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Reading Guide for Wonder, by R.J. Palacio

Developed by Jessica Stuecklen for LIT 521
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Table of Contents

Rationale Pages 3-5

Part One: August Pages 6-13

Part Two: Via Pages 14-17

Part Three: Summer Pages 18-20

Part Four: Jack Pages 21-24

Part Five: Justin Pages 25-27

Part Six: August Pages 28-31

Part Seven: Miranda Pages 32-35

Part Eight: August Pages 36-37

References Page 38
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Rationale

The school shooting at Reynolds High School in Troutdale, Oregon on June 10
th

marked the 74
th
school shooting since the Sandy Hook Elementary School shooting in 2012
(Tims 1). The prevalence of school shootings have put into question the root cause and
nature of this violence.
According to a study by Gaughan, Cerio, and Myers, students with high alienation
indices were more likely to conduct an act of school violence because of revenge (2).
School bullying has been attributed to this feeling of isolation and neglect. During the
school shootings of the 1990s, 12 out of 15 of the shooters had been bullied in school (The
Roles Kids Play).
The behavior of bullying has been found to increase depression, anxiety, feelings of
isolation, health complaints, and low academic performance in those who are bullied.
Similarly, children who bully have an increased risk for using drugs during adolescence,
engage in violent activities or crime, and be abusive to their romantic partners later in life
(The Roles Kids Play).
With these facts behind us, why is it taking so long for us to develop standards and
mandatory curriculum for inclusion in our classrooms?
This question has haunted me for years. Ive watched the push toward the Common
Core State Standards and wondered why we neglect to see that the social dimension of the
child is equally important to content knowledge.
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With that said, it was time to put my frustrations aside and become a proactive
participant in the cause. I created this reading guide after hearing my cooperating teacher
read Wonder to her fifth grade students. The impact of simply reading this book to her
students was profound. The classroom culture I walked into was healthy, accepting, kind,
and inclusive of students with special needs. I started considering how to create a more
comprehensive social skills curriculum utilizing this fantastic novel.
In order to rationalize the six weeks of time it will take to implement the curriculum,
I developed social learning targets that would align with the Common Core State
Standards. The result is a curriculum that can be utilized across grades 4-8, six weeks in
length, and meant for creating the foundation of a positive classroom culture.

Social Learning Targets:

Students will understand that each story comes with diverse perspectives.
Students will be able to identify ways to advocate for students who are bullied.
Students will gain a deeper understanding of their own values and beliefs.
Students will build empathy.

Corresponding CCSS:
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character's thoughts, words, or actions).

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CCSS.ELA-LITERACY.RL.4.6
Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations.

CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.

CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and
expressing their own clearly.















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Part One:



Pre-Reading Activities:

Understanding Treacher Collins Syndrome

This activity provides background knowledge regarding Augusts facial differences.

Time Required: 15-20 minutes
Materials: Projector, computer, and internet access
Recommended chapter to teach lesson: Pre-reading activity before beginning the
novel

Discuss the condition the main character August has: Treacher Collins
Syndrome. Access a student-friendly description from the website listed below. Be
aware that the images may make some students feel uncomfortable. Its important to
frame this before you open the webpage, letting students know that if they feel
uncomfortable and feel the urge to call out or laugh, that they need to put their
head on their arms and on the desk. This feeling of discomfort can also provide an
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excellent discussion point: why are we uncomfortable when we see someone who is
different? How can our initial reactions make that person feel?

http://www.ccakids.com/treacher-collins-syndrome.html


Book Trailer from Random House

Before reading Wonder, introduce students to the story with a short video produced
by Random House.
Time Required: 5 minutes
Materials: Project, computer, and internet access
Recommended chapter to teach lesson: Pre-reading activity before beginning the
novel

Access the video at the following link:
https://www.youtube.com/watch?v=fgB7_KpBDss


Read Aloud Questions:

Page 4, paragraph 1
Making Connections: Have you ever felt scared like August before the first day of
school? How might Augusts fears be the same as your own; how might they be
different?

Page 5, paragraph 2
Making Connections: Is what August said true? Are invitations to birthday parties
important to you? What do they mean to you?

Page 7, paragraph 3
Feeling/Thinking: What are you thinking or feeling right now in the book?

Page 9, paragraph 11
Prediction: What do you think will happen? Will Augusts mom or dad win the fight?
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Page 12, paragraph 1
Feeling/Thinking: What is a white lie? Do you think a white lie is ok to make? What
about in this situation?

Page 21, paragraph 1
Making Connections: Has anyone had a similar experience with kids who are younger
than you? Do you find that they are more honest about what they see?

Page 23, end of page
Prediction: What are you thinking will happen in this situation? Do you think the kids
will be kind to August? Why or why not?

Page 30, end of page
Feeling/Thinking: What are your feelings and reactions to what August just
experienced?

Page 35, paragraph 2
Feeling/Thinking: Do you think August should go to school? If you do, raise your
hand. Why? If you dont, raise your hand. Why?

Page 53, paragraph 4
Feeling/Thinking: How do you feel about the rule that Summer made? Would you make
a similar rule at your lunch table? What does it feel like to have people make rules
about who you can and cant sit with?

Page 72, paragraph 2
Making Connections: Does this passage remind you of other books or movies youve
seen? Does it relate to anything youve experienced in your own life?

Page 76, end of page
Prediction: What do you predict Julian was going to do to Boba Fett?

Page 78, end of page
Feeling/Thinking: How did this chapter make you feel?

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Activities:
Fears in a Hat

The first few weeks of school can be terrifying for students. This activity reveals
shared fears, allowing students to bond over one of the most universal aspects of a
new school year--fear.

Time required: 15-20 minutes
Materials required: Paper and pencils for each student, a hat to draw fears from
Recommended Chapter to Teach Lesson: Why I didnt go to School, page 5

Discuss the fears that August faced when he attended his school for the first
time. Create a list on the board of these fears. Then ask each student to fill out one
fear they have about school on a slip of paper. Remind students that the fears will be
anonymous and ask them to leave off their name. Once all of the students have
finished, bring your hat around the room and allow students to put in their fear.
Gather in a comfortable area to read and discuss the fears. Frame the
discussion by saying that everyone has different fears; and that in order to show
respect and kindness to our peers, we do not laugh at others fears. Pass the fears
out and have students read them one at a time. After a fear has been read, do your
best to address the fear and provide information about the upcoming year.
Ask students for suggestions as well. For example, if a student wrote down Im
afraid I wont have any friends, ask them to think of an answer for this student. This
is a great opportunity to build a positive climate in your classroom through
camaraderie.


I Am Poem

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This activity allows students the opportunity to express who they are while practicing
writing a form of low-risk poetry.
Time Required: 40 minutes
Materials: A copy of the template to be displayed, and writing journals or paper for
students. You can also choose to mat the poems when the final draft is finished.
Recommended Chapter to Teach Lesson: Christophers House, page 9

Template accessed at:
http://ettcweb.lr.k12.nj.us/forms/iampoem.htm

Example:

I Am
By Ms. Stuecklen

I am curious and compassionate
I wonder why people are cruel
I hear the cars rushing by on the highway
I see the trees lining the streets
I want to make the world a better place
I am curious and compassionate

I pretend that faeries do exist
I feel small when I look at the night sky
I touch the cool blades of grass beneath me
I worry about what the world will be like for you
I cry when I think about the sadness of our world
I am curious and compassionate

I understand that you are the difference
I say that you can change the world
I dream that you will become what you want to be
I try to support you in all that you do
I hope that you believe in yourself too
I am curious and compassionate

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I Am From Poem

A variation of the I Am poem, this poem also provides a low-risk writing activity due
to the template. This poem may feel more accessible for students because it deals
with concrete objects versus feelings.

Time Required: 40 minutes
Materials: A copy of the template to be displayed, and writing journals or paper for
students. You can also choose to mat the poems when the final draft is finished.
Recommended Chapter to Teach Lesson:

Template accessed at:
http://www.scholastic.com/content/collateral_resources/pdf/t/Target_I_am_from%20
poem.pdf

Example:
I Am From
By Ms. Stuecklen

I am from coffee mugs, from sourdough pancakes, and wooden shingles
I am from the dry hillsides of Okanogan County, and its sweet sagebrush scent
I am from the Lupine, and the Ponderosa pines, whose long gone limbs I remember
as if they were my own.
Im from cross-country skiing to pick out our Christmas tree and board games in the
evening, from Diane and Peter Hower
Im from stubbornness and compassion, and from a belief in hard work
Im from eat every bite and do unto others and be the change you wish to see
Im from Lefse during the holidays, with paddles flipping the potato cakes
Im from Burlington, Vermont and German ancestry, and Spaetzle and red cabbage
From immigration to the United States at the age of 18, to a daughter leaving the
Midwest for wide open lands out West
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Class Precepts

In Wonder, Mr. Browne encourages students to create their own precepts. These
soon become the rules which the students live by. This activity allows your own
students to form precepts.
Time Required: 40 minutes
Materials: Flags or an anchor chart to write precepts on. You can also create a class
calendar with a precept for each month and have students decorate it.
Recommended Chapter to Teach Lesson: At the end of Choose Kind, on page 48.

On page 46, Mr. Browne introduces his students to the concept of a precept.
Precept = Rules about really important things!
He has the students brainstorm what is important to them. Students come up
with ideas like schoolwork, homework, family, friends, who we are. He highlights the
idea that who we are is really important. He presents them with his first precept:
When given the choice between being right or being kind, choose kind.
Have your students come up with their own precepts; these will be the rules
that the class will live by. You can have students choose them individually, and then
agree upon some as a whole groupor you can pose it as a small group discussion and
have each group come up with one. These should be displayed in the classroom and
discussed as a class as to what they look like.
At the end of the chapter, Mr. Browne discusses how he has his students
write down their own precept and mail it to him over the summer. You can adapt this
activity as well as an end of the year activity or wrap-up to Wonder.



Masks

The identity we carry inside ourselves is often very different from the identity with
share with the outside world. This activity reveals both sides of the mask, challenging
our perception of our self.

Time required: 15-20 minutes
Materials required: Paper and pencils for each student
Recommended Chapter to Teach Lesson: Costumes, page 73
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To prepare for the activity, cut out a mask-shaped paper for each student.
Hand out the paper and pencils to each student, and inform them that one side of
this mask represents who they are to the outside world; the other side is how they
are on the inside. Discuss as a class how someone might appear to be one way, but be
very different on the inside. What are the judgments we might make about someone,
and how might they be different from our judgments? Show an example of your own
mask to help students visualize the finished product.
Give students 10-15 minutes to create their masks. Once completed, allow
students to share one or both sides of their masks. This is an important point, make
sure that students know this activity is meant to help them understand themselves,
so if they choose not to show the inside, its ok. You want to create an atmosphere of
emotional safety. However, it would also be good to have a discussion about why it
would be good to show the inside mask.
After students have shared, you can discuss the dichotomy between the two
sides. You can even allow students to comment on the outside world visions that
people have of themselvesto see whether or not theyre accurate.

Example of mask cutout shape:


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Part Two:


Read Aloud Questions:

Page 83, end of page
Making Connections: Sometimes our universes change and we are no longer the center of
attention in our parents lives; can you make a connection to other text or your own life?

Page 87, end of page
Making connections: Can anyone relate to what Via is feeling? Do you have a special
connection with a family member or person in your life?

Page 91, paragraph 1
Feeling/Thinking: How does this passage make you feel about Via?

Page 94, paragraph 2
Making Connections: Have you ever grown apart from a friend in your life?

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Page 102, end of page
Making Connections: Can anyone make a connection to Vias experience in wanting her
parents to see her as older and responsible?

Page 108, end of page
Prediction: Why would the author mention Justin? Do you think his character will play a
larger role in the story?

Page 113, end of page
Feeling/Thinking: Share with a partner, what are the consequences of bullying?

Page 117, end of page
Prediction: Do you think Via and Miranda will be friends again?



Activities:
Point-of-View
The book Wonder is written from six perspectives: August, Via, Summer, Jack, Justin, and
Miranda. This lesson delves not only into the definition of point-of-view from a literary
standpoint, but how incorporating different first person accounts can change a story.

Time required: 45 minutes & a homework assignment
Materials required: Paper and pencil
Recommended Chapter to Teach Lesson: High School, page 91

First, introduce students to the term point-of-view, and discuss the three types
found in literature: first person, second person, and third person.
First person: The story is told from the perspective of one of the characters, using the
pronouns I and We to reference events.
Second person: The narrator refers to the character using the pronoun You.
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Third person: The story is told by a narrator who describes what the character is thinking
and feeling. The pronouns He, She, or They are used.

Discussion Questions:
1. What point-of-view was the story written in?
2. Why would the author include multiple perspectives in her story?
3. Was there ever a time in your life when hearing someone elses perspective helped change
your mind? For example, did you ever get in a fight and when the teacher helped you talk it
out with a friend, you changed how you felt?

Assignment:
In their writing journal, have students brainstorm a narrative event from their own
life. Have them write a first draft that recounts the event from their own point-of-view.
Then, have the student take that story home and share it with a family member or friend
who was present for the event. Have that family member write their own perspective of the
event using first person narrative.
Have students bring the story back and share the two sides, noting the differences
and the similarities. Lead a discussion where the students investigate whether their opinion
of the event has changed now that theyve heard the other persons perspective.

In Her Shoes

Via has a unique relationship with her family, due in part to Augusts health issues. This
activity allows students to explore how it would feel to be Via in a household where she
doesnt always get the support she wants from her family.

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Time required: 45 minutes
Materials required: Projector or whiteboard to display discussion questions, writing
journals, and copies of the chapter Seeing August.
Recommended Chapter to Teach Lesson: Seeing August, page 87

After reading the chapter Seeing August, have students engage in small group or a
whole group discussion on the following questions:

1. How does Via react to Auggies facial deformity? Do you feel she adequately protects
him?
2. On page 91, Via says, Im always going to be the sister of a kid with a birth defect; thats
not the issue. I just dont always want to be defined that way, how does that make you
feel? Can you empathize with Via?
3. Do you think Vias parents could do anything to make her life more normal?
4. Do you feel that Via is overlooked by her parents? Cite an example from the text.
5. What sacrifices does Via make to help Auggie?












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Part Three:


Read Aloud Questions:

Page 120, end of page
Making connections: Have you ever had an experience like Summers, where you do the
right thing but not for recognition, and then youre questioned by everyone you know?

Page 123, end of page
Feeling/Thinking: What are your thoughts and feelings about Summer being friends with
Savanna?

Page 132, end of page
Prediction: What do you predict will happen between Jack and Auggie? Why do you think
Jack is looking for him?





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Activities:
Crossing the Line

Standing apart from those around you exposes youbut also allows others to relate to you,
this activity strips away layers to reveal our differences

Time required: 15 minutes
Materials required: Paper with prompts for the teacher
Recommended Chapter to Teach Lesson:

Set up the activity by having your students form a line, facing you the teacher. When
you make a statement, if it pertains and is an accurate statement for any of the individuals,
they step forward from their line, turn and face the group and walk back to the line. This is
a powerful exercise and can be emotional for some students. Below are some sample
statements you can use for this exercise. After the exercise, you can debrief the activity by
asking what it felt like to walk forward or be identified as one of these things, or if you feel
like any of these things define you as a human being. Its appropriate to ask for silence
during this activity, it is a visual not verbal activity.

Example statements:

I have been bullied before.
I have felt unsafe in my school.
I have stood up for someone who was being bullied.
I have taken part in bullying.
I am proud of who I am.
I feel like I can where anything to school and no one will judge me.
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I often feel like I am two people, the person that people see on the outside and the person I
am inside.
Choose Kind

In this activity, students evaluate the anti-bullying policies and procedures of their school.
They also address the climate of their school and make decisions on how they can affect
bullying.

Time required: 45 minutes
Materials required: Paper with prompts for the teacher
Recommended Chapter to Teach Lesson:

Summer is a character with strong morals and a kind heart. Her invitation for August
to join her table is the first moment of true kindness we see from his classmates. The
example she sets can help students identify what it means to be an advocate and ally of the
bullied.
Find a copy of your schools policies and procedures surrounding bullying. Ask your
students if they feel they are adequate or if they think they could be improved, and how
so? Furthermore, ask your students if they feel safe in school (you can do this through a
heads-down vote, or an anonymous questionnaire), and if they have ever been bullied.
In a class discussion, brainstorm ways that you as a class can help change bullying at
your school. Examples can range from making anti-bullying posters, to forming a group of
watch kids at lunch/recess, to signing the Choose Kind pledge (link found below). Allow
students to make the final decision on how they want to move forward. You can also make
this an optional after-school activity.

Choose Kind Link:
http://www.randomhouse.com/kids/choose-kind/pledge.php
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Part Four:


Read Aloud Questions:

Page 138, end of page
Feeling/Thinking: Do you think what Veronica said is true? Do you have to mean for it to
hurt for it to be hurtful?

Page 145, end of page
Feeling/Thinking: Lets read between the lines. What is Jack really feeling here?

Page 148, end of page
Making Connections: What would you write about for Mr. Brownes assignment?

Page 152, end of page
Making Connections: Think about a time when you regretted saying something mean to
someone, how did that regret make you feel? Was it similar to the way Jack felt?

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Page 154, end of page
Prediction: What do you think will happen after Jack punched Julian?

Page 169, end of page
Feeling/Thinking: Do you think Jack feels his choice was worth it now that he is an outcast
at school?

Page 174, end of page
Feeling/Thinking: Does it help when teachers step in like they did for Jack? Is there another
way?

Page 179, end of page
Making Connections: Think of a time when you had to pick a side; do you think you did the
right thing?

Activities:
First Impressions

This is a great activity to follow Jacks part because it challenges us to look at our first
impressions of people, and how they change over time.

Time required: 15-25 minutes
Materials required: Paper and pencils for each student
Recommended chapter to teach lesson: Four Things, page 142

Begin by handing out the pencils and papers to each student. Have them tear the
paper into 22 pieces (or however many students there are). With this paper, the students
will write their first impressions of each individual in the group, on the back of these
papers, they will write their impression of those people now. After ten to fifteen minutes,
ask for all of the papers back, and then pass them out to their proper recipients. Allow
students to read the others first impressions, and their impressions now. Then invite
students to share how they felt about the first impressions they read, and the impressions
now. Do they feel theyre accurate? This activity can bring about different stories and
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feelings from the past, and it might be a wise choice to allow time for these feelings and
stories to manifest in the class.

Note: In my experience Ive found this activity to be both eye-opening and friendship-
forging. Seeing yourself through the eyes of another is a powerful experience. Perhaps
everyone believes youre really shy at first, maybe this means something about how you
present yourself to the world. Take your time to debrief this activity. Allow students to
share their previous experiences of being judged unfairly. Ask them to delve in deep and
discover why these perceptions might exist, or ask others to help them understand their
origin.


Take a Stand

Toward the end of Part Four, Jack decides to take a stand for August. This activity allows
students to make decisions about their beliefs in right and wrong. It allows students to
connect with the feeling of standing up for what they believe in.

Time required: 25 minutes
Materials required: Two sides of a room, with signs stating agree and disagree
Recommended chapter to teach lesson: Partners, page 154

Divide the room physically into two sides, agree and disagree. Discuss what these
two terms mean. Then tell students that they will need to make some decisions today about
what they agree and disagree with. Explain that the activity is an individual one; you are not
meant to follow your friendsbut follow your heart.
Explain that you will read a series of statements. After you read each statement,
students will choose a side to stand on. You may ask for volunteers to share why they
choose that particular side.
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Its important to frame this activity by saying that you are not responding to the
beliefs and ideas of others, you are merely presenting your own. It is not a time to argue, it
is a time to follow your own heart and share it with the world.
Its best to start with easy value statements and then move into more difficult
statements. You will see this progression below.

Example statements:

Vanilla is better than chocolate
Cats are better than dogs
Schools should have uniforms
There should be a rule at school that you have to include everyone in your game
We should have a policy at school against bullying
You shouldnt have classes with your best friend
We should have student patrollers at recess to monitor bullying















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Part Five:


Read Aloud Questions:

Page 192, end of page
Feeling/Thinking: Why have Justins tics stopped?

Page 203, end of page
Feeling/Thinking: What do you think? Do you think Via is an awful person for feeling the
way she does about Auggie going to Our Town?

Page 204, end of page
Feeling/Thinking: Why do you think the author made the choice to include Justins
perspective? What does he bring to the story that others cannot?


Activities:

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Ladybug Wishes

This writing prompt bridges the gap between events in the story and students imaginations.

Time required: 15-25 minutes
Materials required: Paper and pencils for each student
Recommended chapter to teach lesson: Ladybug, page 195

During Ladybug, Justin and Via make wishes for the future when a ladybug lands on
Vias hand. Justin asks Via if she made a wish, but he doesnt know what she would have
wished for. Have students ponder this question with the following prompts:

1. What do you think Via wished for?
2. What do you think Justin wished for?
3. If a ladybug landed on your hand right now, what would your wish be?

Then open up a sharing time for students who elect to share their responses.

Bystander

During The Bus Stop, Justin advocates for Jack by scaring three bullies away. This
activity helps students to understand the difference between being a bystander and being
an advocate.

Time required: 2o minutes
Materials required: Whiteboard
Recommended chapter to teach lesson: The Bus Stop, page 199

After reading The Bus Stop, pause and reflect on the events that transpired.
Introduce the terms: the child who was bullied, the child who bullied, bystander, and
advocate.

The child who bullied: Kids who use their power to control or hurt others.
The child who was bullied: A kid who is harmed by the actions of another.
Bystander: Someone who watches or participates in the bullying behavior of others.
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Advocate: Someone who steps in to stop bullying behavior.

Create a discussion on how students can become advocates for children who are
bullied. After generating a list on the board, use the link below to explore more options for
becoming an advocate:

http://www.stopbullying.gov/respond/be-more-than-a-bystander/index.html

Reference:

"The Roles Kids Play." Stop Bullying. U.S. Department of Health and Human Services, n.d.
Web. 12 June 2014. <http://www.stopbullying.gov/what-is-bullying/roles-kids-
play/index.html>.


















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Part Six:


Read Aloud Questions:

Page 210, end of page
Prediction: What do you think will happen for Auggie? Do you think things will continue to
improve?

Page 219, end of page
Prediction: What do you think Via is going to do or say as she rushes into Augusts room?

Page 229, end of page
Feeling/Thinking: How are you feeling after what happened in the book? Has anyone had a
similar feeling or experience in their own lives?
Page 234, end of page
Prediction: What do you think well learn by listening to Mirandas story?


Activities:
Grief and Loss
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This part holds many emotional events. The passing of Augusts dog Daisy could be
emotional for many students whove lost their own pets or a family member. This is a good
time to talk about ways to deal with grief in our life.

Time required: 25 minutes
Materials required: Paper and pencils for each student, projector and computer for a
slideshow on grief
Recommended chapter to teach lesson: Daisys Toys, page 225

As a teacher, its important to understand the developmental ability of your students
in understanding loss. Johnson explains the developmental ability of a child in
understanding pet loss (1). Her research concludes that:

Under 2: A child can feel and respond to a pet's death, based on the reaction of
those around him or her, and picks up the stress felt by family members
2 to 5: The child will miss the animal as a playmate, but not necessarily as a love
object. They will see death as a temporary state, and may regress in their behavior
(e.g., thumb sucking).
5 to 9: Children begin to perceive death as permanent, but they may indulge in
"magical thinking," believing that death can be defied or bargained with. This is also
the period when children recognize a correlation between what they think and what
actually happens.
10 and up: Children generally understand that all living things will eventually die, and
that death is total. Understanding and accepting are two different things, however.
They may go through the normal stages of grief that grownups do: denial, bargaining,
anger, guilt, depression and acceptance.
Considering the aforementioned research will help you best determine how to help
your students deal with death.
For ages 5-9, consider allowing students to draw a picture that shows Daisy
moving on into death, or they can draw a picture of a pet or family member from
their own life. Allow for the magical thinking to unfold in the picture, as students
will still be in this developmental stage.
For ages 10 and up, you can present the stages of grief and talk about the
normalcy of the stages. Showing a slideshow of the stages and allowing students to
share their own experiences surrounding grief can be a powerful experience.
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Reference:

Johnson, Christine. "Children and Pet Loss." Children and Pet Loss. Eden Memorial Pet
Care, n.d. Web. 12 June 2014. <http://www.edenmemorialpetcare.com/children-pet-
loss-article.htm>.


Worry

In this part, August realizes that its funny how sometimes you worry a lot about
something and it turns out to be nothing (Palacio, 2012, page 215). This activity allows
students to reflect on a worry they had that turned out to be nothing.

Time required: 20 minutes
Materials required: Paper and pencil for each student
Recommended chapter to teach lesson: Hearing Brightly, page 215

After reading the chapter Hearing Brightly, discuss the concept of worry.
Begin with the following quote:

Worry does not empty tomorrow of its sorrow. It empties today of its strength, Corrie
Ten Boom

Ask students to reflect on the quote in small groups or in pairs. When students have
discussed for a few minutes, have a class discussion surrounding worry. Then ask students
to take 10 minutes to write about a time they worried about something, and it turned out
to be nothing after all. Allow 10 minutes for students to share their stories and
experiences.

Example:

This is a silly story from Ms. Stuecklens life:
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When I was your age, I used to have little floating spots in my vision. For weeks I
would toss and turn at night, thinking that I was going blind. I imagined what my life would
be without sight, I worried endlessly, and I kept this worry to myself.
When I finally told my mom how I was feeling, she chuckled softly to herself. Jess,
you are not going blind. This is a totally normal experience with your eyesight. She even
took me to an ophthalmologist to convince me that my vision was perfectly fine. At the
ophthalmologists office, I was greeted by a kind, old gentleman who informed me of my
perfect vision and left me with a lollypop.
I realized I had worried without need, and that the worry was more likely to affect
my health than any real issue with my eyes. After that time, I was thankful for my vision,
and remembered to ask a friend or family member before worrying away.

















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Part Seven:


Read Aloud Questions:

Page 240, end of page
Feeling/Thinking: What was Miranda trying to do with her lie?

Page 245, end of page
Feeling/Thinking: What do you think the answer is? If you could speak for Miranda, what
would you say?

Activities:
Unheard Voices

Hearing from the perspective of Miranda really opens up our eyes to Mirandas friendship
with Via. By the end of the part, we realize that misunderstanding created much of their
separation. This activity allows us to write the story of another character whose voice
wasnt heard in the story.
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Time required: 45 minutes
Materials required: Paper and pencils for each student
Recommended chapter to teach lesson: School, page 240

After reading School, discuss with students how hearing Mirandas perspective
changed their view of her friendship with Via. Then introduce the idea that there are many
sides to a story, and perhaps we might want to know some of the other characters sides.
Allow each student to write a short narrative from the first person of one of the
following characters. After students have written for 30 minutes or so, allow 15 minutes for
sharing in small groups or as a whole class.

Characters to choose from:

Julian
Isabel (Augusts Mom)
Nate (Augusts Dad)
Daisy the Dog
Mr. Browne


Example:

Charlotte:

When I first met August, I was a little shocked. I had a difficult time looking at his
face, but I wanted to be strong for Mr. Tushman and do the right thing. Julian was being
so rude to him, not making eye contact, not showing him the rooms. As we walked around
the building, I wondered if August would talk. He was so quiet.
I was really surprised and happy when he stood up against Julian, saying its
pronounced supposedly not supposably. Julian can be so snobby sometimes.
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Im worried for August. It wont be easy to enter Beecher Prep. I have a feeling that
students are going to eat him alive. I havent decided if I will be his friend yet. Its not easy
doing the right thing when everyone is watching and judging you.
On Friendship

Issues of friendship pop up all over Wonder. One of the most curious and relatable
friendships is that of Miranda and Via.

Time required: 2o minutes
Materials required: Anchor chart paper or whiteboard
Recommended chapter to teach lesson: After the Show, page 247

When youve finished After the Show, generate a class discussion on what makes a
good friend and record your results on an anchor chart or on the whiteboard. Consider
drawing the outline of a body and filling it with qualities that make a good friend. Students
can use examples from their own lives or from the book.

Example anchor chart:

35

















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Part Eight:


Read Aloud Questions:

Page 251, end of page
Making Connections: Have you ever felt like Auggie did at a sleepover?

Page 255, end of page
Making Connections: Have you ever grown out of something like Auggie grew out of Star
Wars and being read to?

Page 272, end of page
Feeling/Thinking: What are your thoughts and wonders about what just happened in the
book?

Page 274, end of page
Prediction: Make a prediction as to how things will change for Auggie after the fight that
just occurred.


Activities:
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Wonder Soundtrack

The author begins many of the parts with a quote from a song. This activity allows students
to explore why the author chose those songs, listening in for the hidden meaning and
deciding if they truly do represent the part.

Time required: 45 minutes
Materials required: Ipad with the five songs downloaded into Itunes, paper, pencil, copy of
the chapter for students to reference, and a copy of song lyrics.
Recommended chapter to teach lesson: After finishing the novel

Break students up into five groups. Each group will represent a different part and a
different song. Have the students discuss the part for a moment using the following
discussion questions:
1. What was this part about?
2. What is unique about this persons perspective in the story?
3. Is this person a champion for Auggie?
Then allow students to listen to the song, reading the lyrics as well. Students will
record whether or not they feel the song accurately represents that characters
perspective, citing text evidence for similarities or differences.

Songs to purchase:

Natalie Merchant, Wonder (Part One: August)
David Bowie, Space Oddity (Part Two: Via)
Christina Aguilera, Beautiful (Part Three: Summer)
Andain, Beautiful Things (Part Seven: Miranda)
Eurythmics, Beautiful Child (Part Eight: August)






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References

Gaughan, Edward, Cerio, Jay, and Myers, Robert. "Lethal Violence in Schools." Alfred
University Final Report (2001): 1-44. Print.

Geye, Susan. Wonder: Discussion and Educator Guide. New York: Random House, 2012.
Print.

Johnson, Christine. "Children and Pet Loss." Children and Pet Loss. Eden Memorial Pet
Care, n.d. Web. 12 June 2014. <http://www.edenmemorialpetcare.com/children-pet-
loss-article.htm>.

Palacio, R. J. Wonder. New York: Alfred A. Knopf, 2012. Print.

"The Roles Kids Play." Stop Bullying. U.S. Department of Health and Human Services, n.d.
Web. 12 June 2014. <http://www.stopbullying.gov/what-is-bullying/roles-kids-
play/index.html>.

Tims, Dana. "How many school shooting incidents has the U.S. had since Sandy Hook?" The
Oregonian [Portland] 12 June 2014, sec. Politics: 1. PolitiFactOregon. Web. 12 June
2014.

"Wonder: Pledge to Choose Kind." Wonder. Random House, n.d. Web. 12 June 2014.
<http://choosekind.tumblr.com/>.