elicit “Middle Ages” or “Medieval Times” from the students I will write this on
the board. I will ask the students to break into groups write down what they know about the
Middle Ages. This, as Gajdusek (1988) mentions, gives the students an opportunity to bring
their prior knowledge to the classroom and share their expertise. Bringing their own expertise to
the table gives the students a sense of ownership of their own learning, a chance to practice
articulating a point comprehensibly, and an opportunity to engage with and assist fellow
students.
After the students have discussed their prior knowledge, I will elicit answers from the
students and make a list on the board. I hope to draw about the word, ‘barbaric’ which is
included in the text to give a clue as to when this story was written. If it is not brought up I will
write it on the board and talk about the cruel nature of the punishments in the Middle Ages
(Appendix C). After this I will have the students read out their scenarios to the class. I will
further explain the justice system enacted in the Middle Ages and the incorporation of religious
beliefs with the laws. This will complete session one on The Lady, or the Tiger?
The second session will comprise of pre-reading activities related to vocabulary and
getting the students engaged in the reading (an emotional connection). The vocabulary of The
Lady, or the Tiger? relates to the time period in which it was written, the Middle Ages. Thus,
there are words used that may be deemed out of date, and the students would do well to review
or be aware of them before engaging with the text. Baumann, Ware, & Edwards (2007) further
this concept in encouraging teachers to teach word learning strategies to foster awareness within
the content. A way to encourage word learning strategies is to create a context for which the
students are able to discover the meaning of the words without resorting to a dictionary. The
students will be given sentences with one word blanks, and a pool of words to choose from. The
students will need to infer from the context of the sentence which words to place within the
blank (Appendix C). Examples of the vocabulary to highlight include: progressive, fancies,
rhapsodies, gladiators, retribution, etc.
Gajdusek makes mention that “the reader’s prior knowledge, experience, and even
emotional state are an important part of the process for which meaning is actively created (1988,
p. 231).” In lieu of this, I will pass out examples of journal entries and ask the students to
identify the purpose of the writing. After it has been identified as a journal entry, I will elicit
from students how they were able to tell. I will prompt them by asking, what type of language is
used? Is it formal or informal? Who was this written for? I will present on the purpose of a
journal and how to use one effectively to express opinions and emotions.
I will then have the students answer one of either prompt in a free writing journal
assignment. They will respond to: 1) Which emotion is stronger – love or jealousy? 2) Please
describe your experience in having to make a difficult decision, how did you arrive at your
decision? Having given the students the time to process their thoughts on this topic, I will ask
the students to get into pairs and express their opinions. After the students have practiced
expressing their opinions in a less intimidating environment, I will have the students choose a
side of the room to stand on...the side for ‘love’ or the side for ‘jealousy’. I will pre-teach some
phrases the class can use to engage in a respectful debate (for example, do not use
generalizations, wait for each person to finish speaking before you begin, be aware of your body
language and volume of your voice, and to show respect for someone else’s opinions you can say
- ‘that is an interesting point, but have you considered...). The class will participate in a debate
that is respectful and enlightening.
These collections of pre-reading activities will set the students up for success and create
“a more communicative, interactive, involving ESL class (Gajdusek, 1988, p. 228).” The
students will understand the historical context, vocabulary associated with the story, and have an
emotional engagement in the subject matter at hand.
Factual In-Class Work
The students will need ample time to read this story, and as Gajdusek (1988) suggests, it
is preferable if they read it twice. Once should be for the content, and once for the simple
enjoyment of reading. This will help to foster a love of reading, as advocates for extensive
reading highlight the need for (Macalister, 2008). The goal for the first reading will be for an
overall understanding of context and meaning, a more “top-down approach” (Mikuleck, 2010).
Following the first reading, the students will be asked to read the short story from a more
“bottom-up approach” where they will be looking for specific details (Mikuleck, 2010). These
details will revolve around establishing the “who, what (happens), where and when (Gajdusek,
1988, p. 238).”
In order to ensure the two readings of the short story, I will read the story aloud in class.
This is a reasonably short story, which follows Gajdusek’s (1988) mandate that only with a
“poem or very short story [should the] activities culminate in an introductory oral reading (p.
238).” I have chosen to read it aloud because I believe asking a student to read it aloud muddles
the understanding of the text for the student who is doing the reading. Generally, the students
are so focused on the pronunciation, rhythm, and stress that the meaning is lost. The students
will be given a copy of the story so they can read along, but reading it as a class will enforce that
they do not break it apart piece by piece or stop to look up words in the dictionary (Mikulcek,
2010). This will cause the students to learn what they did not understand solely from the context
of the text.
This particular short story ends with a cliffhanger, and thus leaves the reader with a sense
of wonder. I believe this engagement with the text will create an intrigue on behalf of the
students, a desire to communicate and talk, and desire to learn more. After the students have
read through the story once and established interest due to the interesting ending, I will ask them
to take the story home to read it for specific details. The questions will cause the students to
focus on the aforementioned, “who, what (happens), where and when (Gajdusek, 1988, p. 238).”
Having the students answer this list of questions will cause them to have deeper insight into the
text, and will ensure that the reading was done (and done in depth.) These questions will seek to
have the students identify point of view, characters, setting, and action (Gajdusek, 1988). The
questions for this particular text can be found in Appendix D.
Following the homework assignments, the students will come together the next day to
discuss their findings. The focus will be on the findings from the factual comprehension check.
The students will be reminded that “of course, there is no one ‘right’ answer” as they proceed to
answer the questions in class (Gajdusek, 1988, p. 241). It is simply a variety of interpretation
based on prior experience and understandings. Through these in-class discussions we will
determine the setting in terms of time and place, the point of view it was written in (using terms
such as first person, omniscient third person, or limited third person narrator), determine the
definitions of main and minor characters and see how students grouped them in their homework.
I will have students pay attention to which adjectives or specific nouns led them to determine
the setting and the place. In essence, what proof or evidence from the text can they use to
support their claims. Students could choose words like “semi-barbaric” to lend credence to the
Middle Age time period for example. Finally, as a class we will create a timeline of the actions
or scenes within the story to map out the major events (Gajdusek, 1988). All of these activities
and discussions will give the students a grasp of the holistic vision of the story.
Analysis
The analysis portion of this module will serve to move students “beyond information to
involvement and experience (Gajdusek, 1988, p.245).” Writing and reading in and of themselves
are processes of discovery (Spack, 1985; Zamel, 1982; Taylor, 1981). To begin, I will ask the
students to define what genre of writing this story could be categorized as. We will eventually
arrive at defining the work as having a dramatic plot structure. The dramatic plot structure
follows this specific set up:
The class will discuss the various elements of the plot found within The Lady, or the
Tiger? The class will discuss what language the author used to build excitement and
engagement surrounding the development of the hook, climax, and the resolution of the story.
The students will receive three different papers each containing different literary hooks, and
they will choose the one they want to keep reading about. They will consist of character hooks,
story hooks, fact hooks, and action hooks. The students will identify what intrigued them about
the hooks they chose, and then will proceed to identify how the author used language to draw
them in. In pairs the students will develop a hook for a story about a topic decided on as a class.
When each pair has finished their hook they will place them in the middle of the table. The
teacher will read each hook, and the class will determine which hook was the most engaging and
why.
Part of the reason this particular short story was chosen was due to the fact that it has a
cliffhanger ending. As the students this module was designed for are in the advanced stages of
learning English, they are ready to see various forms of authentic literature which vary from the
norm. Stockton asks his readers to create their own ending to this story, and thus leaves the
resolution and denouement up to the reader. This variation in structure can cause confusion for
the ESL learner. Thus, it seems imperative to ask the students to do a portion of the assignment
at home (that which they are already familiar with identifying) and part of the assignment in
class (that which the class can decide upon together). The students will be asked to identify the
sentence in which the climax occurs at home (Gajdusek, 1988, p. 246). Stockton’s unique
climax is found in this sentence, “without the slightest hesitation, he went to the door on the
right, and he opened it.” This is what the entirety of the story is leading up to…the fate of the
lover. Stockton precedes this climax with a question, and thus neglects to write a resolution or
denouement. It is important for the students to understand that there is flexibility in the creative
writing process, and this particular device is used for a reason.
The students will come to class after having identified the climax at home, and the class
will work together to identify the climax of the story. The teacher will have the students look at
the language the author uses to build up to the climax of the story. She will ask: Do the students
feel any emotion as they get closer to the decision of the fate of the prince? Do they feel like
shouting at the princess to move to action? Do they feel fear or excitement? How does the
author draw that out of them? The teacher will re-read the portion of the story which identifies
the context, and discuss the language the author uses to build it up. The class will talk about the
fact that there is no resolution in this story. The teacher will present what is normally contained
in the resolution of a story, and will have the students work in pairs to write a resolution of the
story.
The theme of The Lady, or the Tiger? has been identified as fairly ambiguous. I tend to
adhere to the assumption that the theme is revolving around the morality embedded within the
choices we make, as this is “an idea that is somehow universally true (Gajdusek, 1988, p. 247).”
In order to discover the themes that are present within this short story I would draw a circle on
the board with the word theme in the middle. Collectively, the students can create a working
definition of theme and then we can proceed to identify various topics the short story displays.
From this point, groups can be formed to discuss what they see as the most resonant and
“universally true” theme present amongst the topics discussed. For the theme of the morality in
the choices we make, The Lady, or the Tiger? presents textual support in lieu of dissecting the
choice the king made to enact this type of justice system, the choice of those within the arenas,
the choice of the princess and her boyfriend to be together, and the choice of the princess to
decide the fate of her boyfriend in the end.
In discovering the style of this particular short story Gajdusek (1988) reminds us to
“discover the way the writer has used the resources of language to convey meaning on yet
another level (p. 249).” The Lady, or the Tiger? is able to offer quite a few examples of
figurative language. Stockton uses imagery in this example, xp to express the King’s inability to
maintain perfection. This use of this particular figurative language gives a depth of insight into
the King’s mentality as well. For, it has been said in the past, ‘to keep all your ducks in a row’
but the author has chosen to use orbs and orbits to express the grandiose and important way the
king sees his existence and that which he is in control of. A second example of Stockton’s
literary devices at work can be seen in this use of personification, “in which her one despairing
shriek was lost and drowned!” Stockton is giving life to that which is inanimate, for a person’s
shriek is unable to be lost or drowned. Yet, this description brings the action to life as the reader
is encouraged to envision the princess’ pain being lost and ignored. These examples of
figurative language add to the meaning of what has previously been gathered about the story.
Extended Activities
The extended activities are designed as a way to continue “manipulating and thus
discovering more about the text (Gajdusek, 1988, p. 251).” They tend to come off as less work
and more playful engagement, as they are generally in the form of reenactments, debates, etc.
For an in-class extended activity, the teachers will have the students watch a clip of the play
made from The Lady, or the Tiger? The teacher will hand out a dialogue from the play, and have
the student read over this. The teacher will point out the way in which a dialogue is written, as a
conversation between the characters. The teacher will have the students create a short play with
a script to enact a scene between the daughter and the father after the father discovered she was
dating the man sentenced to the arena, as this aspect of the story had not been revealed by the
author himself, it was only mentioned. The students will practice writing in the first person, and
will practice the intonation needed to convey drama, anger, fear, etc.
The students could also be asked to enact or debate about how they assume the story
would end. The students could be broken into groups and discuss what they assumed the
princess had chosen, and from this decision they would act out the finale or resolution of the
short story. This enactment would mandate that they would “succeed only if the students have
understood the writer’s assumptions about character, conflict, or values in the piece (Gajdusek,
1988, p. 252).”
An example of student writing that could be incorporated into this module is journal
entries where the students are able engage in expressive writing (Bilton & Sivasubramaniam,
2009). Bilton & Sivasubramaniam (2009) have identified writing as being a powerful tool of
self-discovery, understanding, expression, and creativity. Further, they argue that good writing
will stem from a love of the act and an involvement and engagement with the text that one
invites readers into an experience together. Gajdusek (1988) mentions that “if the analysis of the
text has been successful, they will have attitudes, opinions, and a lot to say (p. 253).” Thus, this
is a place where authentic and successful expressive writing can take place. The lesson plan and
writing prompts that can be used to teach writing can be found in Appendix E.
Overall, Gajdusek’s (1988) model of authentic text integration provides a pedagogically
sound avenue through which to approach reading and writing in an English language classroom.
The students are given authentic material, which if chosen with intentionality, can be engaging,
insightful, interactive, and can serve as an exemplary model of writing styles which the students
can learn much from. The literary features displayed throughout the authentic text chosen can
open doors to a meaningful discussion and self-reflection, a deep love of reading, and a desire to
learn more.
Appendix A
Scenario 1: If an individual is suspected of murder, no man should be able to judge him. This
should only be God’s job.
Do you agree or disagree with this sentiment? Why?
Scenario 2: If an individual is suspected of stealing from a store an appropriate way to find out if he
is guilty is to burn his hand and cover it with a bandage. In three days time, if the wound had
completely healed it would mean God had healed him because he was innocent. If the wound got
worse it would mean God had deemed him guilty.
Do you believe this is a trustworthy way of finding out who is guilty or not? Why?
Scenario 3: If there are two people who are suspected of harming another person, an appropriate
way to find out who is guilty or not would be to have them fight to the death. Whoever won would
have gained strength from God and thus is the one who is innocent.
Do you believe this is a trustworthy way of deciding who is guilty? Why or why not?
Appendix B:
In the Middle Ages, justice was carried out through ordeals. Ordeals assumed God would
intervene to show who was guilty and who was innocent. There were many different kinds of
ordeals:
A) Ordeal by Combat: Two people would fight to the death, and the person who
survived was assumed to have been given strength by God because he was innocent. Thus, the
person who died would have to have deserved it because he was guilty.
B) Ordeal by Fire: A person would receive a burned mark on his hand, and then they
would wrap it and let it alone for three days. If they unraveled the bandages and the burn was
healed it was assumed God had helped them to heal and thus they were innocent. However, if
the burn became infected it was assumed the individual was guilty and deserving of death.
C) Ordeal by Cold Water: They would fill a barrel with cold water and place an
individual within it. If the person sank it meant they were weighed down by guilt and were
deserving of death. If the person floated, they were innocent.
Appendix C:
Please choose the word that fits best in the blank.
1) The people gathered to see the battle of the ________________.
2) The punishment was considered _____________ as it was incredibly cruel.
3) The girl’s ____________ preoccupied much of her time, as she enjoyed them greatly.
4) The boy knew his ________________ was fair, as he had misbehaved.
5) The man was very rude and arrogant, he was said to have an ______________ manner.
Retribution Barbaric
Imperious
Gladiators
Fancies
Appendix D:
1) When do you think this story was written? What clues are you given in the text that made
you think this?
2) Where did this story take place? What clues are you given in the text that made you think
this?
3) Was the ‘Lady’ telling this story? How do you know?
a) Is the narrator able to know the thoughts of any of the characters? Which one/ones?
b) Who do you think is telling this story?
4) Who are the main characters? Who are the minor characters?
5) Who was chosen to be placed in the arena and choose a door to open?
6) Why would it be scary to be inside the arena and have to choose which door to open?
7) Why was the princess’ boyfriend in that situation?
8) What was the hard decision the princess had to make?
Appendix E:
Lesson Plan
Audience
 This lesson plan has been developed for a one hour adult advanced ESL/EFL reading and
writing class
 The learners are assumed to have a basic understanding of how to formulate thoughts into
grammatically correct sentences (although it may not be perfect, their writing is
intelligible). Learners are assumed to have read The Lady, or the Tiger?
Learning Outcomes
 Ss will be able to identify a journal entry based on context
 Ss will be able to write a journal entry that expresses their feelings, opinions, and
thoughts
Rationale
This lesson plan was built for students who are in the midst or finished reading The Lady,
or the Tiger? Bilton & Sivasubramaniam (2009) have identified writing as being a powerful tool
of self-discovery, understanding, expression, and creativity. Furthermore, they argue that good
writing will stem from a love of the act and an involvement and engagement with the text that
one invites readers into an experience together. Gajdusek (1988) mentions that “if the analysis
of the text has been successful, they will have attitudes, opinions, and a lot to say (p. 253).” This
lesson plan will serve as a way to teach students to express their feelings and opinions in a way
that fosters a love of writing.
Procedure
1. Introduction: Pass out a sample of Anne Franks’ diary entries (reading)
Materials: Handout of Anne Franks’ diary entries
Objectives: Students will be introduced to the common formation of diary/journal entries;
Students will activate schemata on what they have previously learned about this style of writing;
Students will identify the style of writing, type of expression, and purpose of writing in this
piece.
Time: 7 minutes
Procedure: Teacher will pass out handouts of the journal entry and ask students to read and
identify the purpose of the writing. The teacher will elicit ‘journal entry.’ The teacher will ask
the students to re-read the entry and look for: what the writer conveys, how they use language,
what point of view it is written in, and who it is for. The class will discuss the answers together.
2.
Explanation: Teacher will present on journal articles
Materials: whiteboard, marker, eraser
Objective: Ss will be able to identify the purpose of a journal entry, and what to include within
it.
Time: 5 minutes
Procedure: Teacher will explain that journals are used to express one’s feelings, thoughts, and
opinions. It is written in the first person, and contains a lot of supporting details to express one’s
thoughts. There is no right or wrong way to express one’s feelings,it is simply a way to process
what one is thinking. Journals typically include a date, a title, and an emotional expression.
3.
Controlled Activity: Student edit of journal entry (reading and writing)
Materials: handouts of mock journal entry
Objective: Ss will determine the errors found within this journal entry in order to have a greater
understanding of how to form their own pieces of work
Time: 15 minutes
Procedure: The teacher will pass out a mock journal entry that is written in the 3rd person, is
giving a list of facts, does not express opinions, and does not include a date or title. She will ask
the students to find the mistakes or errors within this journal entry. How could this individual
make it better?
4.
Free Practice Activity: Students will write a journal entry (writing)
Materials: Notebooks, pens
Objective: Ss will be able to write a journal entry that is able to intelligibly express their
opinions and feeling on the given prompt
Time: 35 minutes
Procedure: The teacher will write on the board:
Choose one of the following questions to respond to in a thoughtful and creative journal
response.
1) Do you believe you are ever truly able to trust another human being?
2) Do you believe any person has the right to decide the fate of another human being?
The students will take the time to develop their thoughts on the issue, and use the journal entry
format to articulate their opinions.
Evaluation
The teacher will collect the journal entries from the students, and will look over them for
content, engagement with the topic, details to explain their opinions and thoughts, a date, a title,
and overall effort of the work.
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