Lesson Plan- The Invisible Boy

Content Area ELA

Standards 2.SL.2 Recount or describe key ideas or

details from a text read aloud or information
presented orally or through other media.
2.SL.1 Participate in collaborative
conversations with diverse partners about
grade 2 topics and texts with peers and adults
in small and larger groups.
a. Follow agreed‐upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a
time about the topics and texts under
discussion).
b. Build on others’ talk in conversations by
linking their comments to the remarks of
others.
c. Ask for clarification and further
explanation as needed about the topics and
texts under discussion

Objectives The students will be able to recount details

about the story The Invisible Boy.

The students will be able to orally share their

connections to the story and their opinions of
the story.
Materials Book or video read aloud- The Invisible Boy
Paper that says “I agree”
Paper that says “I disagree”
Paper that says “I am not sure”
Statements for Evaluation
(https://docs.google.com/presentation/d/1O4tb
UixASW9cmeJ40_gH5-mxLfM17IJ655MJeo
EzWxY/edit?usp=sharing )

Vocabulary Invisible
Glance

Before reading Whole group

- Review the vocabulary
- Ask students to imagine that they are a
character in the story. Which character
do they identify with most? (Think
and share after re-reading story)

During reading Whole group

- Watch story read aloud and pause if
there is confusion or if students are
talking too much

After reading Whole group/Small groups

- Review the sequence of the story
- Review the characters

Evaluation - Introduce activity “I agree/I disagree”

- Set ground rules which
include: respect one another as
it is an open space to share,
listen while one person is
 talking, raise your hand if you
have a question/comment,
actually think about these
statements and do not follow
your friend to talk with them
- Read statements out loud for students
and they chose which responding
statement to stand by.
- I agree
- I disagree
- I am not sure
- Students can share with the people that
have the same response as them.
- Students share with the whole group.
- Why do you agree or disagree
with the statement?
- Why are you not sure?
(comprehension or unable to
recount experience/reason)
- Students return to the rug to discuss
how the activity went and what they
learned from that experience.
- What surprised you?
- What did you learn about
yourself? What did you learn
from your friends?
- Why do you think we did this
activity? How can we use what
we learned today to apply to
our classroom?