An Unexpected Journey

Objective

To engage 6th-grade students in a creative and analytical reading exercise for Part One of the novel Wonder by R.J. Palacio, aligning with California Education Standards for English Language Arts.

Standards Addressed

• Reading: Literature 6.1 - Cite textual evidence to support analysis of what the text says explicitly.
• Writing 6.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• Speaking and Listening 6.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues.
• Language 6.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Duration

40 minutes

Materials

• Copies of Wonder by R.J. Palacio or excerpts from Part One
• Lined paper and pencils
• Whiteboard and markers
• Projector (optional for visual aids)

Lesson Outline

Introduction (5 minutes)

1. Hook: Begin by asking students to close their eyes and imagine they are walking into a new school for the first time. What emotions and thoughts are they experiencing?
2. Share the objective: Explain that today they will delve into Part One of Wonder to explore Auggie's journey and their own personal connections with the text.

Reading and Discussion (10 minutes)

1. Reading: Select a passage from Part One of Wonder that highlights Auggie's feelings as he starts school. Choose a passage that discusses his appearance or interactions with classmates.
2. Discussion:
   • Ask students to discuss in pairs how Auggie might be feeling in the passage. Request volunteers to share thoughts with the class.
   • Use open-ended questions such as "Why do you think Auggie feels this way?" and "How would you react in his situation?"

Creative Assignment (20 minutes)

1. Assignment Introduction:
   • Inform students they will write a short narrative from another character's perspective (e.g., Jack Will, Summer, or a new student observing Auggie) during an event in Part One.
   • Explain that they must include at least three pieces of text-based evidence to ensure their narrative aligns with the story.
2. Writing Activity:
   • Provide students with lined paper and instruct them to plan their narrative briefly before writing.
   • Emphasize using descriptive language, emotions, and dialogue, encouraging students to be creative though true to the book.
3. Sharing:
   • If time permits, allow volunteers to read their narratives. Ask the class to give positive feedback and identify textual evidence used creatively.

Conclusion (5 minutes)

1. Reflection:
   • Request students think about what they learned from seeing the story through another character's eyes.
   • Pose a reflective question: How can understanding different perspectives help us in real-life situations?
2. Closing Remarks:
   • Inform the students about the continuation of Auggie's journey in the upcoming class and encourage them to reflect on their thoughts about empathy and acceptance.

Assessment

• Observation: Monitor the students' participation in discussions and their engagement in writing.
• Narrative Review: Collect the written assignments to assess the students' ability to use textual evidence and creative writing skills.

Extensions

• Encourage students to create a comic strip or storyboard depicting their written narrative from another character's point of view.
• As a homework assignment, ask them to write a diary entry as Auggie reflecting on the day described in their narrative.

This lesson plan aims to foster empathy, creativity, and critical thinking, allowing students to explore the themes of Wonder in an engaging and age-appropriate manner.