Type of Lesson

Read Aloud- The Invisible Boy

Context
Working with Mrs. Coffman, we agreed to do a book about either community helpers or that was a
character builder. The Invisible Boy is a good character builder for the classroom setting. It is above the
students reading level, yet still within their interest.
Learning Objectives
Understand:

Some kids feel invisible, and it only takes one person to change that.
Know:

Invisible is not meant literally- it means he doesnt stand out

Drawing was what makes Brian unique
Justin helped Brian feel less invisible by having him join the group and showcasing his drawing
skills
Everyone has something that makes them unique
Do:

During choices time, write and/or draw what makes you unique
Assessing Learning

Students will explain what is meant when it says Brian is invisible

Students will tell me what made Brian unique
Students will explain what happened to make Brian stop being invisible
Students will write and/or draw what makes them unique
Related VA Standards of Learning
History:

K.8 e) Practicing honesty, self-control, and kindness to others

English:

K.1 a) Listen to a variety of literary forms, including stories and poems

K.3 e) Participate in group and partner discussions about various texts and topics
K.12 b) Draw pictures and/or use letters and phonetically spelled words to write about
experiences.
Materials Needed

The Invisible Boy by Trudy Ludwig- Provided by Miss Pogue

Paper- Provided by Mrs. Coffman
Students pencil case- Provided by students
Procedure:

Before opening the book, introduce title and author.

Ask What does invisible mean? and What do you think this book will be about?
Point out how big and colorful Nathan and Sophie are on the page, while Brian is small and black
and white
Picking teams: Ask Is this a fair way to decide who gets to play?
Lunchtime: Ask How would you feel if everyone was invited to something except for you?
Drawings: Ask How do you think Brian feels when he is drawing?
Group work wordless: Ask How do you think Brian feels now? if needed, follow up with,
What changed?
Last page: Ask Why isnt Brian invisible anymore?
After reading: What did they really mean when they called Brian invisible?
Ask Did anything in the book surprise you?
Ask What should you do if you see someone being left out?
During Choices time: Pull one student at a time. Ask What made Brian special? Instruct the
student to write and/or draw what makes them special.
Differentiation
All students in the classroom speak English as a first language. All students are able bodied.
Students will complete assessment task individually during other activities, therefore completion time
does not matter.
What could go wrong AND what will you do about it?

Time is limited. If the students get too long winded, gently cut them off and keep going. Invite
them to talk about it more later if they want.
Student may not feel comfortable writing or drawing. Allow them to express thoughts verbally.