Common Core State Standards:
CCSS.ELA-LITERACY.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from 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).
CCSS.ELA-LITERACY.RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology.
Objective: Students will be able to make predictions, connections, and wonder about the text while listening to a read aloud.
Materials: Wonder by R.J. Palacio
Lesson Sequence:
· Before Reading:
o “Readers, I was recently introduced to a new book and I am very excited to read aloud the book and share how great it is with you. Have you ever heard of R.J. Palacio? She is an author who for many years designed book covers for other authors. When she decided to write this book she took a chance as a writer and now have a bestseller! The title of this book is Wonder. I want you to look at the cover of the book and tell me what you observe. Based on your observations, what do you think this book will be about? How does the picture relate to the title? Can you make a prediction?”
o Allow students to predict. Ask, “What on the cover or in the title makes you think that?”
o “There are all very interesting predictions, readers. We are going to read the first few chapters. I want you to listen and as I read, think about the predictions that we made and see if they were true or if we would change them with new information we discover. We use predictions to think about what we believe will happen in the story in order to be active readers. Raise your hand when you hear one of your predictions being confirmed or when you need to make a new prediction.”
· During Reading:
o Stop reading occasionally and allow students to think about their predictions. All them to confirm and change predictions. If students are not engaged with the story, stop and redirect by asking questions or discussing a connection.
o Places to stop and engage in conversation:
§ Pg 3: “What would make kids run away from someone on the playground? Have you ever run away from someone? Why? What would this tell us about the main character?”
§ Pg 3: “Does anyone have any ideas about what August looks like? What do you think he means by ‘it’s probably worse’?”
§ Pg 4: “Has anyone had any surgeries or know someone who has? Thumbs up if you have. Think about how that felt and imagine having twenty seven!”
§ Pg 5: “What do you think is going to happen with the friendships? Can anyone make a prediction?”
§ Pg 6: Cleft Palate “Does anyone know what a Cleft Palate is?” Have a picture on hand so students get a visual.
§ Pg 7: “At the end of this chapter I am wondering why August says ‘Via is pretty by the way’. Before he says this he also mentions how his parents are beautiful and handsome. This makes me think that August knows he looks different than other people and he also wants the audience to know that he is the only one in his family that looks different. I know that I describe people I think highly of this way because I admire their looks and beauty. From this information given by August and my own experience, I think August has a very bad self image and is probably very self conscious. Authors sometimes want readers to understand things without flat out telling them. Palacio uses indirect language to help readers understand that August knows he is different and probably is very self conscious about it.”
§ Pg 9: “What do you think August is going to do? Would you go to school if you were him? Lets make predictions about what we are going to read in the upcoming days.”
· After Reading:
o “I want you to turn and talk to a neighbor about what we just read:
§ What did you like about the story so far?
§ What do you predict will happen next?
§ Do you have any questions about the book?
o After three minutes, discuss the questions as a whole group.
o Create a chart with the class predictions that can be referred back to in following readings.
o “We did some great thinking today as readers and the predictions are making me excited to read the next chapters!”
· Assessment
o How will you know if students are successful?
§ Students will be successful if they are able to make reasonable predictions, accurate observations, and interesting connections to the text in order to explain their predictions through oral discussion and creation of the chart.