Language Arts - Novel Study:

Flat Stanley by Jeff Brown

By: Alisha McCorriston

Brilliant Star Montessori School

Grades 1 and 2 Unit

The Elementary class has been divided into two sections for
Reading/Writing classes once per week. Grades 1 and 2 are one group, while
Grades 3 and 4 are the second group. This unit plan covers our novel study of
Flat Stanley with Grades 1 and 2. We completed a previous unit this year on
letter writing which has helped prepare the children for the Flat Stanley project
at the end of the unit. All the children in Elementary prepared letters in the
following activities:

 Time capsule letters placed in a box to be opened in June 2018

 Two sets of pen pal letters sent out to a K/1 class in Fredericton, New
Brunswick

1
 Flat Stanley:

Outcomes for Novel Study Unit

Saskatchewan Curriculum Outcomes:

Grade 1:
Comprehend and Respond:

CR1.1
Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual,
oral, written, and multimedia)
View, listen to, read, and respond to a variety of texts that present different viewpoints and perspectives
on issues related to identity, community, and social responsibility.

Make and share connections among texts, prior knowledge, and personal experiences (e.g., family
traditions).

Relate aspects of stories and characters from various texts to personal feelings and experiences.

Show awareness of the experiences and ideas of other persons encountered through texts.

Describe characters, the way they might feel, and the way situations might cause them to feel.
CR1.3
Listen to and comprehend a variety of texts (including a book read aloud, a person speaking, and
directions) to retell the sequence and key points (who, what, when, where, why, and how).
Indicators for this outcome
Select and use the appropriate before, during, and after strategies when listening.

Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and

other communication cues and conventions to construct and communicate meaning when listening.

Retell stories (including oral traditions shared by Elders and Knowledge Keepers) by relating the
sequence of story events by answering who, what, when, where, why, and how questions.

Listen to texts and retell the most important information (e.g., who, what, when, where, why, and how).

Listen courteously and attentively to understand the meaning and intent of others.

Demonstrate attentiveness and comprehension as a listener through body language and facial
expressions (e.g., nodding in agreement).

Listen to carry out directions with four to six simple steps

CR1.4
Read and comprehend grade-appropriate texts (including narratives, informational texts, scripts, and
poems) by relating the sequence (i.e., beginning, middle, and end), the key points (who, what, when,
where, and why), and the problems and solutions.
Select and use the appropriate before, during, and after strategies when reading.

Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic,

and other communication cues and conventions to construct and communicate meaning when

2
 reading.

Distinguish between fiction and non-fiction.

Retell the central ideas of simple expository and narrative passages (including contemporary and
traditional First Nations and Métis stories), identify and describe where and when stories take
place, the characters in a story (and their feelings), and the story's beginning, middle, and end,
as well as the problem and the solution.

Grade 1:
Compose and Create:
CC1.3
Speak clearly and audibly about ideas, experiences, preferences, questions, and conclusions in a logical
sequence, using expression and dramatization when appropriate.
Indicators for this outcome
Share and talk about what is being learned, and stay on topic when speaking.

Participate in small-group work.

Answer questions in complete sentences.

CC1.4
Write and share stories and short informational texts about familiar events and experiences in a minimum of
five sentences.
Indicators for this outcome
Write about familiar topics using the learned vocabulary to express ideas.

Write a complete sentence with six words or more using capitals, correct spacing, and some
punctuation.

Grade 2:
Comprehend and Respond:

CR2.3
Listen and retell (with support from the text) the key literal and inferential ideas (messages) and important
details heard in small- and large-group activities, and follow oral directions and demonstrations.
Indicators for this outcome
Listen and demonstrate comprehension by retelling key points (who, what, where, when, and why) in
grade-appropriate literary and informational texts including First Nations and Métis resources.

Select and use task-relevant before, during, and after strategies to construct meaning when listening.

Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical,
semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when
listening.

Paraphrase information that has been shared by others (e.g., a visitor such as a grandparent, an Elder,
or a Knowledge Keeper).

Listen courteously during discussions and while working in pairs and small groups to share ideas, obtain
information, solve problems, and ask and respond to relevant questions.

3
CR2.4
Read and demonstrate comprehension of grade-appropriate literary and informational texts read silently
and orally by relating and retelling key events and ideas in sequence with specific details and discussing
how, why, and what if questions.

Read and understand a variety of grade-level-appropriate narrative and informational texts including
legends, traditional stories and folktales, poetry, environmental print, and predictable books including
First Nations and Métis resources.

Select and use task-relevant before, during, and after strategies to construct meaning when reading.

Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical,
semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when
reading.

Read and retell (with support from the text) the key events and elements of a story (including setting,
characters, character traits, problem and solution, and sequence of events).

Follow written instructions.

Grade 2:
Compose and Create:

CC2.4
Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in
clear and complete sentences and paragraphs of at least six sentences.
Indicators for this outcome
Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical,
semantic/lexical/morphological, graphophonic, and other) to construct and communicate meaning
when writing.

Write a friendly letter complete with date, salutation, body, closing, and signature.

4
 Chapter 1 – The Big Bulletin Board

Lesson: 1
Grade: 1-2
Length of time: 40 minutes

Lesson objective(s): This lesson will focus on initial introduction to Flat Stanley. The
children will have opportunities to expand their knowledge in small partner work
and will explore features of a story: characters, problem, solution, setting,
inferences, text to text, text to self, text to world

Lesson:

Introduction to Flat Stanley:

Tell students that we will spend the next few weeks reading a new novel called
‘Flat Stanley’. Show students the cover and do a Think-Pair-Share with the
student to your right on what you think the story will be about. We will do three
Think-Pair-Shares with the following questions:
 How did Stanley get ‘flat’?
 What is one thing he will do while flat?
 What would you do if you were ‘flat’?

*Introduce activity as one partner is Partner A and one is Partner B. Partner A

speaks while Partner B listens and then shares what Partner A said (each partner
will have a turn in both roles).

Read Chapter 1 – The Big Bulletin Board, making predictions throughout and
discussing the following components of the story:
 Who are the main characters of the story?
 What is the problem of the story at this point?
 What is the setting of the story?
 What was your favourite part of this chapter?

The students will complete comprehension questions and illustration with a

partner:
 What happened to Stanley as he slept on his bed?
 Where did his parents take Stanley to get checked out?
 What were Stanley’s measurements?
 Draw a picture to show what Stanley looks like

5
 Flat Stanley:
Chapter 2 – Being Flat

Lesson: 2
Grade: 1-2
Length of time: 40 minutes

Lesson objective(s): This lesson will allow the children to continue to develop
their listening and speaking objectives, as well as retelling and comprehension.
The children will draw an illustration of Flat Stanley and/or a favourite adventure
that Flat Stanley has gone on so far.

Lesson:

Review Chapter 1 briefly as one child shares something they remember as we

go around the circle.

Share the title of Chapter 2 ‘Being Flat’. Ask the children what they notice about
the bold font of this phrase and explain it is a chapter title. Ask the children for
predictions of what will happen during this chapter.

Read Chapter 2 – The Big Bulletin Board, making predictions and asking guiding
questions throughout the chapter:
 What can Stanley do now that he is flat?
 How does Stanley help Mrs. Lambchop?
 Why does Mrs. Lambchop become upset with the policemen?
 Stanley wants to visit his friend in California. How does he get there?

The students will complete comprehension questions individually:

 What did Stanley like to do now that he was flat?
 How was Stanley able to help his mother?
 How did Stanley drive to California?

The students will draw a cover page of Flat Stanley and/or their favourite event
from the novel so far. This will be the cover page for their Flat Stanley notebooks.

6
 Flat Stanley:
Chapter 3 – Stanley the Kite

Lesson: 3
Grade: 1-2
Length of time: 40 minutes

Lesson objective(s): This lesson will continue to allow the children to develop
their listening and speaking objectives, as well as retelling and comprehension.
The children will complete comprehension questions and a non-fiction/fiction
activity afterwards with a partner.

Lesson:

Review Chapter 2 briefly with a Think-Pair-Share.

Read the chapter heading ‘Stanley the Kite’ and discuss what a text-to-self
connection means. Ask the children what they know about kites and if they
have ever flown a kite before.

Read Chapter 3 – Stanley the Kite, making predictions throughout and

discussing the following components of the story:
 How does Arthur feel about his older brother, Stanley, at the beginning of the
chapter? Why does he feel that way?
 What does Arthur do to try to be more like Stanley?
 What happens to Stanley in the park while Arthur is flying him?

The students will complete comprehension questions individually:

 How did Mr. Lambchop take Stanley to the park?
 How did Arthur try to get flat like his brother? Why did he want to be flat?
 Was Stanley a good kite? How can you tell?
 What happened when Stanley began to show off?

Explain what Fiction and Non-Fiction mean. With a partner, the children will go
through what they’ve read in the first three chapters and list what is real and
what is likely made up:

7
8
 Flat Stanley:
Chapter 4 – The Museum Thieves

Lesson: 4
Grade: 1-2
Length of time: 40 minutes

Lesson objective(s): This lesson will continue to allow the children to develop
their listening and speaking objectives, as well as retelling and comprehension.
The children will complete comprehension questions and have a My Story Notes
discussion with a partner.

Lesson:

Review Chapter 3 briefly by having each person share in circle.

Read the chapter heading ‘The Museum Thieves’ and make predictions as to
what will happen in this chapter. How will Flat Stanley connect to this chapter?
What do you think he will do?

Read Chapter 4 – The Museum Thieves, making predictions throughout and

discussing the following components of the story:
 Why is Mr. Dart so gloomy?
 Stanley has a plan to catch the thieves. What is the plan?
 Describe the outfit Stanley has to wear.
 How does Stanley help the museum?

The students will complete comprehension questions individually:

 What problem was Mr. Dart having at the museum?
 What disguise did Stanley have to wear?
 Explain how Stanley helped catch the thieves.
 Draw a picture of Stanley catching the thieves.

Once this activity is completed, each child will sit with a partner and discuss the
following questions:
 My questions are:
 I laughed about:
 I was surprised about:
 My favourite part so far:

9
10
 Flat Stanley:
Chapter 5 – Arthur’s Good Idea

Lesson: 5
Grade: 1-2
Length of time: 40 minutes

Lesson objective(s): This lesson will continue to allow the children to develop
their listening and speaking objectives, as well as retelling and comprehension.
The children will complete comprehension questions and have a discussion with
a partner featuring ‘Would You Rather?’ and ‘What If?’ questions.

Lesson:

Review Chapter 4 briefly with a Think-Pair-Share.

Read the chapter heading ‘Arthur’s Good Idea’ and ask what Arthur’s good
idea might be. What does it mean to have a good idea? How does it help
others?

Read Chapter 5 – Arthur’s Good Idea, making predictions throughout and

discussing the following components of the story:
 Why is Mr. Dart so gloomy?
 Stanley has a plan to catch the thieves. What is the plan?
 Describe the outfit Stanley has to wear.
 How does Stanley help the museum?

The students will complete comprehension questions individually:

 What problem was Mr. Dart having at the museum?
 What disguise did Stanley have to wear?
 Explain how Stanley helped catch the thieves.
 Draw a picture of Stanley catching the thieves.

Once this activity is completed, each child will sit with a partner and discuss the
following questions:
 My questions are:
 I laughed about:
 I was surprised about:
 My favourite part so far:

11
12
 Flat Stanley:
Flat Stanley Projects

Lesson: 6
Grade: 1-2
Length of time: 40 minutes
* This will be completed over more than one class

Lesson objective(s): This lesson will be the summative project for the Flat Stanley
unit. The children will create their own Flat Stanleys to send to someone either in
another part of Canada or another area in the world. This person will take
photos of Flat Stanley on adventures and then send them back to the student.

Lesson:

Review the novel ‘Flat Stanley’ by passing around a ball. When a child is holding
the ball, they will identify a problem in the story and how it was solved. When
they are finished talking they will pass the ball to someone else in the circle.

I will explain the final project that we will be creating for ‘Flat Stanley’. The
children will make their own Flat Stanleys to send someone of their choice either
in Canada or outside of Canada! We will review the components of writing a
letter and key phrases to explain what this Flat Stanley is and when to return it.

Afterwards, the children will create their Flat Stanleys to send. A note will be
going home to the families to explain the project. The letter and envelope with
the school’s return address will go home with the children.

The students will write their letters and complete their Flat Stanleys:

13