Reading Lesson Plan Format

JMU Student Name: Diamond Allen Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM

Lesson Type: READ ALOUD

Title, Author & Summary of the Text Used in this Lesson:

The Invisible Boy- Trudy Ludwig

Meet Brian, the invisible boy. Nobody ever seems to notice him or think to include him in their group, game, or birthday party . . . until, that
is, a new kid comes to class.

When Justin, the new boy, arrives, Brian is the first to make him feel welcome. And when Brian and Justin team up to work on a class
project together, Brian finds a way to shine.

Picture Book

Describe how and provide a rationale for the way you have grouped students for this lesson:

Due to Covid-19, students will remain in their socially distanced spaces and participate in a whole-class discussion in
order to maintain social distance guidelines. Following the activity, they will return to their seats to complete an after-
reading activity.

Standard(s) Addressed:

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 Reading Lesson Plan Format

JMU Student Name: Diamond Allen Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM

K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
c) Participate in oral generation of language experience narratives.

K.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies.

K.3 The student will build oral communication skills.

a) Express ideas in complete sentences and express needs through direct requests.
c) Begin to follow implicit rules for conversation, including taking turns and staying on topic.
e) Participate in group and partner discussions about various texts and topics.
g) Follow one- and two-step directions.

Objectives:
The students will…

 Before reading, the students will be able to share the definition of “invisible” in their own words.
 Students will be able to make predictions based on the title page.
 Students will be able to participate in a class discussion.
 During reading, students will participate in think alouds.
 Students will be able to share different emotions that characters may be experiencing.
 Students will be able to make text-to-self connections

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 Reading Lesson Plan Format

JMU Student Name: Diamond Allen Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM

Tier Two Vocabulary Words and Student Friendly Definitions:

Invisible- The feeling that no one notices you.

Materials needed/preparation of the learning environment:

The Invisible Boy

Sticky notes
Sharpie
Paper
Printer
Crayons
Pencil

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 Reading Lesson Plan Format

JMU Student Name: Diamond Allen Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM

Plans for differentiation:

For my ELL students, I can speak slower or repeat certain words. At this age, students have a limited concept of print, I
can drag my finger along the page from left to right to show the direction a page should be read. To help students focus on
the words of the story, I could show the pictures after reading the page. I can spend extra time elaborating the lesson with
students who may have trouble understanding the lesson. I can extend the lesson for students who finish the assignment
early.

Before Reading
Engage: Describe how I will ask students if they know what it means to be invisible. Time
you will: Compare invisible to what Mrs. Cash is when the guidance counselor is in the 5 minutes
room.
● capture students’ We will talk about how you would treat someone if they were invisible.
interest and Explain that I will be exiting the room and that when I come back, I will be invisible
introduce the text; and they must treat me as such.
● activate students’ Act Like I am invisible.
Discuss how I must’ve felt being invisible.
background
Ask them how they would feel if no one noticed them.
knowledge; and
● set the purpose for
listening

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 Reading Lesson Plan Format

JMU Student Name: Diamond Allen Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM

Explore: Describe how I will introduce the book and ask the students to make a prediction about what the Time
you will: book is about. 3 minutes
● preview the text Explain that I will be asking them to explain their thinking and remind them that I
answer quiet hands and not blurters.

Explain: Describe how
you will:
● model/explain your
thinking (list page
numbers and what
you will say/do)
● invite students to
model/explain their
thinking about the
words? (list page
numbers and what
you will say/do)
During Reading
● Page 2: Why do you think the teacher is having a hard time noticing the Time
invisible boy?
● Page 6: How do Micah and J.T. chose players for their team? Was it a fair 15 minutes
way to select players? Why or why not?
● Page 8: Oh my goodness, what a powerful scene! “J.T. glances in Brian’s
direction and just quickly, looks away.” I would feel really bad if someone
pretended not to notice me. How would you feel?
● Page 10: Do you think Madison and her friends were being mean on
purpose? What could they have done differently?
● Page 14: The children are looking to see if Justin is cool enough to be
their friend. Is this a good way to pick your friends?
● Page 20: On this page, I see that the illustrator has given Brian a little
more color. This makes me think that he is feeling a little less invisible. He
must be happy that Justin is being nice to him.
● Page 22: The words on this page say that Brian wants to draw a hole to
swallow him up. I think the author really means Brian is sad and wants to
disappear because he is left out again.
● Page 28: What are some ways Justin helps Brian feel less invisible?
● Page 30: I noticed that it only took ONE person to help Brian feel less
invisible. I think that the message of this story is that it only takes one
person to make a difference in someone else’s life.

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JMU Student Name: Diamond Allen
Elaborate: Describe
how you will:
● engage students in
developing a more
sophisticated
understanding of the
purpose for listening
Evaluate: Describe
how you will:
● encourage students
to assess their
understanding and
abilities
● evaluate student
Reading Lesson Plan Format
Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM
After Reading
● I will introduce the drawing that students will complete. Time
● I will show the students a picture of a time I felt invisible and explain how I felt 5 minutes
inside.
● I will ask students to close their eyes and think of a time when they were
invisible. How did they feel? Were they angry, mad, sad, embarrassed?
● I will ask the students to think of how they would draw a picture of what that
looked like.
● I will ask a few students to share about a time they felt lonely and how they felt.
● I will then talk about ways that I could help people that feel invisible, seen.
● I will give examples of situations and model a situation with the CT.
● I will ask children to either think or imagine a situation where they helped
someone feel less invisible.
● A few children will share how they helped a person feel less invisible.
● With their ideas in mind, students will draw a picture on one side of the paper. Time
● They will draw a picture of a time when they felt invisible and answer the
prompt, “A time I felt invisible was when...” 10 Minutes
● The teacher will use close proximity to evaluate the students’ progress and
understand of the assignment.
● The teacher will ask guided questions to tie the students thinking back to the
read aloud.
● The students will flip the paper over when instructed and repeat the process by
answering the prompt “I would help a person feel less invisible by...” and draw
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 Reading Lesson Plan Format

JMU Student Name: Diamond Allen Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM

progress toward a picture of how they have helped someone or how they would help someone.
achieving the
educational
objectives

Closure: Describe how I will ask a student to tell me what it means to be invisible in their own words We will Time
you will: play sit down, stand up. 5 min
● remind students of
the lesson objective  Stand up if you have ever felt invisible (in our heavily EL rooms, we have
● link the new to specify that we don’t mean this in a superhero way
learning to future  Stand up if there was a time when you didn’t have someone to play with
 Stand up if you ever felt left out
learning
 Stand up if you have ever left someone else out (the kiddos are
surprisingly honest about this)

After, we ask “What did you notice as we did this activity? What did you see?”.  

What could go wrong with this lesson and what will you do about it?

The children may not be able to understand figures of speech such as the word “invisible” and may take it as its literal
interpretation. To combat this, I can use a student and say that they are feeling invisible as if no one notices them. Even
though we can still see them, they are feeling invisible on the inside and are not physically invisible on the outside.

Students may not want to participate in class discussion or some students may speak more than others. I will encourage

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 Reading Lesson Plan Format

JMU Student Name: Diamond Allen Grade Level: Kindergarten Date/Time you plan to teach the lesson: 10/16/20 10:30AM

the practice of raising hands and may pick children who have not spoken as frequently.

Students may not understand the instructions for drawing. I plan to model and scaffold the process for them. I will add a
sad face for the “A time I felt invisible was when...” side and a smiley face for the “I can help someone who is feeling
invisible boy...” side.