Wonder:

By: R.J. Palacio

10-day Unit Plan

By: Ashley Vining

5th Grade Lessons

Spring 2020
I. Introduction

A. Title - While the students read the book Wonder by R.J. Palacio, they learn vocabulary
skills, comprehension, summarizing, discussions, and complete response activities
that relate to the themes they have been reading.

B. Grade Level - 5th Grade Reading

C. Duration - Ten Days

D. Context - The unit will be at the end of the year (Spring 2020) when the students have already
read many books during the schoolyear. This book focuses on themes that will be
important in their daily lives including bullying, being unique, and dreams they
have. The Literary objectives that will be focused on are point of view, reading
reflection responses, vocabulary improvement, and character analysis.
E. Standards Used
Standard - 16.2
English language learners communicate information, ideas, and concepts necessary for academic success in the
content area of Language Arts.
Performance Indicator - 16.2.4-5.5L
Draw conclusions from informational text (e.g., video, media, lecture) during group discussion.
Performance Indicator - 16.2.4-5.4W
Summarize details from a grade-level informational text using notes.
Standard - CC.1.1.5. E
Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings: Use context to
confirm or self-correct word recognition and understanding, rereading, as necessary.
Standard - CC.1.3.5. K
Read and comprehend literary fiction on grade-level, reading independently and proficiently.
Standard - CC.1.2.5. D
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point
of view they represent.
Standard - CC.1.4.5. G
Write opinion pieces on topics or texts.
Standard - CC.1.5.5. B
Summarize the main points of written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Standard - 9.1.5.D
Describe and use knowledge of a specific style within each art form through a performance or exhibition of a
unique type of work.
Standard - 9.3.5.D
Compare similar and contrasting important aspects of works in the arts and humanities based on a set of
guidelines using a comprehensive vocabulary of critical response.
Standard - CC.1.4.5. O
Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show
the responses of characters to situations; use concrete words and phrases and sensory details to convey
experiences and events precisely.
F. Materials used throughout lesson
- The Book Wonder by R.J Palacio
- Lined paper to create journals
- Pencils for students
- Crayons/markers to decorate journals & being unique activity
- Point of view worksheets
- Thick white paper for being unique activity
- Construction paper for precepts
- Scissors
- Big cut out pieces of paper for character analysis
- White paper for Favorite Part of book activity
- Computer to play videos of movie/ movie on last day
G. Assessments:
- Formative Assessments:
 Discussion Groups
 Reading in class- individual, group, or partnering
 Reading Response Journals (questions/vocab section in the back)
 Being Unique & Different Activity
 Favorite Scene of the Book Activity
- Summative Assessments:
 Point of View Worksheet
 Character Analysis Worksheet
 Precept Activity
 Discussion for Participation Grade- Bullying
 Participation Grade for Visualizing the text Activity

Monday- Day #1
45 Mins.
Topic: The students will be introduced to the book Wonder by R.J Palacio, discuss the book, be introduced to
their reading response journal, decorate the cover, and start reading.
Objective: TSWBAT discuss with the teacher if they have read the book before, what they think the book will
be about determined by the cover (observation and prediction), and finish decorating their journal covers
with showing their interest with 100% participation.
Standards in this lesson:
- Standard - 16.2: English language learners communicate information, ideas, and concepts necessary for
academic success in the content area of Language Arts.
- Performance Indicator - 16.2.4-5.5L: Draw conclusions from informational text (e.g., video, media,
lecture) during group discussion
Materials:
- The book Wonder
- Journals prepared for students
- Crayons/ markers to decorate journal covers
Lesson:
- (5 mins) Introduce yourself as the teacher (your grade, Grove City College student, why you are here,
what you are interested in, and how you are excited to do this Unit plan with them on the book Wonder)
- (10 mins) Introduce to them the book that we will be studying the next few weeks-
 Has anyone read this book before?
 Has anyone watched the movie?
 Who liked/ disliked the book?
  From just the cover or what they have heard do you have any predictions of what it is
about?
- (10 mins) Handout their Reading Response Journals- These journals are going to be used daily during
the unit plan. There will be daily reading reflection questions that the students will answer in the
beginning of class. There is also a section in the back of the journal that has two pages for QUESTIONS
& VOCABULARY. While the students are reading they will write down any questions or vocabulary
that they have about the book and usually every other day I will conference with the students while they
are reading silently to go over them- EXPLAIN this to them in great details. That the teacher is going to
be working one-on-one with the students individually on the process through the book. This journal will
not be graded, and this is for the students to have a place for them to share their thoughts throughout
reading the book
- (10-15 mins) I want the students to enjoy the journals, so I want them to individually decorate the cover
of their journals to make it their own. They can make it like the cover of the book, or they can decorate it
appropriately for what they like. Either is fine because the book is a lot about being unique and their
journals will portray that as well. They can share what they decided to do on their journals at the end if
there is enough time.
- (5-10 mins) Then once the students have finished decorating their books, I will start reading the novel
with them. Depending on how outgoing and comfortable the students are the first day will determine if
they want to volunteer reading, or I read out loud to them.
HW:
Read pages 1-44 (or where we left off in class- pg. 44)

Adaptions
- This is the first day I will meet any of the students, so I do not know if they have any behavioral or
academic adaptions.
- I will observe the students while we are having our discussion in the beginning to see what students talk
and while the students are reading, who is behind? Who is ahead? Who volunteers to read?
- I will also quickly as the teacher if there is anything that I need to know about the students I am working
with?
-
Evaluation:
- Were the students engaged in the discussion? Were they willing to speak?
- If any students volunteered to read, what was their pace? Is my future assigned reading too much?

Tuesday- Day #2
45 Mins.
Topic: The students will complete their first reflection question, have a quick lesson about precepts and what
they are, and complete an activity making their own precepts to decorate.
Objective: TSWBAT complete a reflection question about the previous nights reading (pg. 1-44) and portray
their knowledge of what a precept is by completing an activity of creating their own example of a precept with
100% participation & effort shown in their work when turned in
Standards used:
Standard - CC.1.4.5. G
Write opinion pieces on topics or texts.
Standard - CC.1.5.5. B
Summarize the main points of written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Standard - CC.1.3.5. K
Read and comprehend literary fiction on grade-level, reading independently and proficiently.
Materials:
- The book Wonder
 - Reading Response Journals
- Strips of Construction Paper
- Markers or crayons
Lesson:
- (5-10 mins) Welcome the students into class that day and start some discussion on how the reading was
from last night and if they enjoy the book so far.
 Ask some students to share what they like and dislike from the reading so far…
- Ask them to get out their Reading Response Journals. Remind them to continue to write down questions
and vocabulary words that they have while reading the book
- (5-10 mins) The students will silently reflect and write out their first reflection question:
- Reading Question #1: How would you feel if you were Auggie on his first day of school? Have you
ever been the ‘new student’ at school? If so, how did you feel on that day?
- (10 mins) Precept Lesson
 Have the students get out their book and turn to page 45
 Read pages 45-48
 Does anyone know what a precept is?
 Precept: “A general rule intended to regulate behavior or thought”
 What is Mr. Browne’s first precept? – When given the choice between being right or being
kind, choose kind.
 Now turn to page 311 in your book- this is all Mr. Browne’s precepts throughout the entire
book…
 I want everyone to take a minute and read them over and, in your journal, write down
your favorite precept that you see and why you like it the best!
- (15 mins) Precept Activity
 I will be handing out pieces of construction paper to each of the students. They will fold the
piece of paper in half and cut it in half.
 The students will be trying to come up with their own precept and write it on the half piece of
construction paper
 They will decorate the background of the precept and then at the end share it with the rest of the
class
 They will turn in their precepts to the teacher to grade as a participation grade and will be given
back to them the next day
HW:
Read pages 49-72
Adaptions:
- Today I will be observing the students to see who needs time during the Reading Reflection questions in
the beginning. If some students are finishing way earlier than others, I will have an extra question that
they can answer and if there are students that are struggling to finish in 10 mins then I will have them
only focus on one question
- The Precept activity all the students should be able to complete
Evaluation:
- How did the students react and focus silently on the reading reflection question in the beginning of
class?
- Did most of the students finish the reading from the night before? Was it too much or not enough pages
to read?
- How did the students enjoy the creative activity with precepts?
 - Did I keep in my time frame of class?

Wednesday- Day #3
45 mins.
Topic: The students will be completing their second reflection question, will have a lesson/discussion about
everyone being unique and different, and complete a mini activity to go along with this lesson
Objective: TSWBAT work independently on their reading reflection question, be engaged in the lesson about
how everyone is unique and different in their own way and be able to connect the activity to the lesson. The
students will be graded on 100% effort and completion of the assignment, hand it in, and participate in
discussion of the lesson to teacher satisfaction.
Standards Used:
Standard - CC.1.5.5. B
Summarize the main points of written read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Standard - CC.1.1.5. E
Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings: Use context to
confirm or self-correct word recognition and understanding, rereading, as necessary.
Standard - 9.1.5.D
Describe and use knowledge of a specific style within each art form through a performance or exhibition of a
unique type of work.
Materials:
- The book Wonder
- The Reading Response Journals
- Pieces of plain paper with their name written in the middle of the piece of paper
- Crayons or markers
Lesson:
- (3 mins) Welcome the students into the class and start hearing their thoughts on last night’s reading! Did
they finish it all? Are some students behind?
- (10 mins) Have the students get out their reading response journals- open to a new page and answer one
of the reading response question silently on their own
- On page 57, Auggie cut off his braid on the back of his head… why do you think he cut it off? Do
you think that he was growing up or embarrassed by it? Have you changed your appearance in
some way while growing up? OR What happened during the Halloween day scene at school?
What made Auggie so upset? Do you consider this scene bullying?
- (10 mins) Being Unique and Different Lesson
 Read out loud to the students pages 73-80, highlight on page 73- “For me, Halloween is the best
holiday in the world. It even beats Christmas. I get to dress up in a costume. I get to wear a mask.
I get to go around like every other kid with a mask and nobody thinks I look weird. Nobody
takes a second look. Nobody notices me. Nobody knows me. I wish every day could be
Halloween.”
 Alright after reading this passage why does Auggie want it to be Halloween every day?
 Auggie loves Halloween because he can wear a mask and cover his face. Auggie’s face is
different and unique than what most of us have. We are all made different, none of us are made
the same and that is what makes us special. We all look different and we all have things we are
good/ bad at.
- (15 mins- 20 mins) Being Unique and Different Activity
  Hand out the students the plain piece of white paper with each of their name previously written
in the middle of it
 Tell the students that they have 15 mins to draw and write around their name things about
themselves- This could include their talents, their physical features, your family life, hobbies,
things that you are good/bad at, ANYTHING that explains you as a person.
 I would have completed one before showing them an example of what I am looking for.
 I would let them be creative and draw things that resemble them and after they have finished
share some of the things, they had drawn on their piece of paper
 Then I would leave the students to think about this- Auggie is another student just like all of you,
he has talents, physical features, a family, hobbies, etc. He is judged everyday because of the
physical features of his face… How would you feel if you were judged because of anything on
that piece of paper?
 Allow some of the students to think about it- if someone wants to share and answer that question,
that is great! However, do not force anyone to share.
 Important- Tell the students that the reading for tonight’s homework is a little longer than usual,
try to finish it if you can but if you cannot we will go over the main points tomorrow. Also, that
it is from VIA’s point of view (auggie’s sister) and I want them to observe how it is to read the
story from another person’s side & we will be talking about Point of View tomorrow in class.
HW:
Read pages 80-106 (part of VIA’s section)

Adaptions:
- Gave the students two reading response questions so that they can choose what one they would like to
reflect on- one is a little more difficult than the other
- The activity every student should be able to complete
Evaluation:
- How did the students enjoy having an option for the reading response question at the beginning of the
lesson?
- Were the students engaged in the Being Unique & Different Activity? Did they see the connection with
the lesson?
- Did I have enough time to finish all the material I wanted to cover?

Thursday- Day #4
45 Mins.
Topic: Today the students will be focusing on the definition and how point of view is being using in the book
Wonder. They will complete a reflection question in the beginning, have a short teacher-taught lesson about
point of view, and complete a worksheet about the term.
Objective: TSWBAT complete a worksheet to show the comprehension & understanding of point of view and
demonstrate through their answers of how/why this is used in the book Wonder with an average grade on the
worksheet of 85%.
Standards Used:
Standard - CC.1.2.5. D
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point
of view they represent.
Standard - CC.1.4.5. G
Write opinion pieces on topics or texts.
Standard - 9.3.5.D
Compare similar and contrasting important aspects of works in the arts and humanities based on a set of
guidelines using a comprehensive vocabulary of critical response.
Materials:
- The book Wonder
- Reading Response Journals
- Point of view worksheet
Lesson:
- (5 mins) Welcome the students into the classroom and ask them if they have any questions that they
wrote down in the reading response journals from the past few nights of homework readings. Answer
these in front of the entire group because if one student is struggling understand something than another
student probably is as well
- (5-10 mins) Once the students are done asking question, have them turn to the next page of their reading
response journals to answer a reflection question for last night’s reading-
Did you like reading the book Wonder from a different person’s perspective? (Via’s point of view)
Do you know what point of view is?
- (10 mins)- Point of View Lesson
 Have some of the students read their reading responses to get a feel if the students understand
what point of view means. From there is how you determine how long your instruction needs to
be about the vocabulary word.
 Tell the students that the book wonder is in different points of view determining on the section of
the book. They first noticed this when they read Via’s section of the book which is Auggie’s
older sister. As a reader, you got the perspective of the story and what is going on in Auggie’s
life from her.
 Point of view: the angle of considering things, which shows us the opinion or feelings of the
individuals involved in a situation.
 So, in the book wonder we will read the point of view from Auggie, Via, Summer, Miranda,
Jack, & Miranda- explain to the students that they may not know all these characters yet, but
they will
 Discussion questions:
 Did it change what your view on Via and Auggie by hearing it from Via’s side?
 Did you like reading from Via’s point of view better or Auggie’s? – Personally, I liked
reading from Via’s perspective because we got to see how someone else thought of Auggie
rather than just Auggie himself.
 Was there something that Via said in her section that stuck out at you at all? – For me it
was how quickly she had to grow up once Auggie was born since her parents really had to focus
on him rather than her because he needed more attention.
- (10 mins)- Point of View Activity
 Attached is a worksheet that is about point of view within the sections of Via and Auggie. This
should not take the students too long, but they may need further instructions on what I am
looking for in the boxes.
 The worksheet is split into Auggie’s section asking what are some examples of what Auggie
thinks people look/think of him- examples: He is scary, he has the plague if you touch him, he is
different, he is not smart, he has a problem, they feel bad for him, etc.
 The other section is about Via and how she thinks of Auggie- she loves Auggie. She is very
thankful to have him as a brother because it has taught her a lot. However, she wants things to be
different in some ways that her parents would pay attention to her more.
  Have the students fill out the worksheet and turn it into the teacher when they are finished. This
will be turned in for a grade for the unit to gauge the student’s comprehension of the book and
their understanding of the vocabulary work point of view.
- (10 mins) Have the students when they finish their worksheet to read silently independently. They
should finish Via’s section and then start reading their homework pages for the night.
HW:
Finish Via’s Section if not finished in class (through page 117)
Read Summer’s Section: 118-132
Adaptions:
- If students are struggling to complete worksheet in the class period- cut down the examples from 3 to 2.
I do not want them to feel like they must do perfect on this assignment rather I want to see if they are
comprehending the book.
- This is the first worksheet that is with facts from the book- give extra time to any students that need it.
Evaluation:
- Did the students react well to the lesson about point of view and understand the layout of the worksheet?
- Was there enough time given to complete the worksheet in class?

Friday- Day #5
45 mins.
Topic: Today will be time for students to read/ catch up on reading and conference one-on-one with the teacher
on their questions and misconceptions about the book.
Objectives: TSWBAT complete a reading response questions pertaining to the previous night’s reading and
then have free reading time while the teacher conferences with each student individually. The students will
receive participation if they silently read & are able to show the teacher at least 2-3 questions or vocabulary
terms in the back of their journal.
Objectives Used:
Performance Indicator - 16.2.4-5.4W
Summarize details from a grade-level informational text using notes.
Standard - CC.1.1.5. E
Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings: Use context to
confirm or self-correct word recognition and understanding, rereading, as necessary.
Standard - CC.1.3.5. K
Read and comprehend literary fiction on grade-level, reading independently and proficiently.
Materials:
- The book Wonder
- Reading Response Journals
- Notebook/pen or Computer for conference notes with students
Lesson:
- Welcome the students and tell them to get out their reading response journals. They read till page 132
last night for homework.
- (5-10 mins) Their reading response question #4
- Summer is a very good friend to Auggie, she talks about the “plague game” that is going around
school. What is it? Do you think this is a kind game?
- Summer enjoys spending time with Auggie and tries to act like everything is normal with him.
Why do you think Summer is trying so hard to be nice to Auggie?
 - (40 mins /rest of class) Tell the students that after they have finished with the reflection question, they
have the rest of the class period to read independently.
- I want them to have this time to be able to catch up on their reading if they are behind or hopefully they
are on track with the reading and be able to continue I am hoping they can read most of or all of Jack’s
section during class today.
- Their goal: If you could finish most Jack’s section of the book (pgs. 133-185) that would be best. I know
that this is long, but we are halfway through the unit plan and want to make sure that the students can
finish the book during the unit. I am hoping that each student can finish this and if not then I will read
out loud to them.
- While the students are independently reading the section, I will pull aside students individually to
conference with them about the book and their questions they may have.
- Start off the discussion with the following questions:
 Are you enjoying the book Wonder?
 What is your favorite and least favorite part of the book?
 What would you like to do more of in the unit plan? Activities? Games? Ways of reading?
 Show me your reading response book! How do you like doing the daily questions?
 Are you keeping up with your reading? What page are you on?
 Show me the back of the reading response journal do you have vocabulary terms or
questions that you would like to go over?
- Ask these questions to each of the students- each student’s conference may take longer or shorter than
other depending on their questions and misconceptions. Write down some of the student’s likes/
dislikes/ and opinions so that you can maybe change or use some of the following days of the lesson!
- Once time is running up for the class period get a sense of where the students are in the book for future
Homework sections.
HW: No Homework (Weekend)
Adaptions:
- If some of the students are struggling with reading time and comprehension and is taking longer to read
independently that they are falling behind- allow partner reading for this student with someone that is
able to keep up and help them stay on track
- If students seem to have a lot of misconceptions and questions in the back of their Reading Response
journal implement more question/answer time in class periods or a vocabulary wall for unknown words
Evaluation:
- Did the students read independently and quietly during the class period?
- Did the students have any suggestions or dislikes/likes that would be helpful for the following day’s
lessons?
- Were the students open to discussing their questions, vocabulary, and misconceptions with the teacher
one-on-one?
Monday- Day #6
45 mins.
Topic: The students will complete reflection questions #5, Do popcorn reading, and then have a lengthy
discussion about the topic of bullying.
Objective: TSWBAT complete a reading response question on the beginning of jack’s section, participate in
the popcorn reading, and finally be engaged in answering and discussing the topic of bullying. The teacher’s
goal should be each student talking 1-2 times during the discussion to receive participation points to the
teacher’s satisfaction.
Standards Used:
Standard - CC.1.5.5. B
Summarize the main points of written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Performance Indicator - 16.2.4-5.5L
Draw conclusions from informational text (e.g., video, media, lecture) during group discussion.
Standard - CC.1.1.5. E
Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings: Use context to
confirm or self-correct word recognition and understanding, rereading, as necessary.
Materials:
- The book Wonder
- Reading Response Journals
- Some type of ball/ or stuffed animal to throw to the students when it is their turn to read
Lesson:
- Welcome the students into the classroom and have them take a seat and get out their reading response
journals. While the students are sitting down ask them how their weekend was and something that they
did!
- Have them turn to an open page in their Reading Response Journal and tell them that this question is
from the beginning of Jack’s section hopefully they have read but if not they are able to answer without
reading it as well-
- (5-10 mins) Reading Response Question #5
- Do you think that Jack Will would be considered a bully when he pushed Julian? Why did Jack
Will push Julian in the first place?
- What do you consider a bully to be?
- Once the students have completed the reading response question tell them that they today our topic is
bullying so start thinking about that question in more detail as the class period goes on
- (15-20 mins) The first thing that we will be doing is doing some Popcorn Reading
- Our goal for today’s reading is trying to finish Jack Will’s section. Even if you have finished this section
maybe on Friday or on your own this weekend, I want you to still participate and follow along because
we all need a refresher of what is going on since the weekend!
- I will have a stuffed animal, ball, or best if I could find some kind of nerf rocket that I will be able to
toss to the student that will be reading next resembling how Auggie always wore a Spacesuit helmet!
This is popcorn reading because a student will read while they have the rocket and I will say, “STOP”
and then they will stop where they are and throw the rocket to the next student they will like to read. I
- If we are going to play this game, then there will be some rules!
- No throwing the rocket hard, if the rocket is used inappropriately then the rocket will be taken away and
the game will just be name calling, if students are not paying attention then we will go to independent
reading, and lastly do not continue throwing it to the same person you must try to throw it to someone
that has not read yet!
- (15-20 mins) Once we have finished the popcorn game reading Jack Will’s section then we will have
our class discussion on the topic of bullying
 Have the students flip to a new page in their Reading Response Journals
 I will be reading out loud 6 quick questions to start our discussion for today and I want you
to write one-word answers to the questions whether that is yes/no or a name
 At the end of the 6 questions we will go over each one and talk about what we all said
 This discussion will be a grade for participation, and I want each student to talk at least 1-2
times during the discussion time or teacher’s satisfaction whether they were participating
and engaged throughout the discussion
 1. Do you think the way that some of the students are treating Auggie is considered bullying?
2. Do you think Auggie deserves to be bullied?
3. Who do you think is the biggest bully towards Auggie?
4. Do you see bullying in you school/class?
5. What do you do OR what would you do if you saw someone being bullied in your school?
 After the students have finished answering in their journals the answers to the questions
start the discussion by going through each question that was asked
 Chime in as the teacher to continue discussion when needed but it would be best if the
students are able to continue the discussion on their own
 Some more discussion points for bullying is are there different types of bullying? Physical,
emotional, harassment, online bullying?
 Close the discussion when class is about to end and write down comments throughout the
discussion so that you can conclude the best participation grade for each student
HW:
Read pages 206-226 (first part of Auggie’s section)
IMPORTANT: tell the students that it was not a mistake that we are skipping Justin’s section in the
book. It is not a crucial part of the book, even some of the printed Wonder books do not even have this
section apart of it. If the students want to read Justin’s section of the book on their own time, then that is
fine, but the homework is listed above.
Adaptions:
- If students are shy or struggle with reading out loud push them to read out loud during the popcorn
Reading section of the lesson but stop them sooner than the other students in a discrete way
- If students have trouble verbalizing their thoughts do not penalize them for not speaking enough during
the discussion- know your students and what is expected for each student
Evaluation:
- Did the students enjoy the Popcorn Reading game? Were they on task?
- Were the students participating in the discussion of bullying?
- How did the grading of participation go with the students?

Tuesday- Day #7
45 mins.
Topic: The students will be completing a reflection question from the reading the night before, completing
some partner reading, and completing a visualizing the text activity at the end of class.
Objective: TSWBAT read in class with a partner and then listen intently to the read out loud that the teacher is
doing in class by drawing what they hear in the text working on the students visualizing the text. This will be
handed in at the end of class for teacher satisfaction and participation points.
Standards:
Standard - 9.1.5.D
Describe and use knowledge of a specific style within each art form through a performance or exhibition of a
unique type of work.
Standard - CC.1.5.5.B
Summarize the main points of written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Standard - CC.1.1.5.E
Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings: Use context to
confirm or self-correct word recognition and understanding, rereading, as necessary.
Materials:
- The book Wonder
- Reading Response Journal
- Paper for the visualizing the text activity
- Markers/ crayons

Lesson:
- Welcome the students into the classroom and ask them how their day has been going and who has
finished their homework reading from the previous night- get a gauge where they are in the book and if
they are staying on track
- (5-10) Have the students get out their Reading Response Journals and answer their reflection question
#6- remind them that these questions are very important, and I want them to take them seriously. You
are going to be able to keep these journals and be able to look back at the end of the unit what your
opinions were about the scenes in the book. The questions from last night’s reading are- the students can
pick ONE to answer in their journals:
In this section of the reading, Via, Auggie, and their mom had an argument about Via not telling
them about the play she was in. Why do you think Via did not tell her parents about the play?
What new thing did Auggie receive at the doctors? Auggie was nervous about having them at
school, but he was surprised no one said anything? Does this mean that students are starting to be
more kind?
- After the students are done with their reflection questions, I will pair them up and have them finish
reading the rest of Auggie’s section of the book- I will partner then up specifically to their reading levels
I have noticed.
- (15 mins) I will be giving the students 15 mins to partner read the rest of Auggie’s section I believe that
this will be enough time but if not we will have more time to do the visualizing the text activity in the
next few days.
- While the students are partner reading I will check in with each group and check the vocabulary/
questioning section of their book to see if they have any new/important questions that they have written
down that I may have to go over before they continue reading.
- (rest of class 15-20 mins)- Visualizing the Text Activity
 I want to tell the students about the reasoning of this activity before we complete it so that they
know it is not just a fun activity for them to do while I read to them, but it has a strong reason
behind it.
 We will complete this activity by having the students each have markers/crayons and a piece of
paper in front of them.
 The teacher will read Miranda’s Section of the book (pgs. 235-248) This should not take long
since it is an adult reading the book
 Tell the students while the teacher is reading the book that you want them to listen and draw
things that you hear that stick out to you in that section. Is it certain vocabulary words, a scene
that happens in the section, what a person says, the setting of the section? Anything that
personally stands out to YOU
 Reason for the activity: I want us to do this activity together because it works on visualizing.
Visualizing means imagining in your mind what is going on in the book while someone is
reading it to you, or you are reading it yourself.
 While I read, I want you to imagine what the scene looks like and draw what sticks out to you on
your piece of paper
  At the end we will show everyone what you drew on the piece of paper and we will soon realize
something, everyone pulls out different parts of the text as important. Like in previous lessons,
we are all different.
 After everyone is finished, have each student share their story and what they pulled out of
Miranda’s section of the book
 Collect each student’s drawing to count for participation grade for the discussion and the activity
for that day- not grading on artistic ability but effort.
HW:
Read Pages 248-274
Adaptions:
- Students while partner reading will be paired up with students that will challenge or help with reading
abilities determined by the teacher based on reading skills and abilities, they have noticed
- Students who may struggle reading out loud or speaking their thoughts will be able to use their artistic
skills and imagination with the use of drawing in the visualizing activity
Evaluation:
- Did the students focus and be productive while partner reading? Was the pairing of students successful
on the teacher’s part?
- Did the students understand the reasoning of the visualizing activity? Did the students participate and
put in effort that is satisfactory to the teacher?
Wednesday- Day #8
45 mins.
Topic: Today the students will be working on a character analysis activity that will have them dive deeper into
the character traits, likes, and dislikes of Auggie from the book Wonder
Objectives: TSWBAT elaborate and analyze the character Auggie from Wonder by drawing and summarizing
the character traits of him on the Character Paper for a grade of correctness, effort, neatness and participation
attached is a rubric for the assignment- looking for 85% average grade
Standards Used:
Standard - CC.1.5.5. B
Summarize the main points of written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Standard - 9.1.5.D
Describe and use knowledge of a specific style within each art form through a performance or exhibition of a
unique type of work.
Standard - CC.1.4.5. O
Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show
the responses of characters to situations; use concrete words and phrases and sensory details to convey
experiences and events precisely.
Materials:
- The book Wonder
- Reading Response Journal
- Crayons/Markers
- Character Analysis Worksheet
Lesson:
- Have the students come into the classroom and get a seat because they have a lot to get done today! Let
them know that you have a fun and creative activity to do complete today about the character of Auggie!
 - (5-10 mins) The first thing that they should complete is a reflection question about the previous night’s
reading. The reading question I would like them to answer independently in their journal is:
In this section, Auggie and his classmates went on a class retreat. Does this remind you of
something you have done before? A summer camp? Class Trip? Family Vacation?
- (5 mins) After they have finished the reading response questions the students should share what some of
their answers were and WHY they were similar to the section of the book- make sure they are relating
their stories back to the book not just story time.
- (rest of class- 30 mins) Character Analysis Activity
 Attached to the end of the unit plan is the worksheet that has a simple drawing of a boy on it- the
students should use this piece of paper and turn this into Auggie.
 The students should realize the reasoning of this activity is to work on their:
 Character Analysis: the process of evaluating the specific traits of a literary character. This
will include consideration of additional elements such as the role they play in the story and the
various conflicts they experience.
 Give examples and things to think about as they are doing this activity:
o His appearance/ clothes
o His favorite things- Halloween, astronaut helmet, dog
o Things he has experienced- bullying, school, surgeries
o Hobbies
o His family
o His character traits- shy, nervous, smart, kind
 The students will have the rest of the class period to work on this and I want there to be pictures,
color, and words explaining what they mean from the story
 It may be easiest for the students to draw on the worksheet and have a separate piece of paper to
explain why they drew what they did or try to neatly put it on the piece of paper
 If the students finish on time, there will be a discussion/share time on the different characters that
the students create and able to compare if the students Visualize Auggie in different ways
 After the students finish, they will hand it into the teacher for a grade on completion, effort,
neatness and participation- Did the student complete the activity to their best effort while
participating in discussion?
 The Rubric is attached to be able to grade the student fairly to the expectations of the
assignments
HW:
Read pages 275-293
Adaptions:
- The students who are struggling to find ideas I will have pages that explain character traits of Auggie
listed out for them to be able to guide them through the character analysis activity
- Students who may struggle with getting their ideas on paper I will list out some of the traits that they tell
me so that I can start them on the activity
Evaluation:
- Did the students understand the vocabulary term Character analysis?
- Did the students work diligently and independently on their Character Analysis activity?
- Did the students have enough time to finish the activity in class?
 Thursday- Day #9
45 mins.
Topic: The students will complete their last reflection question, I will finish reading the last section of the
book, and the students will complete a short reflection activity about the book before tomorrow’s
celebration day
Objective: TSWBAT finish the book today and be able to watch the last scene of the book from the movie
and reflect on a piece of paper what their favorite part of the book was and why? This will be a formative
assessment and to get the students to start thinking about the book in entirety to teacher satisfaction.
Standards used:
Standard - CC.1.4.5. G
Write opinion pieces on topics or texts.
Standard - CC.1.5.5. B
Summarize the main points of written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Standard - 9.1.5.D
Describe and use knowledge of a specific style within each art form through a performance or exhibition of
a unique type of work.
Materials:
- The book Wonder
- Reading Response Journals
- Computer to be able to play video
- Paper for activity
- Crayons/ markers
Lesson:
- Welcome the students to the classroom and remind them that we only have today and tomorrow left of
the unit plan and how proud you are of the progress they have made the past two weeks!
- Today is going to be the last day of real material work for the students because we are finishing reading
the book today!
- (5-10 mins) Today is the last reflection question that we will be completing! I know the students are
going to be happy about it because they will be done with their journal, but I am hoping they will know
the reasoning and importance of reflecting on their reading. The reading question for today:
What has been your favorite part of the book and why?
- The students do not know this but the answer to this question is what they will be doing their activity on
later…
- (15 mins) The next thing that is very important to get done today is I want to finish reading the book
today. I will read pages 294-315 out loud to the students. While I am reading out loud to them they
should be listening and adding anything to their character analysis that I will be handing back to them so
if they want to make any changes or add anything from the section from last night or that I am currently
reading. For example, some of the students may want to draw an award or medal around Auggie’s neck.
- (5 mins) After I finish reading the book, I have a link to the YouTube video that is the scene from the
end of the book of Auggie getting his award. I thought it would nice for the students to be able to watch
this scene from the movie.
- https://www.youtube.com/watch?v=RuR5r4kfhjg
- (Rest of Class- 10-15 mins) Favorite Scene Activity
 Earlier in the class the students answered the reading response question of what their favorite
scene of the book was and why?
  Using that answer to the question the students will draw a picture of their favorite scene that they
wrote and explain why on the worksheet
 Attached to the unit plan is the worksheet that the students will receive
 This is more of a fun activity and will be a formative assessment for the students that they can
think about before they have their celebration day tomorrow when we discuss the scene
 Once class has finished telling the students that tomorrow will be a fun day of class and we will
be doing some fun activities to wrap up the unit plan together! So, get EXCITED!
HW:
NONE
Adaptions:
- The students that are with writing out their thoughts or figuring out what to draw have an example of
what you are looking for and some ideas that you could do
 Via’s play- draw a stage with a girl on it
 Auggie’s first day of school- draw a school building or classroom
Evaluation:
- Did the students enjoy watching the clip of the end of the movie?
- Did the students work diligently on their favorite scene activity? Did they have time to finish?

Friday- Day #10

45 mins.
Topic: Today is the last day of the unit plan and the students will celebrate finishing the book by talking about
how Auggie’s dreams came true, what their dreams are, and watching the movie
Objective: TSWBAT realize that Auggie’s dreams came true throughout the book and be able to draw out what
their dreams are as an in-class assignment while watching the movie.
Standards Used:
Standard - CC.1.5.5. B
Summarize the main points of written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Standard - 9.1.5.D
Describe and use knowledge of a specific style within each art form through a performance or exhibition of a
unique type of work.
Materials:
- The book Wonder
- Computer to watch the movie
- Crayons/markers
- Dream Worksheet for activity
- Candy bars/ lollipops Astronaut themed!
Lesson:
- (5 mins) Welcome the students into the last day of the unit plan by giving them “out of this world”
candy bars that are space themed and astronaut helmet lollipops when they get to the table! I thought this
would be a fun aspect of the last day of class to celebrate the students and all the reading and activities
they have accomplished during the past two weeks
https://www.amazon.com/Blast-Off-Outer-Space-Stickers/dp/B07SGFW9ND/ref=sr_1_9?
dchild=1&keywords=astronaut+candy+bars&qid=1587923036&sr=8-9
https://www.amazon.com/Fun-Express-Character-Suckers-assorted/dp/B0063WW110/ref=sr_1_5?
dchild=1&keywords=space+lollipops&qid=1587923081&sr=8-5
 - (10 mins) Once the students settle down tell them we are going to celebrate the end of the unit by
watching the WONDER movie! We will not be able to finish the entire movie, but I think that it will be
cool to at least see some of and how they portray the characters from the book
- Before we start the movie, the teacher should do a mini lesson on dreams.
- In the book- Auggie has a few dreams/ wishes that he wants and accomplishes by the end of the book
 On page 4: Auggie says that his dream is to be normal kid and go to school, this took a lot of
courage to do but he ends up facing his fear and by the end of the book thanks his parents for
making him go through with it
 On page 73-80: Auggie dreams that Halloween is everyday so that he can wear a mask, and no
one take a second glance when he walks by them. Obviously, Halloween does not become every
day, however, Auggie does start to be treated like a normal student and the others start realizing
how great of friend that he is
 On page 306- Auggie receives his award (from the scene we watched yesterday) and he said his
dream was to be an ordinary kid and to one day have a standing ovation- this is what he got at
the end of the book Wonder.
- Auggie had dreams and a lot of these dreams he was able to accomplish in his life. I want you to know
this about the dreams that you have in your life whether they are big or small. While I get the movie
started, I will be handing out a dreams worksheet that you will draw and color your dream while
watching the movie
- This activity is not graded, and I will not be collecting them, this is just an activity to get the students
thinking, imagining, and reflecting on the unit while being able to watch the movie and eat their candy.
- The worksheet is attached to the unit plan and as the students are doing it walk around and ask them
some questions about their dreams
- (Rest of Class) – Students will work on their Dream worksheet while watching the movie Wonder
- I have HULU so the movie is on there for free- but if you do not you can rent or buy the movie on
YouTube
Adaptions:
- The students should not need any adaptions for this lesson- the dream worksheet is not a grade and just
something for the students to think about and do during the movie
Evaluation:
- While walking around- what were some of the dreams the students were drawing? Were you surprised
by any?
- Did the students enjoy watching the movie?

AV/Sensory Aids
1. videos throughout unit plan of the movie
2. Movie playing the last day
3. Will play music while doing work during class time

IX. Appendix

A. Worksheets & activity materials included:

 Different & Unique Activity Paper example- using my name
 Draw the scene activity
 Point of View Worksheet
 Rubric for character analysis Activity
 Character Analysis of Auggie paper
 Dream Activity worksheet
Ashley
This is the Rubric that will be used to grade Auggie’s Character Analysis Activity
That is below

Name:___________________ Date: _______

Auggie Character Analysis Rubric

Comments:

Score: _______