Teaching Emergent Readers: Collaborative Library Lesson Plans

By Judy Sauerteig | Go to book overview

And I Mean It, Stanley

by Crosby Bonsall
Reading Level 1.2

Setting:The yard of Stanley the Dog
Characters:little boy, Stanley the Dog, and a cat
Plot:Stanley is on the other side of the fence, and a little boy really wants him to come out and play, but Stanley will not. So the little boy pretends he does not care and tries to entice Stanley by telling him he is building something wonderful.
Solution:Finally, Stanley comes bounding out from behind the fence and makes a terrible mess but the little boy is still happy to have his friend back.
Summary:A little boy is sitting on his front step waiting for his dog, Stanley, to appear. The boy becomes impatient and finally starts yelling at Stanley to come out from behind the fence. When Stanley won't come, the boy tells him he doesn't care and says that he will play without him. He begins building a [special thing.] The entire time he does this, however, he continues to yell at Stanley, saying he doesn't want Stanley to come out anymore. He says, [And I mean it, Stanley.] Finally, Stanley does come out and destroys the thing the little boy built, but all is forgiven in the end.
Curriculum Connections:Pet unit, character education—forgiveness

ACTIVITIES FOR MEDIA SPECIALISTS

Schema

Ask students, [Has anyone ever had friends come to play who won't play what you want them to?] Let the children tell their stories, but without using any names. Ask what they did in this situation.


Predicting

Show students the drawing on the cover of the book and have them look closely at the little boy's face. Ask the children, [Does he look happy? How do you mink he feels? Who do you think Stanley is?] Show the title page and the pages that follow, and have the students pay special attention to the little boy. How do his actions change? Ask them what they think is the problem.


Visualizing

In the picture on the title page, there is a big barrel with an assortment of junk. Have the students close their eyes and picture something they could make with the junk.


Library Skills

Discuss the title page and the information found there. Explain why it is important to look at all the pages at the beginning of a book. Pictures can tell part of the story.

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Teaching Emergent Readers: Collaborative Library Lesson Plans
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Introduction ix
  • And I Mean It, Stanley 1
  • Aunt Eater Loves a Mystery 5
  • Aunt Eater's Mystery Vacation 9
  • Biscuit Goes to School 13
  • The Boston Coffee Party 17
  • Buffalo Bill and the Pony Express 21
  • Cave Boy 25
  • Chang's Paper Pony 29
  • Crocodile and Hen: A Bakongo Folktale 33
  • Danny and the Dinosaur 37
  • Five Silly Fisherman 41
  • The Golly Sisters Go West 45
  • The Great Snake Escape 49
  • The Horse in Harry's Room 53
  • Ice-Cold Birthday 57
  • Little Bear 61
  • Little Bear's Visit 65
  • Mouse Tales 69
  • The Mystery of the Pirate Ghost 73
  • No Fighting, No Biting! 77
  • No Mail for Mitchell 81
  • No More Monsters for Me! 85
  • Oliver 89
  • Oscar Otter 93
  • Owl at Home 97
  • Porcupine's Pajama Party 101
  • Pretty Good Magic 105
  • R Is for Radish 109
  • Sammy the Seal 113
  • Scruffy 117
  • Sleepy Dog 121
  • Small Pig 125
  • The Smallest Cow in the World 129
  • Stanley 133
  • Three by the Sea 137
  • Appendix 141
  • Index 143
  • About the Author 149
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