Tcss - Full Unit Plan

Wonder by R.J.
Palacio
Big Question: How can one overcome adversity and how does it shape ones identity?
Unit Goals:
1) Students will learn to definition of adversity in order to understand how and why
Auggie goes through and overcomes it.
2) Students will analyze bullying in order to understand how it effects people in ways
they didn't know.
3) Students will learn point of view and how it creates a different effect to the story in
order to see how they view themselves, how other students see them view, and how they view
other students.
4) Students will interpret how Auggie has overcome adversity in order to see what they
have overcome in life that relates to Auggie.
Standards:
3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.
4. Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
Rationale:
This book is important for students in grades 7-9 because there will be peers in their classroom
that are different from them and they need to understand that they still have similarities. Auggie
is a young boy that has a facial deformity which makes him disliked by his peers. His classmates
are forced to be friends with him at first, but then they get to see that he is just like
them. Throughout the book, Auggie has to face difficult challenges that other students may face
in their school career, such as not wanting to go back to school and getting bullied. This book
should be taught at the beginning of the school year to show students that it is it okay to be
nervous and not know what to expect. Students can relate to Auggie's situation because Auggie
was home-schooled and doesn't know what to expect in school. Students going from middle
school to high school might have the same feelings. Students can also relate because they might
either witness bullying, have bullied, or have been bullied, and this book allows them to
understand the consequences and realities of bullying. Wonder opened my eyes to different
perspectives on life, and I hope that when teaching this book, it will do the same for students.
Lesson 1
Unit Plan
Wonder: Big Question: How can one overcome adversity and how does it shape ones identity?
Objectives:
1) Students will learn the meaning of adversity and journal about an experience that
they had to conquer in order to make connections to their own lives and how they
have overcome adversity.
2) Students will be introduced to Wonder by making a collage of pictures and words of
what they think the book is going to be about by having a book walk in order to get a
sense of what is ahead of them.
Standards:
CC.1.2.7.A Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
CC.1.2.7.F Determine the meaning of words and phrases as they are used in grade-level reading
and content, including interpretation of figurative, connotative, and technical meanings.
CC1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says
explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
Activities:
-
Students will come into class with the dictionary.com definition of adversity. They
will journal explaining their definition without using any of the same words as the
definition.
After they have come up with their own definition, I will put a quote on the board
from the book about adversity. They will think-pair-share with a partner about why
they think the quote demonstrates adversity.
Students will journal for 10 minutes about something they have had to overcome to
get where they are today. Explain what the event or circumstance and give examples
as to why this shaped who they are today and share with group.
Students will look at celebrities that have overcome adversity (Shia LeBouf , Oprah
Winfery, Albert Einstein, Mark Wahlberg, Drew Berrymore, Eminem) to realize that
they relate to famous icons about their adversity.
Students will then get in groups of 4 or 5 and examine the cover of the book and flip
through the pages. With magazines provided, students will cut and paste pictures or
words of things they think will happen in the book or what they think the book is
about into a collage. This will allow students to predict the events that will take place
in the book before they start to read.
Key Questions:
1) How can overcoming adversity change your identity?
2) What are three specific aspects of Wonder that you found from the book walk?
Assessment:
Students will be assessed on the completion of a journal with a check on their paper.
Students will be assessed on their participation in the think-pair-share and group discussion in
order to see if they are giving feedback and input.
Students will be assessed on the amount they completed with the magazines and book flip.
Students will be assessed on their predictions that they will write on their ticket out the door.
Homework:
Read pages 1-30, write one question and one specific detail with a quote that you think are
important to the book and will add to your interpretation.
EXIT TICKET
Write three things on your poster that you predict will happen in the novel.
1) _________________________________________
2) _________________________________________
3) _________________________________________
NAME: __________________________________________
Lesson 2
Unit Plan
Lesson 2
Objectives:
1) Students will be given a face worksheet and will put 10 words that make them who
they are and switch with a peer in order to analyze different traits and characteristics
in different people and understand how and why Auggie went through adversity.
2) Students will create a group of peers that look similar to them and discuss their
interests and hobbies in order to understand that not everyone is the same.
3) Students will discuss what they discovered with the activity and understand that its
not how you look that defines you in order to make connections to the book with
specific quotes, inferences, or generalizations.
Standards:
CC.1.2.7.C Analyze the interactions between individuals, events, and ideas in a text.
CC.1.4.7.C Develop and analyze the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples; include graphics and multimedia when useful to
aiding comprehension.
Activities:
-
Students will sit down in their assigned seat and receive a worksheet with an empty face.
They will write down adjectives, in different colors, describing themselves and how they
are unique. They will write the most important things in the middle and then as the
characteristics get more challenging, they will write them on the outside of the face.
Some characteristics might be: brother, skateboarder, dancer, soccer player, class clown,
etc.
Then, students will get in groups of people who look similar to them, taking their
worksheet with them. They will define themselves with the same hair color, eye color,
height, etc.
Students will then discuss their interests, hobbies, and characteristics with their group
members. Students should come to understand that even if you do look like the people
around you, you do not have all the same qualities or interests; also that if they look
differently from others that they might have some common characteristics.
This allows students an introduction to the book by defining themselves as things they
enjoy doing instead of their appearance.
Auggie is in 5th grade and has been homeschooled because he has a facial deformity.
Other students in the school are forced to become friends with him, but they dont realize
that he has the same interests as everyone else because they cant get past his deformity.
With this activity, it will force students to look at what is on the inside instead of outer
appearance.
Students will write down three things in their journal that they felt while they were doing
this activity and then discuss in small groups of 4-5 what they felt while they were doing
the activity with the whole class. They will also find relevant quotes or make inferences
or generalizations from the book about how this activity relates to the book from pages 130. Students will identify what actions made Auggie feel left out and they will understand
why it doesnt matter how you look because there are similarities between everyone.
Assessment:
Students will be assessed by the participation in the activity and by how engaged they were.
Students will be assessed on the completion of the face worksheet.
Students will be assessed on the three things they felt when they were engaged in the activity
either positive or negative.
Homework: Continue to read pages 31-60 of Wonder and write down and questions that they
have about the book or the characters.
NAME: __________________________________
DATE: ___________
Directions: Please identify 10 adjectives in different colors that make you who you are and how you are
unique. For example: blonde, green eyes, friendly, good at soccer, sister, etc.
Identify the obvious ones in the middle, and then the more complex ones toward the frame or outside
of the face.
Lesson 3
Unit Plan
Objectives:
1) Students will evaluate multiple texts (poems, songs, and movies) in order to identify
significant facts and quotes that analyze how one can overcome adversity that will shape
identity.
2) Students will select passages and quotes from Wonder in order to classify what quotes are
important to the plot, adversity, and identity.
Standards:
CC.1.2.7.B Cite several pieces of textual evidence to support analysis of what the text says
CC.1.2.7.G Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the
impact of the words).
CC.1.2.7.I Analyze how two or more authors present and interpret facts on the same topic.
Activities:
- Students will jigsaw and one group will look at one text, The Road Not Taken by Robert
Frost, a clip from The Blind Side, Survivor by Destinys Child. Students will take out the
important aspects that relate to adversity and overcoming struggles and write them on
different index cards.
- The Blind Side clip: https://www.youtube.com/watch?v=PaU6zQSZKwI (everything
thing else attached.)
- Students will then switch groups and get in groups of 3 with students who had all
different texts and examine the quotes they selected and describe to the group why they
picked that quote and why its important.
- One student from each group will then pick one quote that they thought accurately
describes adversity the best and come up to the front of the class and explain why they
thought that and how they picked this specific quote out.
- I will teach students how to pick out important quotes from Wonder, we will do one
together, and then as a ticket out the door, students will find a quote from chapter 3 that is
important to the shaping of a characters identity.
Key Questions:
1) How do you know the importance of a quote from a text?
2) What aspects of Wonder help form the plot and the identities of the characters?
Assessment:
Students will be assessed when teacher walks around to make sure that students are working on
their jigsaw piece of work.
Students will be assessed on the effort of looking for significant quotes from their selected piece.
Students will be assessed on their ticket out the door by finding a quote that is important to
shaping a characters identity.
Homework: Read pages 61-90 and post-it note important quotes that identify adversity or the
shaping of a character and mark on post-it.
- The Road Not Taken

-
Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
Robert Frost
"Survivor" by Destinys Child Lyrics

Now that you're out of my life
I'm so much better
You thought that I'd be weak without you
But I'm stronger
You thought that I'd be broke without you
But I'm richer
You thought that I'd be sad without you
I laugh harder
You thought I wouldn't grow without you
Now I'm wiser
Though that I'd be helpless without you
But I'm smarter
You thought that I'd be stressed without you
But I'm chillin'
You thought I wouldn't sell without you
Sold 9 million
I'm a survivor (What?)
I'm not gon give up (What?)
I'm not gon stop (What?)
I'm gon work harder (What?)
I'm gonna make it (What?)
I will survive (What?)
Keep on survivin' (What?)
Thought I couldn't breathe without
I'm inhaling
You thought I couldn't see without you
Perfect vision
You thought I couldn't last without you
But I'm lastin'
You thought that I would die without you
But I'm livin'
Thought that I would fail without you
But I'm on top
Thought it would be over by now
But it won't stop
Thought that I would self destruct
But I'm still here
Even in my years to come
I'm still gon be here

I'm wishin' you the best
Pray that you are blessed
Bring much success, no stress, and lots of
happiness
(I'm better than that)
I'm not gon blast you on the radio
I'm not gon lie on you and your family
I'm not gon hate on you in the magazines
('m better than that)
I'm not gon compromise my Christianity
You know I'm not gon diss you on the
internet
Cause my mama taught me better than that
TICKET OUT THE DOOR:

Identify one important quote from Chapter 3 of Wonder
that shapes a characters identity and explain why it is
significant.
Quote:
Significance:
Lesson plan 4
Unit Plan
Objectives:
1) Students will be able to define bullying and all the umbrella words that fall under
bullying in order to evaluate scenes in Wonder and understand what Auggie goes
through.
2) Students will be able to distinguish the differences between a bully and the person being
bullied in order to make connections to Auggie and Jack from the book and to understand
how to prevent/stop bullying.
3) Students will compare what happens in Wonder and what happens in the video clip in
order to evaluate the effects of bullying and help identify important passages.
Standards:
CC.1.2.7.F Determine the meaning of words and phrases as they are used in grade-level reading
and content, including interpretation of figurative, connotative, and technical meanings.
CC1.3.7.A Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
Activities:
-
Students will come into class and get a handout. The handout will have 4 types of
bullying and the students, as a bell ringer, will complete the boxes with information that
they know about that type of bullying. They will also be allowed to add examples from
their own life, what they have seen in movies or happen to others, and in the book
(personal experiences will not be shared). I will ask for volunteers to say what they know
about that type of bullying. For example, cyber bullying is over the computer
anonymously.
Then students will watch, https://www.youtube.com/watch?v=Dso2Tfye2q4, a scene
from A Walk to Remember about bullying. They will be asked to journal after for 5
minutes about what they saw and how it is considered bullying. We will discuss what was
bullying and how you could help in a situation like that.
A powerpoint will examples of bullying and not will be up and 2 students at a time (all
students will get a chance) come up to the board and will hit the board of which one they
think is correct and the other person will explain why.
Students will have a compare and contrast worksheet and mark down the similarities and
differences from the video and the book using their skills learned previously about how to
find important passages and will finish for homework
Key Questions:
1) How can you help someone who is being bullied?
2) Do you think that Jack is getting bullied in Wonder? Why?
3) What are some major differences between the video and the book?
Assessment:
Students will be assessed on the completion of their bell ringer worksheet and participation in
whole class or group discussion.
Students will be assessed the effort of their journal and how much time they put into it.
Students will be assessed with their participation in the activity of picking the correct point of
view.
Accommodations:
Students in this class are mostly gifted, although there are some students with IEPs. The
students who are gifted will go onto the computer when they complete the bell ringer sheet with
examples from their life and the text, and find other examples of bullying through articles from
newspapers and magazines.
Students with an IEP will be given the PowerPoint with the different examples of bullying in
order to complete the bell ringer.
Homework:
Finish the compare and contrast sheet for Wonder and the scene from A Walk to Remember.
Read pages 91-119 and think about who and how they are being bullied.
Name:_____________________________________
Date:_____________
Types of Bullying
Verbal
Social
Physical
Cyber
Lesson 5
Unit Plan
Objectives:
1) Students will be able to identity different points of view in order to evaluate the
importance of different perspectives in Wonder to analyze how the characters have
overcome or are struggling through adversity.
2) Students will diagram the different types of point of view in order to differentiate the
multiple types of points of view.
3) Students will develop a paragraph story that illustrates a type of point of view in the
paragraph in order to further comprehend why point of view is important
Standards:
CC.1.2.7.D Determine an authors point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
CC1.3.7.D Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
CC.1.5.7.D Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
Activities:
-
Students will have a bell ringer with two paragraphs with different points of view and
multiple students will come up and write what they think is different about the
paragraphs.
Students will discuss their answers and I will identify the differences and the specific
terms used to identify these points of view with a power point and examples.
Students will write a paragraph using the point of view of their choice. Students will be
assessed on the appropriateness of point of view and completion of paragraph in 20
minute period.
In Wonder, the characters speak in the first person, why is this important? Does this add
or take away from the story?
It adds to the story because the audience gets to see what each character is
thinking and why they are thinking that. The reader gets an inside view of why the
character is doing something that the other characters in the book do not see.
Students will receive different color index cards and write for each character from
Wonder and on the other side they will write the point of view they are represented by
along with examples that include how they have overcome or are struggling with
adversity.
(Example: Auggie: First Person -- It's like people you see sometimes, and you
can't imagine what it would be like to be that person, whether it's somebody in a
wheelchair or somebody who can't talk. Only, I know that I'm that person to other
people, maybe to every single person in that whole auditorium. To me, though,
I'm just me. An ordinary kid.)
Students will then put their index cards on the bulletin board, so next class we will
discuss all of the quotes and their importance.
Assessment:
Students will be assessed on the completion of the bell ringer within 7 minutes.
Students will be assessed on their paragraph story, it will be collected, graded for completeness,
and then I will take into consideration their (correct or incorrect) use of the point of view they
decided.
Students will be assessed on the index card they produce with a significant quote from the story.
Accommodations:
Students that are gifted will complete the first paragraph and write a second paragraph in a
different point of view.
Students with an IEP will have the power point accessible in order to see what the different
points of view are and examples to guide them through their paragraph story.
Homework:
Students will write another paragraph using a different point of view and explain why they used
that point of view over the others.
Students will continue to read Wonder pages 119-153
NAME: ________________________________________
DATE: ___________
Directions: Please write a paragraph using one of the three
different points of view. Circle the point of view you chose and
write anything of your choice!
First person:
Second person
Third person (omniscient, limited, objective)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Bell Ringer
1. Sideways Stories from Wayside School by Louis Sachar

Leslie sat in front of Paul. She had two long, brown pigtails that reached all the way down to
her waist. Paul saw those pigtails, and a terrible urge came over him. He wanted to pull a
pigtail. He wanted to wrap his fist around it, feel the hair between his fingers, and just yank.
He thought it would be fun to tie the pigtails together, or better yet, tie them to her chair. But
most of all, he just wanted to pull one.
Narrative Perspective:
_________________________________________________________________
2. Invitation to the Game by Monica Hughes

And we scrounged. Next to survival, scrounge was probably the most important word in our
new vocabulary. We found a store that was throwing out water-damaged mattresses. Getting
them home was a problem, since we had to make two trips, leaving Brad and Katie, armed
with sticks to guard over the remained. I truly expected them to be challenged by some gang
boss, but they said that the only person who came by was a scrawny little rat of a girl living
alone. We let her have one of the mattresses.
Narrative Perspective:
_________________________________________________________________
Point of View
First-Person
I, me, my, mine, we, us, ours,
Second-Person
you, your
Third-Person
he, she, her, they, them

(also character's names)
1) Third Person Omniscient:

Narrator is all knowing.
Narrator tells thoughts and feelings of more than one character.
Omni = All
Scient = Knowing
Example: Tim was mad at Shay. He blamed her. Shay knew Tim would be
mad, but she wanted to live her life.
2) Third Person Limited:

Narrator is limited to one character.
Tells thoughts & feelings of one character
Example: Tim was mad at Shay. He blamed her. Shay just left
without saying anything. She left a note and then left him.
3) Third Person Objective:
Narrator does not reveal any characters thoughts or feelings.
Only characters dialogue and actions are narrated.
Example: Tim slammed the door. He walked upstairs & read a note from
Shay. He kicked her trash can & started crying.
Lesson 6
Unit Plan
Objectives:
1) Students will be introduced to the final assessment Finding the Survivor in You in
order to get ideas and started on the multimodal project.
2) Students will create a character sketch for a character and themselves in order to find
how one can overcome adversity to shape their identity.
3) Students will journal which media they would like to use in order to prepare for the
final assessment and reflect.
Standards:
1.5.7.B. Develop content appropriate for the topic. Gather, organize, and determine validity and
reliability of information using appropriate evaluation strategies. Select and employ the most
effective format for purpose and audience. Write paragraphs that have details and information
specific to the topic and relevant to the focus.
1.9.7.A. Use media and technology resources for self-directed learning, support personal
productivity, group collaboration, and learning throughout the curriculum.
Activities:
-
Students will come in and take an assignment sheet along with the rubric. Students will
read the assignment in their pairs and make notes, comments, and questions they have.
Students will ask questions and I will clarify.
Students will then, as a class, brainstorm characteristics that the characters in Wonder
obtain in order for them to overcome their adversity. I will write their words on the board
in word splash format.
Students will pick a media they want to use for their final project (poem, music, essay,
collage, skit, drawing, comic strip, poster, newspaper clipping, wordle, etc.). They will
decide which fits the character they are writing about best. Students will then collect the
needs supplies and materials from around the classroom and start working on their
assessment.
Students can work in groups if they are working on the same character to gain further
understanding and collaborate.
With 5 minutes left, students will write in their journals about the media they picked and
why. They will free write about how this media reflects the character and therefore why
they picked it and what they plan on doing.
Homework:
Students will continue their final assessment and finish their journal to bring to class tomorrow
for a discussion.
Assessment:
Students will be assessed through observations to see if students are on task when talking to their
partner and making comments and notes about the assignment.
Students will be assessed on whether or not their journal entries are started and at least half way
completed
Students will be assessed if they choose appropriate media for the character for their final
assessment.
Unit Assessment: Multimedia Portfolio

Finding the Survivor in You!
Big Question: How does one overcome adversity and how does it shape ones identity?
There are many things in the world that can put you down, for example in the novel Auggie has a facial
deformity, but he manages to persevere through life with a positive attitude. From the aspects in your life
that may be negative or controversial, you have the opportunity to change it. Overcoming obstacles is
something that you are going to have to do throughout your life.
Part 1: This is a multimedia project where you will create a compile of things about yourself. This is all
about you! Use your personal experiences and life stories to tell the class what obstacles you overcame to
get where you are today. You are the survivor through your life, so tell us about it!
Part 2: Use one media source to describe a character in the story and how they had to overcome
adversity. You can use any character you want because most of them overcame obstacles. You will
identify how these obstacles have shaped their identity. This part is the same as the personal one but for a
character.
You have to use at least 2 different medias
each (2 for yourself and 2 for the character)
1) Poem
2) Music- songs/raps
3) Essay
4) Collage
5) Skit
6) Drawing/painting
7) Comic strip
8) Poster
9) Newspaper clipping
10) Recipe of favorite food
11) Wordle
12) Anything else you want, just ask me first!
Each media has to explain what you or the character survived and how it shaped your life. Be creative!
This is your project and chance to show everyone that you made it through tough situations just like the
characters in the book.
Everyone will present your media on the character in the story, and you will get a chance to see
everyones different perspectives on the characters.
Most importantly, HAVE FUN!
Content
Appropriateness
or relevance of
media
Thoroughness
Connectedness
Evidence is clearly
relevant to
character (quotes,
media choice,
artifacts) that
shapes the identity
of the character
and yourself.
Includes both
appropriateness of
both character and
individual.
Thoroughly
interprets identity.
Project is
completed on time
with no errors and
follows all
guidelines. Uses
two different
media for both the
character and
individual. Has indepth explanation
for media and how
it shaped identity.
Project shows indepth examples,
quotes, artifacts,
and explanations
for why they did
what they did. Uses
unique ideas that
connect the book
to the characters
adversity.
Illustrates
understanding for
the character and
of themselves
through their
overcoming
adversity.
Evidence is relevant to
character (quotes,
media choice,
artifacts) that shapes
the identity of the
character and
yourself. Includes
both appropriateness
of both character and
individual. Interprets
identity clearly.
Evidence is
appropriate to
character (quotes,
media choice,
artifacts) that
shapes the identity
of the character OR
yourself. Includes
appropriateness of
character OR
individual.
Interprets identity
visibly.
Evidence is
appropriate to
character. Little
quotes or artifacts
that shapes the
identity of the
character OR
yourself. Doesnt
include
appropriateness of
character OR
individual. Doesnt
Interprets identity.
Project is completed
on time with few
errors and follows
guidelines. Uses two
different media for
both the character
and individual. Has
vague explanation for
media and how it
shaped identity.
Project is
completed on time
with many errors
but follows
guidelines. Uses
one media for both
the character and
individual. Has no
explanation for
media and how it
shaped identity
Project is completed
late time with many
errors but follows
some guidelines. Uses
one media for both
the character OR
individual. Has no
explanation for media
and how it shaped
identity
Project shows
examples, quotes,
artifacts, or
explanations for why
they did what they
did. Uses ideas that
connect the book to
the characters
adversity. Illustrates
vague understanding
for the character and
of themselves through
their overcoming
adversity.
Project uses some

examples, quotes,
artifacts, OR
explanations for
why they did what
they did. Uses
ideas but doesnt
connect the book
to the characters
adversity. Doesnt
illustrate
understanding for
the character and
of themselves
through their
overcoming
adversity.
Project uses no
examples, quotes,
artifacts, OR
explanations for why
they did what they
did. Uses vague ideas
but doesnt connect
the book to the
characters adversity.
Doesnt illustrate
understanding for the
character and of
themselves through
their overcoming
adversity.
Development
Expresses a
thorough
development
throughout the
project of both the
character and
individual that
illustrates how one
has changed
through their
adversity in great
depth.
Expresses a
development
throughout the
project of both the
character and
individual that
illustrates how one
has changed their
adversity without
depth.
Expresses a
development in
only one aspect of
the project of
either the
character OR
individual that
illustrates how one
has changed in
general adversity
without depth.
Doesnt express a
development in the
project of either the
character OR
individual that
illustrates how one
has changed in
general adversity.
Unit Plan
Lesson 7
Standards:
Objectives:
1) Students will use a graphic organizer in order to organize their thoughts about what
character they will use for their final assessment.
2) Students will use a website (wordle or storyboardthat) in order to start working and
thinking about their final project.
3) Students will write a paragraph about their character and their adversity and discuss it
with a partner in order to see how they overcome adversity and get their peers
perspective.
Activities:
- Students will come into class and get a graphic organizer from their basket. They will be
expected to complete it according to what character they chose for their final project.
They will identify the character they will analyze, the media they will use that best fits
their character. They will write down three incidents where the character had to overcome
adversity and quotations for evidence. Students will also be asked to identify the point of
view they will be using for their final assessment.
- Students will use the computers to go to wordle.com and using the words and quotations,
students will create a wordle to get used to how to use media to analyze a characters.
- They can choose to go to wordle or storyboardthat.com and create a storyboard of one of
the characters lives. By doing these activities students will get a feel of what they are
expected to create for their final assessment.
- Students will then write a paragraph with a about their wordle or storyboard using a
prompt. They will then share with the person next to them in order to gain other peoples
perspectives.
Accommodations:
Students with an IEP will be allowed to finish their wordle or storyboard at home or in their
study hall.
Students that are gifted will complete both a wordle and a storyboard if time permits.
Assessment:
Students will be assessed by the completion of their graphic organizer and effectiveness.
Students will be assessed on their story board or wordle (how much they completed and how
relevant they are to the character and the final assessment.
Students will be assessed on their completion of the journal entry and participation in a
discussion with a partner.
Homework:
Read the next 30 pages and write down at least 2 instances where a character had to overcome
diversity for two characters and write a paragraph response of how that relates to you.
NAME: ___________________________________________
DATE: ____________
Directions: complete the graphic organizer using the character and details from Wonder that you have
chosen for your final assessment.
Character
Point of View
Media used
3 Incidents where the character had to overcome adversity
3 quotes to provide evidence for each situation and page number
Unit Plan
Lesson 8
Standards:
Objectives:
1) Students will read pages 168-179 and complete a worksheet in order to understand the
situation that Jack is in and how he is overcoming it.
2) Students will identity what is considered bullying with relevant quotes and explanations
in order to see how characters have overcome adversity.
3) Students will analyze Auggies character and attitude with a group of 4-5 in order to see
how he is reacting to the whole situation and how this suggests he is overcoming his
adversity.
Activities:
- Students will come into class with a quote on the board, It felt really awful being at the
table by myself. I felt like everyone was watching me. It also made me feel like I had no
friends. I decided to skip lunch and go read in the library (169) Jack
- Given a graphic organizer, students will respond to the prompt. They will be asked to see
how Jacks attitude has changed, what adversity he has gone through, what he has done
to overcome it. They will also answer the question, How is Jack relating more to
adversity and August?
- Students will receive another hand out with the characters names and they will be asked
to fill out that specific characters position in the book and give quotes and explanations
why. Students will work in pairs and have 3 characters each that they must look at and
evaluate. On the back of this handout will be the graphic organizer that was previously
given to the students with the different types of bullying.
- With this, students will be ask to fill in more instances of how the characters are been
bullied. What characters are being bullied? In what form? And why? Give specific
examples.
- Students will then look at 177-179 to see Auggies reaction to The War that is going on
because of him. Students will analyze his attitude towards the situation and how he is
reacting. Students will work in groups and create a poster of his reactions and quotes
from these pages to really see how Auggie has learned to overcome the adversity and to
not take things too seriously.
- If there is time, students will get their bins of materials for their final project and continue
to work on it.
Accommodations:
Students with an IEP will be able to have the book in front of them to see what we are reading
and the graphic organizer and handouts will be able to keep them on track.
Students who are gifted will be able to come up to the board and write down quotations that they
found important for any character that illustrated bullying while the other students are finishing
their work.
Homework:
Students will finish their bullying graphic organizer on pages180-210 of the book
Assessment:
Students will be assessed on the completion of their graphic organizer in a given time frame.
Students will be assessed through their participation in group and partner work as the teacher
walks around.
Students will be assessed on their creativity and relevance of the poster of Auggies feelings.
NAME: _________________________________________
DATE: _____________
It felt really awful being at the table by myself. I felt like everyone was
watching me. It also made me feel like I had no friends. I decided to skip
lunch and go read in the library (169) Jack
Directions: Complete the graphic organizer on Jacks character. Use relevant quotes from the
book. Pay special attention to pages 168-179.
JACK
Previous attitude towards
Auggie:
Changed attitude toward Auggie:
What adversity has he

overcome?
How has he overcome this

adversity?
How is Jack relating more to

Auggie?
Quotes for evidence:
NAME: ____________________________________________
DATE: _______________
Directions: Each group will be assigned three characters which you will analyze their position
with or against Jack. The characters in the book are at war with each other because Jack
punched Julian because Jack was sticking up for August. Your job is to identify through quotes
and explanations who and why each character is on their specific side.
1) Summer
2) Miranda
3) Miles
4) Russell
5) Max G
6) Nino
7) Tristian
8) Charlotte
9) Henry
10) Reid
11) Ivan
12) Amos
Name
1)
2)
3)
Situation/side
Quote
Unit plan
Lesson 9
Standards:
CC1.3.7.C Analyze how particular elements of a story or drama interact and how setting shapes
the characters or plot.
CC.1.2.7.G Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the
impact of the words).
Objectives:
1) Students will fill in plot graphic organizer in order to make sure they are keeping up with
the book, all the characters, and how everything is working with each other.
2) Students will watch a video that was created as a book trailer for the book in order to see
the different media they can use for their final project.
3) Students will continue to work on their final assessment using anything in the classroom
that is relevant to their media and in groups with others that are using the same character
in order to get a head start and ask questions if they need help and gain different
perspectives.
Activities:
-
Students will come into class and work individually on the plot graphic organizer. They
will be able to identify the characters, rising action, climax, falling action, and resolution.
Students will watch the video https://www.youtube.com/watch?v=fgB7_KpBDss. This is
a book trailer that will allow students to see what a media can look like. Students will
take notes on what they see (how is the adversity exemplified? How does the character
overcome it? What connections can you make to the book?)
Students will then write a paragraph explaining how this media was beneficial. Students
will act as if they used this video in their project to practice what is expected of them in
their explanation of their media. They will answer why this media was chosen, how the
student has overcome adversity? How did the use of the words play into effect? How
does this relate to the book? To you?
They will bring their materials for their final project to class, each student will have a bin
of materials they used and need for the project in the back of the classroom. They will get
the bin and continue working on their project asking the teacher any questions they have
to clarify for comprehension or for finalization.
Students will find other students who are using the same character from Wonder for this
final assessment. They will get into groups and be able to bounce ideas back and forth to
gain different perspectives about their character that they might not have thought of.
Students will continue to use class time to work on their project. Exit ticket will be a
quick synopsis of their project: where they are, what they still need to do, what character,
what different medias for the characters and for themselves.
Assessment:
Students will be assessed on their progress on their final assessment.
Students will be assessed through the plot graphic organizer if they understand the book and the
events that are happening.
Students will be assessed on their exit ticket. The completion of the ticket, how far they are in
their project, and how cohesive the project seems.
Accommodations:
Students with an IEP will be able to use their graphic organizer to be able to further understand
the book and the plot. They will be able to ask questions to me or peers to see how they can
improve their final assessment. Also, they will be able to see other students to see if they are on
the right track.
Students who are gifted will be able to finish their project in this class time. If they are already
finished they will group with other students who are finished and start to peer review.
Homework:
Students will read pages 211-140 and will finish their final assessment to prepare for peer
review.
NAME: __________________________________________
DATE: _________________
Directions: Watch the book trailer for Wonder and write down keep
points.
Questions to consider: How is the adversity exemplified?
How does the character overcome it?
What connections can you make to the book?
Notes:________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Directions: Pretend this video is a media you used for your final project. Write a paragraph
explanation including why this media is effective for the character, how this is relatable to the
book, how do they words and speech add to the video, and how does the adversity shape their
identity.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Ticket out the Door:

Write about your experience with your final assessment:
Name: __________________________________________
Unit Plan
Lesson 10
Standards:
CC.1.5.7.A Engage effectively in a range of collaborative discussions, on grade-level topics,
texts, and issues, building on others ideas and expressing their own clearly.
CC.1.5.7.B Delineate a speakers argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
Objectives:
1) Students will have their final assessment completed in order to participate in a peer
review.
2) Students will partner up with a student that has a different character then they have
chosen in order to peer review and see what other students are doing with their
characters.
3) Students will list at least 3 aspects of others and their own project that needs to be revised
in order to make this project the best they can.
Activities:
- Students will come into class and get a peer review sheet out of their basket.
- I will pair them up with students who have a different character then them and have them
peer review for grammatical errors, media errors, form errors, cohesiveness errors,
explanation errors, etc. students will be guided by a worksheet.
- Students will then critique and give constructive criticism to their peers about how they
can improve their project. Students must provide at least three areas that the student can
work on to make his/her project better.
- Students will them receive a ticket out the door when they get their projects back and
write down two things they will change and how.
Accommodations:
Students with an IEP will have the worksheet to guide them on what to look for if they get
confused.
Students who are gifted will review other peers who are gifted. They will peer review at least
two works.
Homework:
Students are to finish reading the book and complete their final project.
NAME: ____________________________________________
DATE: _____________
PARTNERS NAME: _______________________________________________________

What media is this student using?
1)
2)
What character is the student working on? ___________________________
How is the media relevant to the character?
How has the character overcome adversity? How does it shape his/her identity?
Summary what the project says about the character. Be specific.
What is the authors main idea/purpose?

______________________________________________________________________________
______________________________________________________________________________
Identify three aspects that the author needs to improve on.
What grammatical errors do you see?
How can the project be more organized?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Were you, as a reader, able to follow the entire project? What can be changed to make the project
easier for the reader to understand? YES/NO :
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What did you enjoy most about the project? Least?
Make two suggestions to your peer.

1)
2)
Ticket out the Door:

NAME:
Write two suggestions your

peer made to enhance your
final project:
1)
Date:
Partners Name:
2)

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Wonder by R.J.

- The Road Not Taken

Two roads diverged in a yellow wood,

"Survivor" by Destinys Child Lyrics

Keep on survivin' (What?)

TICKET OUT THE DOOR:

1. Sideways Stories from Wayside School by Louis Sachar

2. Invitation to the Game by Monica Hughes

I, me, my, mine, we, us, ours,

he, she, her, they, them

1) Third Person Omniscient:

2) Third Person Limited:

Unit Assessment: Multimedia Portfolio

Project uses some

3 Incidents where the character had to overcome adversity

3 quotes to provide evidence for each situation and page number

Changed attitude toward Auggie:

What adversity has he

How has he overcome this

How is Jack relating more to

Quotes for evidence:

Ticket out the Door:

PARTNERS NAME: _______________________________________________________

Summary what the project says about the character. Be specific.

What is the authors main idea/purpose?

What grammatical errors do you see?

How can the project be more organized?

Make two suggestions to your peer.

Ticket out the Door:

Write two suggestions your

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