Things Not Seen Lesson Plan

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Subject Area: Language Arts; Social Studies

Book Summary
Bobby Phillips wakes up one morning to discover he's a missing person. Not that he's been kidnapped — he's still in his own home — but he's turned invisible! Worried that he'll become a medical curiosity, his parents decide to keep it a secret, and Bobby is more alone than he's ever been in his life. Then he befriends the blind girl, Alicia, who doesn't know how different he really is. Can Bobby trust her with his big secret? And will he stay invisible forever? Award-winning author Andrew Clements explores all the exciting "what-if" possibilities of being invisible, but his real triumph is in his characters, who must learn to reach out to one another to prevent their own "invisibility."

Objective
This lesson will focus on the theme of invisibility in Things Not Seen, an element that functions both as a plot device and a recurring theme. Students will examine Bobby's character development as a result of turning invisible; use Bobby's invisibility to explore other fundamental truths they take for granted; explore a number of different ways that people can be considered "invisible" in real life; and explore moral issues in the imaginary context of invisibility.
Standard: Students understand inferred and recurring themes in literary works (e.g., bravery, loyalty, friendship, good vs. evil; historical, cultural, and social themes).

Before Reading
Ask your students what they would do if they woke up one morning to find that they were invisible. What would it feel like to know that no one could see you? Would you behave differently if you knew no one could see you? Their response to these questions can take the form of a short written exercise (possibly in their journals), or it can be conducted as a class discussion.

Missing Persons

1. For most of the following activities it will be helpful if students have read the book. In Things Not Seen, Bobby Phillips is invisible. This is clearly a fictional story, but people can be "invisible" in real life too when they are ignored or shunned by the rest of society. Ask your class to brainstorm the different ways that both individuals and groups of people have been treated as "invisible," giving both historical and modern examples. They can even give personal examples, like when Bobby remembered being ignored by a popular girl and feeling invisible.
2. Once you have a number of examples listed on the board, take it a step further. Ask your students to imagine the effects this stigma had on people, and how it would feel if they were the "invisible ones." Why do they think that there are so many examples of people being treated this way? Are things improving, or are there still people in today's world who aren't being counted?
3. Finally, as a class, discuss examples of people breaking out of the "invisible" status. How did these individuals make their presence felt? What can we learn from them? (e.g., Rosa Parks)
4. Bonus activity: To extend this activity give students the opportunity to conduct further research about historical instances where a specific person or group was treated as "invisible," and ask them to write a report.

The Metamorphosis

1. Being seen by other people is a fundamental truth — a "fact of life" — one which Bobby unexpectedly loses. Ask your students to brainstorm about other fundamental truths in their lives, the things they take most for granted. As a pre-writing exercise, have them write a short list on a piece of scratch paper.
2. Now, ask them to imagine that one of these things has changed. They may be invisible like Bobby, or it may be another change entirely. Encourage them to suspend reality and to use their imagination.
3. Have them write a short story that begins with their waking up to discover that this fundamental change has taken place. How does it affect them? How do other people react? What do they do?

Visible Goodness

1. Ask students to discuss the ways that Bobby behaved differently after he became invisible. How did he change throughout the course of the story? In what ways did he remain fundamentally the same?
   
2. In Things Not Seen, Alicia describes the plot of the famous H.G. Wells story The Invisible Man. In this story, a scientist realizes that there are drawbacks to being invisible, and it leads him to commit terrible crimes. Reread her summary together, and then discuss as a class ways that invisibility could bring out the worst in a person. Refer back to their pre-reading brainstorming; would they behave in cruel, illegal, or dangerous ways if they were invisible and thought no one could see them?
3. Finally, ask students to think about why they follow rules or behave in a "correct" manner. Is it just to stay out of trouble? Is this a good enough reason to follow a rule? What are the real reasons that should guide your behavior?

Other Books About Invisibility
The Invisible Man
by H.G. Wells
A scientist becomes obsessed with the idea of finding a way to make himself invisible. Once he makes himself disappear, though, he cannot reverse the effects, and his anger and insanity grow. Available in abridged versions for younger readers in book and tape form.

Speak
by Laurie Halse Anderson
High school freshman Melinda isn't literally invisible, but after a traumatic incident at a party last summer, everyone at school is avoiding her. She's having trouble finding her voice, and has become a social outcast. Can she find the courage to speak out again? (Deals with mature subject matter.)

Other Books By Andrew Clements
Frindle
The Janitor's Boy
The Landry News
The School Story

Teaching plan written by Beth Doty

ARTICLE	Scope DEBATE Is the time you spend connected to an iPod or a computer taking away from personal relationships?
LESSON PLAN	Portrait of a Friend Students get to know themselves and their classmates by filling in the blanks to create a mini-biography.
UNIT PLAN	Who Am I? Utilize this lesson unit to encourage student to work together and learn about each other through interviews, posters, and portraits.