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CHILDREN’S LITERATURE TASK 1 LESSON PLAN INFERENCING FOR THEME BY USING TEXT EVIDENCE (SPECIFIC LITERARY ELEMENT AND DETAILS FROM ILLUSTRATION) Date: Sept. 4, 2019 Course Information: C269 PART A: SELECTED ILLUSTRATED BOOK WITH POSITIVE DIVERSE REPRESENTATION FOR PART B DISCUSSION & PART C LESSON PLAN 

The Invisible Boy by Trudy Ludwig

PART B Part B1-B1a: Positive Diverse Representation The book, The Invisible Boy by Trudy Ludwig contains and demonstrates diverse representation in the story when the new student in the book is at lunch and eating with chopsticks. It is apparent that the other students in the class are diverse as they are inquisitive about what the student is eating and using the chopsticks on. The other classmates ask what it is and the student responds that “it’s Bul-go-gi, Korean BBQ beef.”(Ludwig, 2013) The illustrator, Patricia Barton, illustrates only the new student eating with chopsticks while none of the other students have them. Another way the book demonstrates diverse representation is in the illustrations. The children in the classroom are all illustrated with round eyes, when the new student is illustrated in the book the illustrator has created him with almond shaped eyes, which Asians are typically known to have. By illustrating the different shaped eyes that the new student has, the illustrator is showing the audience that the student is diverse. The positive diverse representation in this book helps students gain new cultural perspectives and learn how people of different cultures may look different. This representation helps students who maybe look different feel more welcome and connected to their own class and teacher. As noted by Juel Graves in his book, Teaching reading in the 21st century “illustration is valuable in helping students learn about the myriad types of diversity around them.” (Graves, 2011)

(Ludwig, 2013) Part B2-B2a: Literary Theme & Literary Element

A literary theme that is found in the book, The Invisible Boy, by Trudy Ludwig is that kindness is like a domino, one small gesture lends to others reciprocating and then friendships forming. Throughout the book the author describes the student Brian being by himself, always chosen last or not chosen at all, and just being overlooked. When the new student arrives and is at lunch where other students begin to laugh at him for what he is eating, Brian the “invisible” student, seems to understand and can relate to what Justin is going through. Brian draws a picture for the new student Justin stating how he likes the Bul-go-gi, and leaves it in Justin’s cubby. This act of kindness on Brian’s part, is followed by a Thank you from Justin and is the turning point in the story for Brian. Next there is an assignment that Justin includes him on when Brian was left without a partner. Then, just when Brian thought he would have to endure another lonely lunch eating by himself Justin invited him to sit next to him. The literary element of characterization reveals the theme of kindness. The kindness shown by both characters in the story helps the reader gain perspective on how acts of kindness can brighten a person's day and also have a domino effect. The author and illustrator of the book help to paint a picture of what it feels like when someone feels invisible. They show the reader how a simple act of kindness can change a persons day for the better. The author shows this in the story after Brian is invited to sit with Justin at lunch, “maybe, just maybe, Brians not so invisible after all.” (Ludwig, 2013) The illustrator also shows how kindness can brighten a person's day in his illustrations. In the beginning of the story Brian had a straight face or frown, though when Justin practices kindness and invites Brian to join different activities the illustrator portrays Brian with a smile rather than the somber look from previously in the story. Part B3: Quality Illustrations in Selection of Children’s Literature It is important to select children's literature with quality artwork because children don't always understand the context of what they are reading and use the pictures to fill in the parts of the story they may not understand. Quality illustrations add more depth to the characters in a book, they bring them to life. “In some cases, the illustrations in picture- books provide a much richer, broader context than the words can possibly convey.” (Galda, n.d.) The illustrator in the book, The Invisible Boy used Representational Art, which made his illustrations more realistic and relatable for children. The illustrator also used continuous narration which indicates motion in the illustrations to show how Brian in the Invisible boy was chosen last in the book. Quality illustrations help students feel connected to the book, they bring the book to life in the child's eye and add so much more detail to a story that words can't always do. As noted in an article by, Zhihui Fang, “illustrations can supplement characterization in the text by showing the characters' actions and reactions to one another or giving characters an extra fleshing out” (Fang,1996) This was shown in the illustrations in the book The Invisible boy, the expressions on the children's faces were changed with different scenes so even if you didnt note the emotional changes of the characters when you were reading the book the illustrations portrayed it. Part B3a: Quality Illustrations & Literary Theme This illustration from the book, The Invisible boy conveys the theme of kindness. You can see the theme of kindness in the illustration as the boy Justin is reaching out to the other student, Brian wanting to include him into his group. The color of the illustration also shows the theme of kindness when Brian is included. Previously in the book, Brian was illustrated in black and

white, which was different from the rest of the illustrations and now that he is included the illustrator has drawn him in color and with a smile on his face.

(Ludwig, 2013) Part B4-B4a: Genre & Genre Characteristics The Genre of the book The Invisible Boy, by Trudy Ludwig is realistic fiction. One characteristic of the genre realistic fiction in the book, The Invisible Boy is how the book takes place in a school and among students and how a student feels invisible. This characteristic aligns with the genre realistic fiction because it is happening in a realistic place among students and addresses real issues. An example of this from the text is “Even Mrs. Carloti has trouble noticing him in her classroom. She’s too busy dealing with Nathan and Sophie.” (Ludwig, 2013) This situation represents a real scenario in a real place, the classroom. Another characteristic of realistic fiction from the book, The Invisible Boy, is when the students are at recess and choosing players for a game and one player is left out. This characteristic aligns with the genre realistic fiction because it is dealing with a real issue that happens in schools and neighborhoods today. An example of this in the book is “ Only Brian is left, still waiting and hoping. J.T. glances in Brian’s directions and, just as quickly, looks away. We’ve got enough players for each team.”(Ludwig, 2013) This situation in the book aligns with realistic fiction because it reflects a real issue in our society, being left out. This is something that happens every day, students aren't chosen for teams because maybe they aren't fast enough, smart enough or have the right friends. Realistic fiction books portray real problems and issues in our society today. PART C: LESSON PLAN GENERAL INFORMATION Lesson Title & Subject(s): Inferencing for a theme. ELA/Literacy Topic or Unit of Study: ELA/Inferencing for Theme

Grade/Level: 3rd Instructional Setting: The class has 20 students, desk will be arranged in rows of five across and four deep. The teacher will go over instructions at the front of the classroom using the smart board. STANDARDS AND OBJECTIVES CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text Lesson Objective(s): Given the book The Invisible boy by Trudy Ludwig, (condition) and a graphic organizer, students will use key details from the illustrations and text to explain how the theme of kindness in the story is conveyed.(behavior) and achieve 8 out of 10 on the rubric.(criterion) MATERIALS AND RESOURCES Instructional Materials: The book The Invisible Boy by Trudy Ludwig Smartboard Graphic organizer Grading checklist Resources: Ludwig, T., & Barton, P. (2013). The invisible boy. New York: Knopf.

INSTRUCTIONAL PLAN Student Prerequisite Skills/Connections to Previous Learning: Students will need to be able to read, listen to instructions, follow directions, answer questions. Understand what characters in a book are, and understand what the theme of a book is. Presentation Procedures for New Information: Students will learn how to analyze a book and use details from the text and illustrations to convey the theme of kindness in the story. Anticipatory Set The teacher will stand at the front of the room addressing the students, Teacher, “Today we are going to be analyzing the book, The invisible Boy, by Trudy Ludwig to explain how

characterization and the illustrations convey the theme of the book. First let's review some vocabulary. Teacher, “Who remembers what a theme of a book is?” Teacher calls on students and writes definition on board. Teacher, “Yes the theme is what the author is trying to teach us, so the moral lesson of the book.” Now who remembers what analyzing is?” Teacher writes Analyzing on the whiteboard. Teacher calls on students to answer. Teacher explains and writes on the board, “yes analyzing something is to dig deeper into something or to reveal something. So in this lesson we are going to be analyzing the book, The Invisible boy, to reveal what the theme is.” Teacher, “Next word is infer” Teacher writes infer on whiteboard, Teacher, “does anyone remember what infer means?” Teacher calls on students and writes definition on whiteboard. Teacher, “ to infer something means to use your background knowledge and evidence from the text and critical thinking to draw conclusions. In the book we will be using the text and illustrations to help us explain what theme the author is trying to infer.” Teacher, “ok now that we remember what all of these words mean let's put them to work.” Modeling: Teacher, standing up at the front of the classroom by the smartboard, “students lets take out our books, The Invisible Boy, and open it to the first page of the story, 'Now looking at the illustration what do you notice about the characters?” Notice that in the picture a couple of the students look like they are trying to get the teachers attention, and other students are talking to each other. Now look at the main character, he is drawn in black and white and it appears that he is just behaving himself and standing there. What do you think the author is trying to tell us in this picture? How does this make you feel? To me it looks like the other characters are being loud and that the one student is following directions, he almost looks like he is alone. This picture makes me feel sad. Now let's read the text.” Teacher reads the first page of the book. Teacher, “ok what is the text telling us about the characters in the story? First it tells us that Brian is the invisible boy. Next it goes on to explain that the teacher is busy dealing with Nathan and Sophie. So if we look at the text we are able to infer that the main character Brian feels invisible because she is dealing with the other students. Again using the text I am able to infer that the main character Brian does not feel good about this, and that he feels invisible. By using the clues in the illustrations and the text I was able to infer something about these pages of the book. Guided Practice: Guided practice will be done as a whole class group. the teacher will stand at the front of the classroom using the smartboard to project the book. Teacher, “Ok let's try another page together, Turn to the next page. Teacher reads the next page. Teacher, “raise your hand to tell me something you notice about the pictures. How do the characters on these pages look? What about the main character Brian? What colors does the illustrator use and what does that tell us?” Teacher calls on students and writes responses on the smartboard. Now let's read the text and see what we notice about it.” Teacher reads the next two pages of the book.” Teacher, “now what do you notice about the characters in the text?” Teacher

calls on students and writes responses on the smartboard. Teacher, “Ok so looking at your observations of the pictures and the text” Teacher points to responses written on the smartboard. Teacher, “What can we infer about these pages of the book? How does it make you feel?” Teacher calls on students for answers. Teacher writes on smartboard. The teacher is looking for the answer that Brian feels sad and invisible. Teacher, “Ok so the theme of these pages and what the author is trying to tell us about Brian is that he feels sad and invisible.” Independent Student Practice: Students will be given a graphic organizer to complete individually using the book The invisible boy, by Trudy Ludwig. In completing the graphic organizer, students will determine the theme of kindness of the story.

(WGU, 2018) Culminating or Closing Procedures/Activities/Events: To summarize what was learned, the teacher will start a discussion with the class, Teacher, “Today we learned about inferences, Who wants to remind us of what an inference is?” Teacher calls on students. Then states inferences definition. Teacher “ yes inferencing is when we use our background knowledge, illustrations and text to determine the theme of the book, or what the author is trying to teach us.” To support the application of learning to the future, the teacher will have the students use their chromebooks and google classroom to type out three sentences on how they will use inferencing to determine the theme of the next book they will be reading as a class, The Tale of Despereaux,(DeCamillo, 2008) Instructional Strategy (or Strategies): One instructional strategy that was used in this lesson was, Direct instruction. The teacher demonstrates direct instruction in the beginning of the lesson when she is modeling how to inference for the theme of kindness in the book. Direct instruction supports learning because it allows the teacher more interaction with the students, it gives the teacher the opportunity to modify the instruction if needed. The teacher is able to accommodate more learning styles by

using direct instruction and it allows the students to ask more questions. Differentiated Instruction Accommodation - ELL: The teacher will differentiate instruction for ELL students by providing the students with a copy of the book, The invisible boy in both their native language and in English. Along with the book the teacher will provide the graphic worksheet as well in the native language and English. Differentiated Instruction Accommodations - Exceptional Learner Sub-Group (Student Choice): The teacher will differentiate instruction for the student with ADHD by providing the student with an advance organizer. This organizer will provide the student with a list of the steps they will be going through, the organizer will also list the materials needed so the student can be prepared and plan ahead. Besides the advance organizer for the student with ADHD the teacher will highlight key words in the instructions on the graphic organizer. By highlighting keywords in the instructions this will help the student to focus more on the instructions. Use of Technology: Technology will be incorporated into the exit ticket at the close of the lesson. The teacher will have the students use their Chromebook and Google classroom to type out and submit three sentences on how they will use inferencing to determine the theme of the next book they will be reading next as a class. The use of this technology benefits the students and the teacher because they are able to view, edit, copy and even expand on the assignment at a later date. Student Assessment/Rubrics: I will know that learning has occurred because given the book The Invisible boy by Trudy Ludwig, and a graphic organizer, students will use key details from the illustrations and text to explain how the theme of kindness in the story is conveyed, and achieve 6 out of 8 on the checklist.. The assessment will be a formal summative assessment where the students complete the graphic organizer and it will be completed during the independent student practice time. Checklist/Rubrics/Scoring Tool: 1. Student provided 4 details from the illustration that give you clues about the theme. 0-4 pts available. 2. Student provided 4 details from the story using a characterization that gives you clues about the theme. 0-4 pts available. 3. Student write theme of Kindness. 1pt available. 4. Student writes 3-4 sentences describing how details from the illustration and characterization convey the theme of the story. 1pt available.

(WGU, 2018) D. References DiCamillo, K. (2008). The Tale of Despereaux: a heros quest. Somerville, MA: Candlewick Press. Fang, Zhihui (1996). Illustrations, text, and the child reader: what are pictures in children’s storybooks for? Reading Horizons, 37, 130–142. Retrieved from http://search.ebscohost.com.wgu.idm.oclc.org/login.aspx? direct=true&db=eft&AN=507530644&site=eds-live&scope=site Galda, Liang, Cullinan. Literature and the Child, 9th Edition. [Western Governors University]. Retrieved from https://wgu.vitalsource.com/#/books/9781305642362/ Graves, M., Juel, C., Graves, B., & Dewitz, P. (2011). Teaching reading in the 21st century (5th ed.). Boston, MA: Allyn & Bacon. ISBN-13: 9780132092258 Ludwig, T., & Barton, P. (2013). The invisible boy. New York: Knopf. WGU Children’s Literature. Children's Literature Task 1 Jumpstart Cohort (1118). 2018. [Google Slides]. Retrieved from Lecture Notes Online Slide Deck: https://docs.google.com/presentation/d/e/2PACX1vQKdoxzSemcwujz19klX1bj_ao_KlPKy7FiT13Ndbp2nollxSVgUUG-2Nf9EOGQYigSrVTxgXE58Kq/pub?start=false&loop=false&delayms=3000...