Name: Heather Sturdevant
Lesson Plan _________________________________
Cooperating teacher’s signature / date
Date:
(Before lesson is presented to class/students)
A. Subject:___Language Arts__________________
C. Topic/Title : The adventures of Flat Stanley___
B. Grade level:____1st Grade_________________
D. Time Frame:___1-3 days +
A. Grade Level Expectation(s)/ Course Level Expectation(s):
Materials: “Flat Stanley” by Jeff
R1A1: Demonstrate concepts of print: a. upper- and lower-case letters;
Brown
b. first and last letters in words; c. directionality in letter and word
Letter format sheet
order; d. punctuation has meaning
Envelopes
W1A1: Follow a writing process to: a. brainstorm and record ideas in
Stamps
written form; b. generate a draft in written form on student-selected
Graphic organizer sheets
topic; c. reread writing; d. revise writing to clarify meaning and enhance
Writing paper
descriptions (such as, describing words, relevant details); e. edit for
Drawing paper
conventions (W2E); f. publish writing, with assistance
Letter writing rubric
SS5A1: Read maps. Use a compass rose to identify cardinal directions.
Student letter/envelope rubric
SS5B1: Locate a place by pointing it out on a map and by describing its
Country/world map
relative location (description of a location by explaining where the place
Print out map
is in relation to one or more other places)
Stanley stickers
SS7A1: Identify visual, graphic and auditory aids (globes, maps)
Star stickers
Mail bag
B. Student learning objective/s: Students will be able to identify the
four cardinal directions on a map and locate one location on a map.
Crayon, pencils, and scissors
Assessment
Students will be able to write a story connecting a story book to their
own physical, social, and emotional needs. Students will be able to
write a letter using the writing process.
Sources: www.flatstanleybooks.com
“Flat Stanley” by Jeff Brown
Angela Shaw
Revised 8/09 LS
Depth of Knowledge (DOK): check
1. recall
__X___
2. skill/concept
______
3. strategic thinking __X___
4. extended thinking
_______
THE LESSON:
Day Five-Six
A. Review the story Flat Stanley and discuss where all the Stanley’s were sent.
B. Introduce map of the United States/World.
C. Introduce the four cardinal directions, compass rose, and what they are used for.
D. Discuss where Salem is located on the map and which way we would travel to get to different places.
E. Pass out printed maps with stickers (number of stickers will depend on the number of students).
F. Have students place a star sticker on Salem, MO on their maps.
G. Discuss all the places the Flat Stanleys are traveling to and where they are located on the large map.
H. Have students place a sticker on their maps in the state that each Stanley is visiting.
I. Discuss how many Stanleys are traveling north/east/west/south of Salem.
J.
Discuss with the students what they wrote about how it would feel to be flat and where would they go if
they were flat.
K. Pass out writing paper.
L. Have students write a story about their imaginary trip as a flat person.
M. Ask students to use their maps to include the cardinal directions they would travel and what kind of
people might they meet along the way (mailman for example).
N. Collect stories when finished.
O. Discuss the assessment that will be given the next day and what they can expect.
Revised 8/09 LS
Day Six-Seven
A. Closing: Reread Flat Stanley by Jeff Brown and review the events in the story.
B. Ddiscuss what steps one must take to write a letter and how directions help people find their way
around.
C. Review with students the cardinal directions, parts of a letter, and what goes on the envelope.
D. Remind students of the assessment they are about to take and answer any questions.
E. Pass out assessment and allow time for completion. Collect assessments when students are finished.
F. After the assessment is completed pass out blank paper and have students draw a picture that illustrates
the story they wrote about their imaginary trip.
G. Collect drawings at the end of class.
Follow-up
A. Have students bring their Flat Stanleys to class when they return from the adventure.
B. Students can share with the class where their Flat Stanley went and any pictures or keepsakes he
returned with him.
C. Create a bulletin board with the U.S, Map and plot out the locations the Flat Stanleys visited as they are
returned to the class.
D. After all Stanley’s have been returned have students write thank you notes to the friends/relatives who
participated, repeating the letter writing process.
E. Differentiated Instruction: Allow students to move to the front of the room to see the map better.
Give students alternate ways of showing what they know.
Revised 8/09 LS
F. Assessment: Summative assessment: Seven question multiple choice assessment over the story, letter
writing, and map reading. Assessment during follow-up to letter writing process through application on
thank you notes.
Revised 8/09 LS
Revised 8/09 LS