Invisible Boy Lesson Plan

Rationale: To illustrate the

individuality of each students

imagination.

Submitted by: Jennifer Cornelius

Lesson on individualism and inventiveness

for Grade Level 2

Objectives:
Materials/Equipment: Copy of

Invisible Boy Silverstein, S.

(1974) . Invisible Boy. In Where
the Sidewalk Ends . Retrieved
from
https://www.nytimes.com/books
/99/05/16/specials/silverstein.1
.html
One sheet of blank copy paper for each
student

TEKS Achieved:
LA 2.17- Students use the
elements of the writing process
(planning drafting, revising,
editing, and publishing) to
compose text.
LA 2.18b- Students write
literary texts to express their
ideas and feelings about real or
imagined people, events, and
ideas by writing short poems that
convey sensory details.

TSW write a short poem that conveys sensory details.

TSW plan, develop, revise, edit, and publish their poem.
ELPS targeted (At least one domain to be addressed- RWSL)
Listening Allow use of same language peer and native language support

Lesson Plan:
Introduction:
1. Read Invisible Boy to the class, and show them the illustration.
What does Shel Silverstein see on this page? How do you know thats
what he sees? Does everyone see the same thing on this page? Do
you think that everyone would see the same thing if they did not have the
poem with it?

Process:
1. Lets take a look at the poem. The words at the end of the second and
fourth line rhyme, and the words at the end of the fifth and sixth line
rhyme. What type of rhyme scheme is this? In this part of the lesson I
will also go through the different traits of a poem.
2. To model I will put a plain piece of paper up on the board. Now I am
going to think about what I see in this invisible picture. Is what I see
going to be the same thing that Shel saw? Will I see the same thing
Blooms Taxonomy:
that you see? Lets start with the first line. I will take the students
Knowledge
Analysis
Comprehension
Synthesis
through the first couple of lines explaining how I will choose the words
Application
Evaluation
that describe what I see on the blank page, and how to choose an ending
word that will be easier to rhyme.
Differentiated Learning:
3. So, are we all going to see the same thing on our papers? Why do we
Auditory
Visual/Spatial
all see something different when we look at a blank sheet of paper? At
Kinesthetic
this point I will check for understanding, and direct students to thoughts
Verbal/Linguistic
about individualism and imagination.
Intrapersonal
Interpersonal
4. Now I am going to give each of you a blank piece of paper. Look at the
paper, and brainstorm what you see on the paper. Take some notes on a
Classroom Strategies:
piece of notebook paper about what you see. After you have made some
Cooperative Groups
Hands-On
notes, get with a partner and tell them what you see. Your partner will ask
Centers
you questions if they need more information. For example, Shel saw a
Independent Activities
Lecture
house. What color is that house? Lets take some time and come up with
Whole-group
some of your ideas. At this point Id walk around and see how the
Peer tutoring
Pairing
students are understanding so far (This is also where the ELPS would be
met). After they meet with their partners I will draw their attention
back to the front. Now we are going to start
the first line of the poem. Look at the first thing that you have on your paper, go ahead and make your first line.

5. Now you are going to finish your poem. Think about form and rhyme, and make sure to use descriptive words,
and unique ideas. You are not limited to the same form and rhyme scheme that Shel used.

Accommodations:
1. Dyslexia Allow student to dictate his/her ideas to either another student or an iPad app to transcribe his/her
ideas. The focus for this student is the creation of unique ideas. The only writing he/she will do will be during the
editing and publishing sessions.
2.ELL Student will be allowed to create ideas and poem in home language if necessary. Either the teacher or
another student will help him/her to translate the poem at the editing stage.

Assessment/Evaluation:
1. The evaluation for this project will be a one on one meeting with the teacher. Tell me about your poem. Why is
it important be able to think differently than other people? How is your poem the same as Shels? How is it
different? These questions will give me information on how much of this content the student has mastered, and
where they may need additional instruction.