Rochester University

General Lesson Plan

Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
First Grade/ Reading Adrianna Nickel 12/09/20
Common Core State Standards and/or Michigan GLCEs and/or HSCEs (InTASC 1. Learner Development)
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

Important Concepts (InTASC 4. Content Knowledge)

In this activity students will:
-Learn about empathy
-Learn vocabulary words (glances and invisible)
-Learn what empathy looks like
-Learn how to show empathy

Learning Outcomes (InTASC 4. Content Knowledge)

I can define empathy (understand or share someone else’s feelings).
I can empathize with characters in a book.
I can think of situations to show empathy at school and home.

Assessment Summary (InTASC 6. Assessment)

FORMATIVE ASSESSMENTS: The formative assessment will be completed while still reading the book. During this
time I will be asking a series of questions. How the students think and respond to these questions will show me if they
truly understand or not.

SUMMATIVE ASSESSMENT: The summative assessment will be completed with the use of the “Invisible Boy”
worksheet. This worksheet ask the students to think about a time they felt invisible, what they could do to help others
feel included and what that would look like. This will show me if they understand the concept of “being invisible” and
how to show empathy and inclusion to others.

Prerequisite Relationships to New Learning (InTASC : Learner Development, InTASC 2: Learning Differences)
All the students will need for this lesson is an idea of feelings and how different things make others feel.

Flexibility and Responsiveness to Students’ Learning Needs (InTASC 2. Learning Differences)

For students with special needs the teacher can give them more direct instruction. Also on the worksheet the teacher
could have them write a word or two or one short sentence.

For more advanced students the teacher could have them write a couple sentences by themselves without teacher
assistance.

Instructional Procedures (InTASC 2. Learning Differences; InTASC 6. Assessmsnt; InTASC 7. Planning for
Instruction; InTASC 8. Instructional Strategies)
Teacher Input
I will lead the conversation with questions about the and read the book to the class. I will also give the students the
opportunity to answer and give me feedback throughout the lesson.

Checking for Understanding

This will be completed when I do the formative and summative assessments.

Questions
(Questions will take place at multiple times before, throughout and after the reading).
Thinking about the title do you see an invisible boy?
Why do you think the author called this book, The Invisible Boy?
How would you feel if you were invisible?
I wonder how the boy in this story feels?
How does Brian look differently from the other kids?
Can you imagine how it would feel if your teacher did not notice you?
Can you empathize with Brian?
What does the author mean by “takes up a lot of space?” Are they actually bigger taking up more space?
How do you think he is feeling? Have you ever felt that way?
What are the other kids doing to make him feel like that?
How do you think Brain’s note made Justin feel? Could you do something like that when you see a friend who is sad?
Did empathizing or thinking about Brian’s feelings help you better understand the story?
Looking back at the cover, what do you notice now? Why do you think he is drawn in color?
What did Justin do to make Brian feel less invisible?

Guided Practice
Together after reading and discussing I will create a chart on the board. In this chart I will write included and excluded. I
will then ask them to give me examples of things that would make others feel included and things that make people feel
excluded. I will give everyone who wants to answer an opportunity. We will then discuss how there are more examples
and move into independent practice.

Independent Practice
I will explain the “Invisible Boy” worksheet and send students back to their seats to work individually on the worksheet .
During this time I will circulate the classroom and make sure that everyone is on the right track and answer any
questions.
Lesson Timeline (Summary of Instruction) (InTASC 8. Instructional Strategies)
Start of the Lesson
To start the lesson I will show the book to the class. I will ask the students to look at the cover of the book and try to find
the invisible boy. I will then ask them why they think the title of the book is The Invisible Boy. I will then start the reading
with the students. Throughout the book I will stop and ask them more questions to get their brain’s thinking.
Mid-Lesson Activities
After reading I will ask them again why they think the title of the book is The Invisible Boy. I will give them a few minutes
to talk and then have them turn and talk to someone near them. We will then look back at the cover and talk about what
we notice now that we have read the story. We will also talk about why he is in color on the front. We will then briefly talk
about what Justin did to make Brian feel less invisible.
End of Lesson Activities
Next we will create a chart that shows included and excluded examples. During this time the entire class can participate.
Next we will discuss the worksheet and the students will go back to their seats to get started.
Lesson Materials, and Supplies (InTASC 2. Learning Differences)
-The Invisible Boy, by Patrice Barton
-White Board Markers
-The Invisible Boy Worksheet

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CHART TO USE FOR GROUP DISCUSSION AFTER READING.

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