After page 4, ask “Where does this story take place and who are our main characters?”

After page 10, ask “Why are the students being so mean to Lazlo?”

After page 14, ask “How has Lazlo’s mood changed and what caused this?”

At end of the story, ask “How did Ellie get the other students to change their views on Lazlo?”

Before beginning the story have the students think back to their first day of school. Although they may not be new to the school, they are new to the grade, teacher, and a new group of peers. Ask them to discuss some of their feelings before coming to school the first day. If there are any new students you may ask them to compare their feelings to the other children’s.

After reading page 6, have the students think about how Lazlo is going to handle being the new student. How will he react and what will he do?

After reading page 17, have students predict what they think Ellie has in mind in order to change the way things have been going for Lazlo.

After page 4, ask “Where does this story take place and who are our main characters?”

After page 10, ask “Why are the students being so mean to Lazlo?”

After page 14, ask “How has Lazlo’s mood changed and what caused this?”

At end of the story, ask “How did Ellie get the other students to change their views on Lazlo?”

Before beginning the story have the students think back to their first day of school. Although they may not be new to the school, they are new to the grade, teacher, and a new group of peers. Ask them to discuss some of their feelings before coming to school the first day. If there are any new students you may ask them to compare their feelings to the other children’s.

After reading page 6, have the students think about how Lazlo is going to handle being the new student. How will he react and what will he do?

After reading page 17, have students predict what they think Ellie has in mind in order to change the way things have been going for Lazlo.

Since this book follows a rhyming pattern, it has a very distinct pace and rhythm.

Have the students start by looking at just the first paragraph. The first time have them read it while only stopping at punctuation. Then have them read the same paragraph again, this time pausing slightly at the end of each line before moving to the next. They will notice that they are pausing to emphasize the rhyming words at the end of each line.

Since this book follows a rhyming pattern, it has a very distinct pace and rhythm.

Have the students start by looking at just the first paragraph. The first time have them read it while only stopping at punctuation. Then have them read the same paragraph again, this time pausing slightly at the end of each line before moving to the next. They will notice that they are pausing to emphasize the rhyming words at the end of each line.

Possible word choices are: delight, fidgeted, booming, shrill, taunt, forlorn, couple.