This lesson plan template outlines a lesson for a 2nd grade English Language Arts class about the book "The Invisible Boy" by Trudy Ludwig. The lesson will focus on helping students understand what it means to feel invisible by having them discuss the story. During the lesson, the teacher plans to incorporate sensory inputs like playing calm music, diffusing scents, and allowing tactile assessments to enhance student engagement and learning.

1. Lesson Planning Template
Teacher:
Fianna Shute
Class: ELA Date(s): 9/15
CCSS Standards:
 RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text.
 RL.2.3: Describe how characters in a story respond to major events and challenges.
 RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Unit Essential Question:
 What is school, and why are schools important?
Lesson Essential Question:
 Why did Brian feel invisible at the
beginning of the story?
(Sessions 2–3)
My school does not require us to post our
UEQ’s or LEQ’s in the classroom. But I do
tell them to my students each day. To
contribute to the sensory input of sight, I
could have them posted in my class for
students to view each day.
 Warm-Up:
 Introduce the book by showing it to students and reading the title and author: The Invisible Boy by Trudy
Ludwig.
 Invite students to look closely at the cover. Ask:
“What do you notice on the cover of this book?”
 Invite students to Think-Pair-Share:
“What do you think might happen in this story?
During the think-pair-share time, I could contribute to the auditory sensory input by playing non lyrical music at a
low level. This is help calmstudents and focus them on the task.
Teaching Strategies:
 Call on a couple of students to share their answers with the
class.

2.  Read aloud the entire book fluently, with expression, and
with minimal interruptions. Stop to provide word meanings.
During the read aloud time, I could diffuse lemon or
peppermint aromas in the classroom. This smell sensory
input will help improve students’ attention and memory
during the read aloud.
 Write the word invisible on the board. Circle the prefix in-
and underline the word visible.
 Explain that sometimes words are made of parts that help
us understand the meaning of the word.
 Lead students in using the Frayer Model for Invisible to
understand what invisible means.
 Lead students in using the Frayer Model for Visible to
understand what invisible means.
Summarizing Strategy (Closure of Lesson):
 Invite students to turn and talk with an elbow partner. Post
sentence frames on the board for students to reference:
- “Invisible means _____ . Something that is invisible is a
_____ .”
- “Visible means _____ . Something that is visible is a _____
.”
Formative Assessment(s):
Summative Assessment(s):
 Draw a picture of an event that makes
Brian feel “invisible.”
Write a description of the event.
 Draw a picture of an event that makes
Brian feel “visible.”
Write a description of the event.
For my assessment of students, I could
give them different opportunities for
tactile stimulation. Rather than only
providing one way for assessments,
students could be given options like,
create a clay model or create a story
board. These activities would be a
touch sensory input.
Notes: