Heather Coulter

EDU 4070
9/29/19
ESL Lesson Accommodation 2
Below is a Social Studies Flat Stanley Lesson Plan. In this lesson, students learn about

diversity and using diversities to work cooperatively. Through writing, students compare and

contrast similarities and differences between themselves and Flat Stanley in an illustrated

booklet. They also read the story “Flat Stanley”. Students will also learn new vocabulary such as

similarities, differences, diversity, cooperation, conflict, resolution, and citizenship. Students will

discuss in groups, brainstorm, and answer questions about the Story Flat Stanley. They will

identify things that make Stanley unique, the ways Stanley used his unique gifts to help others,

how Stanley felt about being different and being made fun of, and the conflict and resolution

between Stanley and his brother. Students will discuss how everyone is uniquely different,

bullying, how to accept differences, and how to be a friend.

One aspect of this lesson that may be difficult for ESL learners is the comprehension skill

of distinguishing similarities and differences, due to limitations in vocabulary or comprehension.

ESL learners may benefit from the use of a comparison chart, while reading the story of “Flat

Stanley” to compare how Stanley was similar and different to his brother and peers. For the

booklets and speech emergent, I would provide a word bank so student can match character to

the trait on About Me Character Map. For intermediate fluency I will provide a simplified

version of the story to students on their reading level, with highlighted key concepts in the text to

use while they complete their booklet. I will check in with students to help them progress
through the assignment, such as this one found on Teachers Pay Teachers:
A Character Map would also be helpful to ESL students when reading the story to gain details to

add to their comparison and contrast diagram, similar to this one:

.
 ESL students may also struggle with the comprehension skill of identifying elements of a

story such as conflict and resolution due to these new vocabulary terms. A story map may be

helpful to ESL learners to help identify conflict and resolution, similar to this one:

found at

http://funkyfirstgradefun.blogspot.com/2011/11/story-mapping.html. In the pre-production

phase, I can provide students a book in picture format and demonstrate picture image of

character matching with action picture on a story board to demonstrate to student correlation
between character and action. For early production I can incorporate use of student’s first

language into the story and assignment. I will allow students to read the story in their first

language or listen to it in their language. Use images for student to match character picture with

action images, pictures from important parts of the story, or on a story map. This will help

students correlate the character to the action in the story. I would ask students to answer in yes or

no format to assess understanding and would include pictures describing characteristics to match

to Stanley. For speech emergent I would simplify language and provide a short summary of

events in story. This will help students identify important parts and descriptions of Stanley. For

intermediate fluency I would provide a simplified version of the story on their reading level with

highlighted key concepts in text. For advanced fluency I will allow student to work with

paraprofessional or teacher and use prompts to ask questions like “In the beginning the character

did …”, “In the middle what happened and what did the character do …”, “…and then the

character did what because…” , “Can you describe to me what Stanley looks like” to help them

fill out their story map. Students can have a graphic organizer with word, picture, and definition

listed for each word at their desk, and have access to a Spanish-English dictionary to relate

vocabulary to comparable words in their language. Students could also act out the story to help

tie the story to experiences.

Another skill that may be difficult for ESL students may be the discussion and writing in

their booklets. This could be difficult due to learning phonics, phonemic awareness, grammar,

and sentence structure. Students in groups will create a traced, life size flat Stanley and use him

to identify ways they could accommodate Stanley or provide help to Stanley if he came to class

for a day. They will identify what obstacles he may face and how they may help him. They will

identify what obstacles Stanley would be able to help students with given his unique abilities.
Students will record their answers and create an illustrated book in groups, to present to the class.

Students will identify how they could combine their unique gifts with Stanley’s unique gifts in

given scenarios to discover how they could work cooperatively to help others. Students will

identify how they can use their own unique gifts to help others in need in their school or

community. Students will record their answers and create and illustrated book in groups, to

present to the class. To aid ELL students in this assignment, a graphic organizer would be helpful

to organize their thoughts. By allowing interactive experiences and acting out the scenarios with

a cut-out life size Flat Stanley, this will aid students in tying vocabulary and words to real life

experiences. To complete the booklet, a fill in the blank version may be helpful. Or, ESL

students still learning to construct sentences may construct a sentence rather than a whole

paragraph. Promoting discussion with peers allows students to build academic and informal

vocabulary. I would provide students a few minutes to jot down their thoughts before discussing

answers with groups, to allow them to organize and formulate their thoughts. Students will also

be able to use a Spanish/English dictionary to relate new vocabulary to words in the Spanish

language. I would also have students relate experiences they may have had that relate to the

themes in “Flat Stanley”, which may aid students in completing their books, by relating

vocabulary and words to prior experience.

Name: Heather Coulter EDU 4050 Date: 7/7/19

Warner University Instructional Plan

Lesson Flat Stanley’s Gifts Subject: Social Studies Grade 1

Title: Level:
Unit Title: _Flat Stanley__ Unit Rationale: (State why the unit is important). This unit is important
because it teaches students to recognize and accept the similarities, differences, and diversities of each
other, and how they can use these diversities to work cooperatively.

Florida New Generation Sunshine State Standard(s)/Common Core Standards

(this should be the specific standard addressed by this lesson)

SS.1.C.2.4

Show respect and kindness to people and animals.

SS.1.C.2.3

Identify ways students can participate in the betterment of their school and community.

SS.1.C.3.1

Explain how decisions can be made or how conflicts might be resolved in fair and just ways.

(Florida State University, 2019).

Polk County ESOL Instructional Strategies (https://www.polk-

fl.net/staff/resources/documents/ESOLInstructionalStrategies.pdf)

ESOL Instructional Strategies

A - OVERALL STRATEGIES

1. Provide a climate of warmth and caring which nurtures a sense of comfort.

2. Seat the student close to the front of the room.

3. Establish a daily routine in your classroom and prepare the students for any changes.

4. Use as many of the senses (seeing, hearing, touching, smelling and tasting) as possible to present
information to students.

5. Provide ESOL students guidelines for written work and homework assignments.

6. Provide alternative instruction whenever the class lessons are extremely difficult for the LEP
student.

7. Arrange small discussion and talking activities that permit students to practice verbal skills.

8. Give verbal information and explanations along with a visual presentation.

9. Allow the students ample time to complete assignments.

10. Keep directions short and simple.

11. Assign buddies and peer tutors to your LEP student.

12. Clearly explain homework assignments since the LEP student lacks the English language support at
home.

13. Allow LEP students to use bilingual dictionaries.

14. Utilize learning centers as alternative instruction to provide sufficient reinforcement of content
material.

B - LANGUAGE ARTS

1. Utilize oral techniques, such as cueing, modeling elicitation and chunking.

2. Utilize the Total Physical Response (TPR) teaching strategy which introduces a new language
through a series of commands to enact an event.

3. Utilize the dialogue journal technique in which the student regularly communicates with the
teacher.

4. Speak clearly and simplify the vocabulary; it is not necessary to speak more loudly.

5. Utilize the Language Experience Approach which incorporates the experiences, the oral language,
and interests of the student to develop writing and reading skills.

6. Limit correcting errors of pronunciation, structure, or vocabulary. State the response correctly
without comment if necessary.

7. Share big books in the classroom, especially those published by the students.

8. Provide frequent review and repetition in each step of language and content learning.

9. Choose reading and writing activities that activate the prior knowledge of the students.

10. Use pop songs and favorite read-aloud poems.

11. Present new reading vocabulary extensively, utilize props and facilitate multi-sensory formats.

12. Integrate your English curriculum with other subject areas to expand English vocabulary.

13. Role play stories from your literary-based reader; if the LEP student has adequate language, make
him/her an active participant.

14. Choose literature representative of the ethnic background in your classroom.

15. Provide individual and group activities to develop listening and speaking skills through learning
centers.

(Polk County Public Schools, 2018)

Accommodations:  List strategies used for ESOL, ESE and Gifted students (Peer buddy is not an
acceptable modification for ESOL). Explain why your chosen modifications would be effective in
helping students achieve your lesson objectives.   Selected strategies should relate to specific lesson
activities.

 Accommodations for ESE:

• Write important ideas on the board. Use colored chalk or markers for emphasis.
This will help important stick out to identify attributes of Stanley and important
aspects from the story.

• Combine spoken directions with pictures, words, or diagrams. Pictures will help
students who may not be on grade level reading to understand words in a text
better.

 Accommodations for Gifted:

• Encourage independent studies or investigations. This will aid gifted students in

independent thinking, critical thinking, and keep work engaging and interesting.

• Ask students’ higher level questions that require students to look into causes,

 experiences, and facts to draw a conclusion or make connections to other areas of learning.
This aids in critical thinking and challenges students to further explore characters and action
beyond a superficial level.

Accommodations for ESOL:.

 Pre-production: Provide book in picture format and demonstrate picture image of character
matching with action picture to demonstrate to student correlation between character and
action.

 Early production: Integrate use of student’s first language into the story and assignment.
Allow student to read story in their first language. Use images for student to match character
picture with action images, pictures from important parts of the story, or on a story map. This
will help student correlate the character to the action in the story. Ask student to answer in
yes or no format to assess understanding. Include pictures describing characteristics to match
to Stanley.

 Speech emergent: Simplify language and provide a short summary of events in story. This will
help student identify important parts and descriptions of Stanley. Provide a word bank so
 student can match character to the trait on About Me.

 Intermediate fluency: Provide a simplified version of story on their reading level with
highlighted key concepts in text to allow student to use their resources to complete About Me
and booklet. Check in with student to help them progress through assignment.

 Advanced fluency: Allow student to work with paraprofessional or teacher and use prompts
to ask questions like “In the beginning the character did …”, “In the middle what happened
and what did the character do …”, “…and then the character did what because…” , “Can you
describe to me what Stanley looks like” to help them fill out their About Me and to assess
their understanding of the text when creating the booklet

Purpose Statement: Briefly describe the skill, academic law,/principle, value or concepts to be taught.
For example:   The purpose of this lesson is to teach children the skill of counting to ten.

The purpose of this lesson is to teach students to show respect and kindness, to identify ways
students can participate in the betterment of their school and community, and to learn how

decisions can be made or how conflicts might be resolved in fair and just ways.

Learning Objectives:  Describe what the students will learn as a result of this instructional session. You
must identify which level of Bloom’s 2nd edition and/or Webb’s you are addressing with this objective.
When connected to a unit, the learning objective(s) should be exactly the same as the unit plan.

The student will be able to identify differences and similarities between diversities, by comparing flat
Stanley to themselves and classmates, identifying 3 differences and similarities between them. They
will also identify ways to work cooperatively with diversities by identifying 1 example of how Stanley
could assist them in a situation, 2 ways they could assist Stanley in the classroom, and 2 ways they
could work with Stanley cooperatively in scenarios.

Content outline: Complete this section if the lesson is not part of a unit plan

I. Similarities and Differences

A. Read Flat Stanley

B. Identify what makes Stanley unique and how Stanley is the same as students. Identify
 qualities that make individual students different and the same. Complete About Me.

1. Similarities

2. Differences

3. Diversity

I. Cooperative Citizenship

A. Students will create a flat Stanley and use him to identify ways they could
accommodate Stanley or provide help to Stanley if he came to class for a day. They will
identify what obstacles he may face and how they may help him. They will identify
what obstacles Stanley would be able to help students with given his unique abilities.
Students will record their answers and create and illustrated book in groups, to
present to the class.

B. Students will identify how they could combine their unique gifts with Stanley’s unique
gifts in given scenarios to discover how they could work cooperatively to help others.
Students will identify how they can use their own unique gifts to help others in need in
their school or community. Students will record their answers and create and
illustrated book in groups, to present to the class.

1. Cooperation

2. Conflict

3. Resolution

4. Citizenship

Assessment:  If the lesson is not part of a unit plan, include a copy of the summative assessment tool
(i.e., stem questions, rubric, checklist, grading criteria) used to determine student understanding.
(Reminder, summative assessment would be given after a lesson has been completed. It is not part of
the lesson itself.) Describe formative assessment that will be used during the lesson.

Summative assessment Rubric:

-Students complete a group Flat Stanley: 10 points

-Students complete a group About Me for Stanley: 10 points

-Students complete their individual About Me: 10 points

-Student works cooperatively and as team member on group project: 10 points

-Each booklet page includes a paragraph and illustration for each of the following: 50 points

-Group identifies in their illustrated booklet 3 examples of what makes Stanley unique and what
makes him similar to students in the classroom

-Group identifies in their illustrated one gift that makes each student in group unique

- Students identify ways to work cooperatively with diversities by identifying 1 example of how
Stanley could assist them in a situation

-Students identify 2 ways they could assist Stanley in the classroom

-Students identify 2 ways they could work with Stanley cooperatively in given scenarios to help
others

-Students identify how they could help others in the community individually and how they can
help someone who may be bullied as a group

-Students present their booklets to the class: 10 points

Formative assessment:

-Students fill out about me pages for Flat Stanley and for themselves identifying unique characteristics
of Stanley and themselves.

-Students will discuss in groups, brainstorm, and answer questions about the Story Flat Stanley. They
will identify things that make Stanley unique, the ways Stanley used his unique gifts to help others,
how Stanley felt about being different and being made fun of, and the conflict and resolution
between Stanley and his brother. Students will discuss how everyone is uniquely different, bullying,
how to accept differences, and how to be a friend.

Technical Materials:  List everything needed to conduct the instructional lesson.

Paper and pencil, crayons, markers, scissors, paper flat Stanley, Flat Stanley book, whiteboard and
marker, large roll paper, About Me papers.

Vocabulary: List the specific words to be taught/practiced for this lesson.

1. Similarities
2. Differences

3. Diversity

4. Cooperation

5. Conflict

6. Resolution

7. Citizenship

Multiple Intelligences: list multiple intelligences involved in the lesson (at least 1); for a unit, all six
lessons should involve all 6 multiple intelligences at least once

-Interpersonal: Student will work together in groups discussions and to create a booklet illustrating
and describing in paragraphs similarities, differences, and cooperation between diverse people.

-Visual-Spatial: Students will complete About Me pages identifying unique characteristics of Flat
Stanley and each individual in the group to add to their booklet. They will individually illustrate their
About Me by drawing a picture of themselves and collectively a picture of flat Stanley using these
About Me characteristics. Students will create a Flat Stanley and use him to enact scenarios.

Anticipatory Set: Describe how you will set the stage, activate student prior knowledge and motivate
student learning for the concept of the lesson.

- As a class we will discuss as a class the following terms:

1. Similarities: What does it mean to be similar?

2. Differences: What does it mean to be different?

3. Diversity: What is diversity?

4. Cooperation: What is cooperation?

5. Conflict: What is conflict?

6. Resolution: What is a resolution:

7. Citizenship: What is citizenship? What makes someone a good citizen?

- After discussion of each word, we will review the definition of each.

-As a class we will discuss what makes a good friend, how we can be kind to others who may be
different than each other, and bullying.

-We will then as a class read the story of Flat Stanley. We will discuss how Stanley felt when made fun
of, we will discuss how his brother Arthur felt about Stanley being flattened, what Stanley did to help
others with his unique abilities (citizenship), and the relationship (or conflict) between Arthur and
Stanley, ways in which Arthur worked cooperatively with others using his Abilities, and how Arthur
comforted Stanley (resolution).
Introducing New Knowledge: Describe how you will introduce students to the concepts they will be
learning in the lesson. Is this teacher-directed or student directed? Will students work independently,
in groups, or is this whole group?

Directed by: Student directed

Whole, small group, independent: Small group

Teacher actions: Teacher will discuss that we all have unique gifts and abilities. We can use those gifts
and abilities to help others and to be good citizens. Teacher will have students do an About Me in
groups for Flat Stanley, identifying his unique abilities and qualities. Students will illustrate a picture
of Flat Stanley using these qualities they have brainstormed for their booklet.

Student actions: They complete About Me and will illustrate a picture of Flat Stanley using these
qualities.

Teacher actions: Teacher will instruct students to complete an About Me worksheet for themselves,
and to draw a picture that represents themselves based on their unique qualities and abilities.

Student actions: Students will complete an About Me worksheet for themselves, and draw a picture
that represents themselves based on their unique qualities and abilities for their booklet.
  Practicing and Deepening Understanding of New Knowledge (Guided and Independent Practice)
Describe the activities that will enable students to practice and explore concepts related to the new
knowledge. Should move from guided to independent. Is this teacher-directed or student directed?
Will students work independently, in groups, or is this whole group?

Directed by: ___student________________________

Whole, small group, independent: _______small group________________________

Teacher will instruct students to create a Flat Stanley by tracing a member of their group on large roll
paper.

Student actions: Students will trace and color in their Flat Stanley.

Teacher actions: Teacher will instruct students to imagine if Flat Stanley came to class for the day.
They will walk around with their Flat Stanley as a group and use him to act out scenarios they may
encounter during the regular school day and what obstacles Stanley may face.

Student actions: Using their Flat Stanley, students will act out a scenario in their group that may be
difficult for Stanley, and they will work together to find out what they can do to help Stanley. They will
then act out a scenario in which Stanley could help them. They will then think of scenarios in which
they could work together with Stanley cooperatively during a conflict or situation and find a solution
to help others in school or in the community. Students will write a paragraph as a group on each of
these elements and illustrate them as well for their booklet.
Expanding, Generating and Testing Hypotheses About New Knowledge Relate to real life
applications; situations where students can apply the information gained from your lesson. List
specific examples of situations in which the students will be able to realistically use the skills or
concept or content of this instructional session in the very near future. Is this teacher-directed or
student directed? Will students work independently, in groups, or is this whole group?

Directed by: ____student___

Whole, small group, independent: __independent and small group__

Teacher actions: Teacher will encourage students to think about how they can use their own unique
abilities and gifts to help others in the school or outside of school community, and how to be a good
citizen. Teacher will ask students to write a paragraph about themselves and their unique abilities and
how they use them to be a good citizen. Students will also illustrate this.

Student actions: Students will write a paragraph about themselves and their unique abilities and how
they use them to be a good citizen. Students will also illustrate this.

Teacher actions: Teacher will have students think of a situation in which someone is being bullied or
made fun of, or may be mistreated because of how they look or because of something they do.
Teacher will have students brainstorm in their group and write a paragraph and illustrate how they
can use their abilities to be a friend.

Student actions: Students will work in a small group to think of a situation in which someone is being
bullied or made fun of or may be mistreated because of how they look or because of something they
do. Students will brainstorm in their group and write a paragraph and illustrate how they can use
their abilities to be a friend. Students will add this to their booklet.
 Teacher/Student Closure Actions: Describe how you will close your lesson. This is not the assessment,
it is a quick wrap up for the class. This should include strategies to summarize learning.

Teacher actions: Teacher will conclude lesson by having student groups present their booklets to the
class. Teacher will facilitate discussion after each group presentation.

Student actions: In student groups, students will present their booklets to the class.

Teacher actions: Teacher will facilitate discussion concluding that diversity is comprised of the unique
gifts, attributes, abilities, cultures, and backgrounds of people. Teacher will discuss that these aspects
that make people unique or “different”, regardless of ability or disability make everyone special and
they are all valued people that can impact their community.

Student actions: Students will participate in the group discussion.

Florida State University. (2019). CPALMS. Retrieved from

http://www.cpalms.org/Public/search/Standard#

Polk County Public Schools. (2018). ESOL Instructional Strategies. Retrieved from
https://polkschoolsfl.com/esol