Lesson Plan 5: Flat Stanley Travels

Objective:
Students will make predictions for where the classroom Flat Stanley will travel.

SOL Standards:
English K.3: Student will build oral communication skills.

Geography K.3: The student will describe the relative location of people, places and
things by using words, with emphasis on near/far, above/below, left/right, and
behind/ in front.

Geography K.4.A&B: The student will use simple maps and gloves to develop an
awareness that a map is a drawing of a place to show where things are located and
describe places referenced in stories and real-life situations.

Math K.12: The student will describe the location of one object relative to another.

Materials
Teacher:
Flat Stanley by Jeff Brown
Full size map of the United States
Stickers
Pointer

Students:
No materials needed this lesson





Link: (2 minutes)
Yesterday, we created our own Flat Stanley during writing workshop and talked
about our community and maps. Today we are going to predict where Flat Stanley
may travel. Think to yourself where Flat Stanley may go.

Engage and Educate (20 minutes):
1. Teacher will pull down a map of the United States. She will place a sticker on
the students community.
2. Where do you think Flat Stanley will go?
3. Students will come up one at a time, either state where they think he will go
or use the pointer to point to a place on the map.
4. Students will turn to peers and say, I think Flat Stanley will travel to
______________.
5. Students will then place their sticker on the map in the designated place that
they shared with the class.
6. Procedure will be repeated until each student has made a prediction on
where Flat Stanley will go.
Activity (20 minutes):
1. Teacher will pass out the Think-tac-toe.
2. Teacher will explain each option for the Think-tac-toe.
3. Students will have remaining time to begin working on the Think-tac-toe.

Assessment/Reflection/Connection (on-going):
1. Students will revisit the map marked with stickers when the classroom Flat
Stanley returns. Teacher and student will continue to add
postcards/pictures/stickers to the map of the places that the classroom Flat
Stanley visits on an as needed basis.

Next steps:
Students will finish Think-tac-toe projects for homework/long term project.

Differentiation:
Flexible grouping:
Whole group discussion
Individual think time
English Language Learners:
Visual Maps
Stickers to show various predictions.
Think Tac Toe:
Differentiated by Gardners Multiple Intelligences
Readiness: Students who want a challenge can complete 3 options
Students who need additional support will only complete one
Student Choice/Engagement: Student picks activity option that interests
them.

Assessment:
Formative:
Anecdotal Notes
Questions to check for understanding
Students ability to communicate prediction for Flat Stanley
Summative:
Think-tac-toe project for entire unit of study.