EDC 424 Lesson Plan
Whole Group
Name: Stacy Doyon
Book: Flat Stanley
Author: Jeff Brown
Summary: Flat Stanley is about a boy who becomes flat while sleeping in his bed. Stanley enjoys being different (flat) and gets to experience new adventures. Stanley helps a neighbor capture thieves who have stolen paintings from a museum. At first Stanley becomes famous for capturing the thieves. After a while Stanley is made fun of by others for looking different, and decides he doesn’t want to be so different any more. His brother, Arthur, helps Stanley to return to regular shape.
Readability: According to the Fry formula, Flat Stanley is at late third grade level, with an average of 11 sentences and 139.3 syllables per 100 words. The content of the book is also appropriate for third grade, as is age when children are more aware in how someone may look different.
Fry Calculations:
1 st
100 words: 145 syllables, 14 sentences
2 nd
100 words: 126 syllables, 11 sentences
3 rd 100 words: 147 syllables, 8 sentences
Average = 139.3 syllables, 11 sentences
Grade: I have chosen to use this book in the late second half of third grade.

GLEs: Grade-level expectation (GLE) is a statement that defines what all students should know and be able to do at the end of a given grade level.
RIBTS: Rhode Island Beginning Teacher Standards are expectations of teachers for achieving and maintaining a high level of learning within their classroom.
Comprehension: Students will list good and bad things that happened to Stanley while he was flat. For each experience that Stanley encounters students will describe how Stanley felt. RIBTS: 2.3, 2.5, 3.2, 4.1, 5.1, 5.2, 8.2, 9.2; GLE R-2-5.3
Word Study: Students will due a homograph word sort, then write two sentences for each homograph, using each word with its different meaning. The list of homographs will come from the reading and word list. RIBTS: 1.2, 2.1, 4.1, 5.1, 5.5, 8.2, 9.3; GLE R-
2-1.1; R-2-2.1
Reader Response: Students will brainstorm ideas about what they might do if Stanley came to visit them, then write about their visit with Stanley, stating where they would bring Stanley, what they would do together, who they would see and where Stanley would stay. RIBTS: 2.5, 2.7, 3.2, 4.2, 5.1, 6.4, 8.2, 8.4; GLE R-2-5.2

Vocabulary/Concepts: Homographs are two or more words that are spelled alike but pronounced differently and have more than one meaning. First, I will explain to the students how some words have more than one meaning and depending on how the word is used within a sentence determines the meaning of the word. Next, I will model a word sort of homographs using an overhead projector.
Finally, I will have students do their own word sort using homographs found in the text of Flat Stanley .
Word Study Principle: Teaching homographs is appropriate for late third graders in the within word pattern stage. I will take homographs within the story and teach the definitions by using them in a word sort.
Illustration in Text: There are a few homographs in this story.
The homographs that will be used in the word sort are: watch, fork, cross, sport, foot, park, toast
Instruction: To teach students about homographs, I will
1.
I will tell the students “Today we will be learning about homographs”.
2.
I will tell the students what a homograph word is “A homograph is a word that has more than one meaning and is spelled the same way, but sometimes is prenunciated differently.”
3.
I will then display several homographs and their definitions on an overhead projector. Sample homographs and definitions are attached and labeled. (bow, fair, wind)
4.
I will ask the students “Can anyone tell me the two correct definitions that go with a homograph that you see?”
5.
I will sort each word then place the definition that the students suggested below it.
6.
I will show the students that each one of these words has more than one meaning, making these words homographs.
7.
I will then ask the students “Can anyone create a sentence using one of these homographs?”
8.
After the students have demonstrated to me by correctly using each homograph with its different definition in a sentence then:
9.
I will pass out the word sort and tell the students “First cut out all the words and definitions. Read all the words and definitions. Sort each word placing the two correct definitions below them, as I had done on the overhead. Once you have done that you need to create two sentences for each word. One sentence using the homograph with one meaning and a second sentence using the same homograph with its second meaning. Do this for each homograph. You should end up creating 14 sentences.”

I will provide the students with two activities in the word study center. The first activity, word sorting can be done with a partner or independently. The second activity is done independently, creating sentences using the homographs with its meaning.
Activity One : Students will have to sort out each word and find the correct definitions that belong with each word. Students can either do this on their own or with a partner. watch
To look or observe
A small timepiece worn on your wrist toast sliced bread that has been browned by dry heat a few words of congratulation, good wishes before drinking to a person fork to divide into branches an instrument for handling food park an area of land foot part of the leg, below the ankle to place or leave (a vehicle) in a certain place for a period of time a unit of length divided into 12 inches cross two intersecting lines to move, pass, or extend from one side to the other side angry and annoyed sport an athletic activity to wear, display, carry

Activity Two : Students will take each word using it in two sentences calling on each definition.
Homograph Word Sentences
Make two sentences for each word. Each sentence should be written using the different definition for each homograph.
If you have trouble, refer back to the word sort.
EXAMPLE : bow 1. I have a red bow in my hair.
2. After my performance I took a bow. park 1.
2. fork 1.
2. watch 1.
2. cross 1.
2. sport 1.
2. foot 1.
2. toast 1.
2.

Prior Knowledge: To activate prior knowledge students will have to know what a disguise is. I will ask the students if they ever dressed up differently so no one knew who they were. They may mention Halloween or playing dress up. I will ask them what they wore and how they acted. Students could say they wore costumes, masks or even changed the sound of their voice. This will be an example for the students to relate to the word disguise. I will also discuss with the students about how everyone looks different and being different is special, and how it feels to be different from others. I will use examples of height, hair color, eye color, noses, faces ect…. and sometimes we wish we had curly hair instead of straight hair or blue eyes instead of brown eyes. This will help students to relate with Stanley when he doesn’t want to be flat anymore. Finally I will talk to them about being able to do things that others may not be able to do. Like a special talent or skill, and if sometimes they wished they could do something that someone else can. Relating this to Stanley being able to fit under doors and be a kite, things his brother wishes he could do.
Purpose for Reading: Today we are going to be reading about a boy named Stanley who is different from everyone else around him.
We will read how Stanley is able to do unusual things and how he feels about being different.
I will work with students in small groups. Students will rotate through the guided reading group.
Students NOT in guided reading group will read the book in pairs (buddies). Each pair of students will have a guided reading sheet before students start to read. “When you are not I guided reading group with me, you will read
Flat Stanley with your buddy. (Place students in pairs by placing a strong reader with a weaker reader). Hand out each pair a guided reading sheet. I want you to tell me what happens to Stanley Lampchop. Write it at the top of the worksheet where it says ‘What happened to Stanley Lampchop?’ Then as you read I want you to list the different adventures Stanley experiences and how he feels about each one.

How was Stanley Lamchop different from everyone else?
2.
3.
List 5 adventures Stanley experienced while being flat.
1.
4.
5.
What happened to Stanley that caused him to be different?
List how Stanley felt for each experience.
Answers:
A bulletin board fell on Stanley making him flat.
1. Stanley could slide through the crack at the bottom of the door to go in and out of rooms. Stanley thought this was fun.
2. Stanley visited his friend Thomas in California by being mailed. Stanley thought this was exciting.
3. Stanley became a kite for his brother Arthur. Stanley thought this was fun until he got tangled in the tree, then he was cross (angry) at Arthur.
4. Stanley helped a neighbor of an art museum catch sneak thieves who were stealing famous paintings. Stanley didn’t like wearing the disguise but he was a good sport (player) or Stanley looked scared in the painting waiting for the thieves or Stanley felt furious
(angry) when the thieves thought he was a pretty girl.

Page 17:
Page 28:
5. Stanley received a medal for helping. Stanley was proud and felt famous.
6. People started making fun of Stanley for being flat. Stanley was sad and wanted to be regular shape again.
7. Arthur helped Stanley become regular again. Stanley was very happy.
Students in guided reading group will read up to the page specified below. When each student has completed the reading I will ask the following questions:
Page 6: Q: What happened to Stanley? (literal)
A: A bulletin board fell on Stanley and made him flat.
Q: How tall and wide did Stanley become? (literal)
A: Stanley is 4 feet tall a foot wide and half an inch thick.
Q: How did the nurse take Stanley’s measurements? (inferential)
A: The nurse used a measuring tape.
Page 14: Q: Where did Arthur end up putting the empty spool? (literal)
A: Arthur placed the spool in the fork in the tree.
Q: What does in it mean that there is a fork in the tree? (infer.)
A: The tree had a split in it.
Q: What did Stanley mean when he said he felt cross? (inferential)
A: Stanley was mad.
Q: What did Stanley have to do for Mr. Dart? (literal)
A: Stanley had to wear a disguise to catch thieves.
Q: What did Mr. Dart say Stanley was for wearing the disguise? (inferential)
A: Stanley was a good sport he dressed up even though he didn’t want to.
Q: How did Stanley’s family react when he became normal again? (inferential)
A: Stanley’s family was happy and excited.
Q: What did his family do to show their happiness? (infer.)
A: Stanley’s family celebrated with hot chocolate
Q: How did they show their appreciation for Arthurs’ cleverness? (literal)
A: They said a toast with their hot chocolate.

After reading the story, I will bring the students together as a whole class to discuss what happened to Stanley. I will ask the students to tell me what adventures Stanley had while being flat and how he felt about each adventure. I will ask the students about Stanley’s trip to visit Thomas his friend in California. Then I will instruct the students to think about what they would do if Stanley came to visit them. I will call on some students to give their ideas they have about Stanley’s visit. I prompt students’ ideas by asking them where they go and what they do on weekends. I will give some examples of my own (beach, Providence Childrens Museum, skiing). I will write WHO, WHAT, and WHERE on the board to remind them to answer these questions in their writing.
I will pair a stronger reader and a weaker reader for buddy reading to assist struggling readers. For students who have difficulty forming ideas I will provide them with a web to fill in. Students then can use the web to form sentences about the ideas they came up with.

Word Study: I will know whether the students learned the multiple meanings of the presented words by:
Activity One: Correctly sorting each homograph with the correct two definitions
Activity Two: Correctly demonstrating the use of each homograph and its meaning in the sentences the students created.
Students need to achieve 80% accuracy or better. To keep track of where students are, I will place them on this rubric. I want all students fluently using multiple meaning words in different writing forms by the end of the quarter.
Student Independent (80-100%) Needs more practice
(70%correct)
Needs instruction (> 70% correct)
Comprehension: I will evaluate students’ guided reading sheet, I will use the following rubric.
All set!
You wrote “A bulletin board fell on
Stanley making him flat”
You identified all 5 adventures Stanley experienced while being flat.
You described how Stanley felt with all 5 adventures you wrote.
Almost there!
You wrote “A bulletin board fell on Stanley making him flat”
You identified 3 adventures Stanley experienced while being flat.
You identified how Stanley felt for each adventure you wrote.
Coming along!
You wrote “A bulletin board fell on Stanley making him flat”
You identified 2 adventures Stanley experienced while being flat.
You identified how Stanley felt for each adventure you wrote.
Reader Response: I will evaluate the students writing on Stanley visit with them. Evaluation will be based on whether they wrote about Stanley’s visit and whether they were descriptive answering the Who they will visit, What will they do,
Where will they go, and Where will Stanley sleep.