Alison Gipp

Student Teaching Placement

Harriet Costa
October 23rd, 2020
Lesson Plan #3

1) Anticipatory Set (focus): ​“Today I am going to read you this story about a boy who
feels invisible. Think about a time when you felt invisible”. As I read the story look out
for ways the boy is seen by others.
2) Purpose (objective): ​Students will be able to make connections to the text and describe
ways in which they have made their classmates not feel invisible.
3) Input: ​Invisible, visible,
4) Modeling (show): ​As I do a read aloud with the students I will point out key elements in
the story and ask questions about the reading along the way. I will explicitly use the text
and illustrations to show the students how the character develops along the way.
5) Guided practice: ​I will show the students the activity on Seesaw. Go over explicitly
what kinds of answers they can put on their assignments.
6) Check Understanding: ​Check for understanding by asking the students to brainstorm
what they are going to put on their Seesaw activity. Ask them how they came up with
their thoughts. Encourage them to use the text as a guide.
7) Independent practice: ​The children will complete an activity on Seesaw to collect their
thoughts on what they have learned throughout the lesson.
8) Closure: ​At the end of the read aloud ask the students what connections they can make to
the story. “Has there ever been a time where you felt invisible like Brian?”. “Has there
ever been a time where you helped someone not feel invisible like how Justin did for
Brian?”. “How are some ways in the story that Justin was a good friend to Brian?”.

Standards:
● Reading standards for literature k-5: Key ideas and details: Describe how characters in a
story respond to major events and challenges.
● Speaking and listening standards k-5: Recount or describe key ideas or details from a text
read aloud or information presented orally or through other media.

Duration: ​30 minutes

Materials used: ​The Invisible Boy ​Written by Trudy Ludwig, Seesaw Activity worksheet.

What, if any prior assessments were given before you taught this lesson:
The small group that I am doing this lesson with are students that have low reading levels.
Before the implementation of the reading club, all of the students in my class were assessed in
reading and reading comprehension. All students that scored between 8-10 were placed in my
reading club.

What if any assessment will be given after this lesson:

The small group that I am doing this lesson with is in my low reading level “Reading Club”. I
have been working with reading/reading comprehension with these students every week (except
wednesday) since September 21st from 9-9:30am. The week following this lesson, I will be
meeting with each student individually to do a reading assessment program with them to see how
they have improved in their reading.

What follow-up activity or activities you may do after this lesson:

After the lesson, the students will complete an activity on Seesaw. This assignment will require
them to remember how Brian, the boy in the story felt when he felt invisible. They will recall
ways that Justin helped him no longer feel invisible. On Seesaw they will fill out a worksheet
with the question: “How can I help someone not feel invisible?”

Strategies used in this lesson: ​Following along in a read aloud. Being able to stop and discuss
the story. Be able to recall the story and focus on comprehension and larger meaning of the story.
EL accommodations:
● Sentence starters for the activity on Seesaw.
● Provide a video of the read aloud for students to hear the story a second time before
completing the activity on Seesaw.
Accommodations for disabilities:
● Allow students to use the microphone feature on Seesaw to record their response as
opposed to typing out their response.
Worksheets that accompany this lesson:
Assignment on Seesaw that the students will complete looks exactly like this.