Lesson Plan

The Invisible Boy

[Subject] English
Language Arts
Grade One: 17
students
Date: November 12th,
2014 From 11:00 a.m
to 11:30 a.m
Duration: Approx. 30
minutes

Overview

I will begin the lesson b

reading The Invisible B
by Trudy Ludwig. We wil
discuss the book and sh
our own experiences an
feelings.

Clarifying Objectives
[Progression of Learning]

Language Arts: Response Process:

3. After Reading/ Viewing: Interpreting

Text:

a. Constructs a personal response to t

text (i.e. constructs meaning)

Classroom Objectives

MELS Competency [English

Language Arts]

o Write a response to the story

accompanied by a picture. Write
date in the top left corner.
o Use capital letters, punctuation
leave spaces between words.

Competency #1: To read and listen to

literary, popular and information-base
o Discussion of responses with oth
and in the whole class.

o The Invisible Boy by Trudy Lud

Materials

o Chart paper
o Markers
o Response journals

o Cards (for tables): This book m

me feel because or This st
reminds me of

Professional Competency: Language Arts

#4: To pilot teaching/learning situations that are appropriate to the students concerned
the subject content with a view to developing the competencies targeted in the progra
study.
Features:
o Gauges student understanding through effective questioning.

Focus:
o Throughout reading the story, I will be asking the students to pay particular atten
certain things (i.e: The way the invisible boy is represented (coloured or partially
coloured) as a way to get students thinking about the storys main message. I wi
them to reflect on their experiences and share them with the other classmates.

Differentiation strategies: [To meet diverse learning needs]:

o Students who have trouble solely using their magic finger to make appropriate sp
between words will receive popsicle sticks to help them leave spaces between th
words.
o Students may refer to the Chart paper to transcribe their ideas (if need be).

Time

Lesson
Introduction/ Engagement:

0:00
0:05
mins

1. To start the lesson, the students will be sitting in the reading center where
introduce to them the story that we will be reading. I will ask them:
(a) Why do you think the little boy is called the the invisible boy?
(b)What makes him invisible do you think? What does invisible mean?
Exploration:

0:050:20
mins

0:200:30
mins

0:300:40
mins

2. I will begin reading the story, by telling the students Lets discover why th
author calls him the invisible boy! We will look at the first page together as
little boy is coloured in black and white. I will ask the students,:
(a) Why do you think the illustrator chose to draw the little boy in black
white?
(b)Look at Nathan and Sophie! What do you think Mrs. Carlotti is dealin
with?
(c) What do you think Brian is like in the classroom? Does he scream or
whine?
(d)Is Brian really invisible? How do you know?
(e) Why do you think Brian chooses to draw superheroes with the powe
make friends wherever they go?
(f) What did Brian try to do by writing Justin a note? How do you think J
feels?
(g)Look at Brian. Why did the illustrator colour half of his body?
(h)What is Brian good at? What is one of his strengths?
(i) Look at the three boys. What are they doing?
Elaboration:

3. Once we finish reading the story, we will have a short discussion as a c

using the following questions as jump-off points:
(a) How did Micah and J.T choose players for their teams? Do you think
is a better way to do this? Is this fair?
(b)Which do you think is worse? Being laughed at or feeling invisible?
(c) How can we make sure no one feels this way in our classroom? How
you make sure everyone feels appreciated and valued?
(d)How many kids in the story did it take for Brian to feel less invisible?
(e) Does everyone need to be friends? What do you need to be to your
classmates?

Extension:
4. Prior to beginning writing a response, we will brainstorm ideas as a clas
will be writing these on chart paper for the students to refer to while they