Evidence Hunt

Overview

Students read Chapters 1–3 of Wonder closely to distinguish explicit facts from assumptions about August Pullman’s medical history and home life. They will practise returning to the text, selecting exact evidence, and explaining how assumptions can go beyond what the author has stated.

Learning intentions

• WALT locate and retrieve explicit information from a novel.
• WALT distinguish facts stated directly in the text from assumptions.
• WALT record exact evidence using accurate page references.
• WALT discuss interpretations respectfully and revise ideas when the text does not support them.

Success criteria

• I can find five details that are explicitly stated in Chapters 1–3.
• I can copy or accurately paraphrase evidence and record its page number.
• I can label a statement as a fact or an assumption.
• I can explain how I checked that my evidence matches the text.

Curriculum links

• English — Oral Language: Communicating and Presenting, verbal reasoning: questioning assumptions and checking where evidence comes from.
• English — Writing to inform: using relevant facts, definitions, examples and quotations to improve clarity and credibility.
• English — Reading: using explicit evidence from within a text to support understanding and interpretations.
• Critical Analysis — Interpretations and connections: recognising that opinions and viewpoints should be supported by reasons or evidence.

Lesson structure (120 minutes)

1. 0–10 min · Hook and prior knowledge. Open with the opening hook and learning intention slides and display the statement: “If someone looks different, you can tell what their life is like.” Students silently decide whether this is a fact or an assumption, then discuss their reasoning with a partner. Emphasise that the class is analysing ideas, not judging real people.

2. 10–25 min · Teach the reading routine. Model the difference between an explicit fact and an assumption using a neutral example: “The bag is on the desk” is explicit; “The owner is organised” is an assumption. Use the fact-versus-assumption teaching slides to introduce the routine: read the question, scan for key words, locate the sentence, copy or paraphrase accurately, record the page, and check that no extra idea has been added. Students practise classifying four statements supplied on the slides and justify one answer using the sentence stem, “The text states…, so I can say…”.

3. 25–35 min · Shared text demonstration. Read a short selected passage from Chapter 1 aloud while students follow in their own books. Think aloud as you highlight one explicit detail about August’s home life and reject an unsupported conclusion. Students identify the exact words that support the detail and suggest a suitable page reference. Offer an audio reading or teacher/peer reading option for students who need reduced decoding load.

4. 35–70 min · Fact-Finder Scavenger Hunt. Distribute the August evidence profile card and direct students, in pairs, to scan Chapters 1–3 for five explicit details: at least two about August’s medical history or surgeries and two about his home life, with one additional detail of their choice. Students use two colours to mark the text: one for direct facts and one for possible assumptions they notice. They record each detail, the exact quotation or faithful paraphrase, and the page number. Circulate and ask: “Where exactly does the text tell us that?” and “Have you added anything the narrator did not say?” Pause halfway for students to compare one entry with another pair.

5. 70–90 min · Evidence check and revision. Pairs exchange profile cards with a neighbouring pair. Using the evidence-check prompts students verify whether each detail is explicit, whether the page reference is accurate, and whether the wording adds an assumption. They place a tick beside secure evidence and a question mark beside anything needing revision. Original pairs then amend their cards and explain one change.

6. 90–108 min · Pair-share and oral reasoning. Invite pairs to share one strong piece of evidence and one tempting assumption. Students must use the structure, “We first thought…, but the text says…, so now we think…”. Record examples on the board under “Evidence” and “Assumption”. Discuss how assumptions about August’s appearance, health or family could be unfair if they are not checked against what he actually tells the reader.

7. 108–120 min · Plenary and exit assessment. Return to the final reflection and exit-ticket slide. Students complete three brief responses on the back of their profile card: one explicit fact from the chapters, one assumption someone might make, and one question that would help check that assumption. Collect responses as they leave.

Resources

• Copies of Wonder, Chapters 1–3
• Fact and assumption reading deck
• August evidence profile card
• Highlighters in two colours
• Exercise books or devices
• Board and markers
• Optional audiobook or teacher-recorded reading
• Timer

Assessment

• During modelling and discussion, listen for students distinguishing what the text states from what they infer.
• Check profile cards for five relevant details, accurate quotations or paraphrases, and page references.
• Use exit responses to identify students who still present assumptions as facts or select evidence that does not directly support their statement.

Differentiation

• Provide dyslexia-friendly copies where available: cream or pale-coloured paper, a clear sans-serif font, generous spacing, and permission to use an audiobook, text-to-speech or a reading partner.
• Give selected chapter page ranges and pre-highlighted key sections to students who need reduced search demands. Allow students to record a short quotation rather than a full sentence.
• Use sentence starters: “The text explicitly says…”, “This is an assumption because…”, and “I checked this on page…”. Pair students deliberately and read instructions aloud.
• Support EAL learners with a small teacher-created word bank for medical and family terms, visual explanation of “explicit” and “assumption”, and opportunities to rehearse answers orally before writing.
• Extension: students identify an assumption suggested by the narration, explain why it may seem reasonable, and then test whether Chapters 1–3 provide enough evidence to accept or reject it.