Lesson Plan 1: Create a Character Diary from Auggie’s Point of View

Final activity: Write and present a three-entry diary that shows Auggie’s feelings, challenges, relationships, and growth.

Materials for the Whole Week

• Copy of Wonder
• Notebook or writing paper
• Pencils, colored pencils, or markers
• Character notes or graphic organizer
• Three-entry diary planning sheet
• Dictionary or child-friendly online dictionary
• Peer or adult feedback checklist
• Computer or tablet, if the student chooses to type the diary

Day 1: Understand the Final Task and Brainstorm Ideas

Objective: I can identify important events, feelings, and changes in Auggie’s life that could become diary entries.

Lesson — 40 minutes

1. Introduction and hook — 5 minutes: Ask: “If you had to write about one very important day in your life, what would you include?” Explain that a diary lets a character share private thoughts and feelings.
2. Tell the learner the plan — 3 minutes: Explain: “This week, you will write three diary entries from Auggie’s point of view. You will brainstorm, discuss, draft, receive feedback, and revise.”
3. I do: Model — 8 minutes: Model choosing an event, such as Auggie’s first day at school. Think aloud: “Auggie feels nervous because he does not know how other students will treat him. I can show this through his thoughts, actions, and words.” Write a short sample sentence: “I kept my head down as I walked through the school doors, hoping no one would stare.”
4. We do: Discuss — 8 minutes: Make a list of important events together. Possible events include meeting Jack, the Halloween misunderstanding, the nature retreat, standing up to Julian, and the award ceremony. For each event, discuss what Auggie may feel, want, fear, or learn.
5. You do: Brainstorm — 12 minutes: The learner chooses three events and completes a chart with these headings: event, feelings, problem, important relationship, and lesson learned.
6. Transition and reflection — 4 minutes: The learner puts the three events in an order that will make sense to a reader and explains the choice.

Quick check for understanding: The learner names three events, explains Auggie’s feelings in each event, and identifies at least one way Auggie changes.

Support: Offer a list of major events and feeling words. Extension: Ask the learner to include how another character might see the same event differently.

Day 2: Discuss Ideas and Plan the Diary Entries

Objective: I can explain how an event affects Auggie and plan details that show his point of view.

Lesson — 40 minutes

1. Introduction — 5 minutes: Review the three chosen events. Ask: “How can a writer show feelings instead of simply naming them?”
2. I do: Model — 7 minutes: Compare telling and showing: “Auggie was scared” versus “My hands felt cold, and I checked the classroom door twice.” Explain that strong diary writing includes thoughts, senses, actions, and details.
3. We do: Partner discussion — 10 minutes: Discuss each event using the questions: What happened? What did Auggie notice? What did he think? How did someone treat him? What did he learn? A partner may be a parent, sibling, friend, or teacher.
4. You do: Plan — 14 minutes: The learner creates a plan for each diary entry. Each plan must include a date or time, setting, event, two feelings, two sensory details, one thought, and one connection to Auggie’s growth.
5. Share and revise the plan — 4 minutes: The learner explains one plan aloud. The listener asks, “What will help the reader understand Auggie’s feelings?”

Quick check for understanding: Check that each plan includes an event, a setting, feelings, sensory details, a thought, and a lesson or change.

Success criteria: The plan focuses on Auggie’s point of view, uses accurate details from the novel, and shows how the event matters.

Day 3: Write the First Draft

Objective: I can write diary entries in first person using details that sound like Auggie’s thoughts and feelings.

Lesson — 40 minutes

1. Introduction — 4 minutes: Review first-person words such as I, me, my, and we. Remind the learner that a diary should sound personal.
2. I do: Model — 8 minutes: Write a short diary entry beginning with a date. Model including a setting, thoughts, actions, and reflection. Explain how dialogue may be included, but the entry should focus on Auggie’s inner voice.
3. We do: Improve a sentence — 6 minutes: Change a simple sentence such as “School was hard” into a more detailed sentence: “School felt like walking through a room full of eyes because I never knew who would smile and who would stare.”
4. You do: Draft — 18 minutes: The learner writes three diary entries or begins with one detailed entry if more time is needed. Encourage complete paragraphs, transition words, and specific details.
5. Self-check — 4 minutes: The learner underlines one sentence that shows emotion and circles one detail from the book.

Quick check for understanding: Read one entry aloud. Confirm that it is written in first person, includes a specific event, and shows Auggie’s thoughts or feelings.

Support: Provide sentence starters such as “I could not stop thinking about…” or “The hardest part was…” Extension: Add a second character’s reaction or a connection to the theme of kindness.

Day 4: Receive Feedback and Revise

Objective: I can use feedback to make my writing clearer, more detailed, and more accurate.

Lesson — 40 minutes

1. Introduction — 5 minutes: Explain that feedback is advice to help writing improve. It is not a judgment of the writer.
2. I do: Model feedback — 7 minutes: Show a sample paragraph and model saying: “One strength is the strong feeling. One suggestion is to explain what caused the feeling.”
3. We do: Use a checklist — 8 minutes: Read one entry together and check: first person, accurate book details, clear event, feelings shown, sensory detail, complete sentences, and correct punctuation.
4. You do: Receive feedback — 8 minutes: The learner reads the entries to a partner or adult. The listener gives two compliments and one helpful suggestion using the format: “I noticed…” and “You could….”
5. You do: Revise — 10 minutes: The learner adds details, changes unclear sentences, corrects spelling and punctuation, and checks that Auggie’s point of view remains consistent.
6. Reflection — 2 minutes: The learner names one change made because of feedback.

Quick check for understanding: The learner points to at least two revisions and explains how each one improves the writing.

Day 5: Edit, Publish, and Share

Objective: I can edit, present, and explain how my diary shows my understanding of Wonder.

Lesson — 40 minutes

1. Introduction — 4 minutes: Review the difference between revising ideas and editing mistakes. Explain that publishing means preparing work for an audience.
2. I do: Model editing — 6 minutes: Demonstrate checking capital letters, punctuation, spelling, paragraph breaks, and dates. Read the writing aloud to hear whether it sounds natural.
3. You do: Edit and publish — 15 minutes: The learner completes a final editing check and prepares the diary neatly on paper or digitally. The learner may add simple illustrations or a cover.
4. Share — 10 minutes: The learner reads one favorite entry aloud or presents all three entries briefly. The audience identifies one example of Auggie’s growth.
5. Final reflection — 5 minutes: Complete the sentence: “My diary shows that Auggie changes because…”

Quick check for understanding: The learner explains the main lesson of the diary and gives evidence from at least two entries.

Final success criteria: The project includes three diary entries, accurate details from the novel, first-person voice, clear emotions, evidence of character growth, organized writing, and careful editing.

Lesson Plan 2: Design a Storyboard for a Book Trailer

Final activity: Create a six-scene storyboard for a short book trailer that communicates the plot, characters, themes, and message of Wonder.

Materials for the Whole Week

• Copy of Wonder
• Paper divided into six boxes or a storyboard template
• Pencils, colored pencils, crayons, or markers
• Sticky notes
• Index cards
• Book trailer planning questions
• Feedback checklist
• Optional tablet or computer for creating a digital presentation

Day 1: Brainstorm the Story’s Most Important Moments

Objective: I can select important events that show the main plot and message of Wonder.

Lesson — 40 minutes

1. Introduction and hook — 5 minutes: Ask: “What makes you want to read a book after seeing a movie preview?” Discuss how a trailer gives clues without telling every detail.
2. Tell the learner the plan — 3 minutes: Explain that the final project will be a six-scene storyboard for a book trailer. It must make someone want to read the book and show its important ideas.
3. I do: Model — 7 minutes: Model choosing an important scene, such as Auggie entering school. Explain that the scene shows the conflict and makes the audience wonder what will happen next.
4. We do: Event sort — 10 minutes: Write important events on sticky notes. Sort them into beginning, middle, and ending. Discuss which events are essential and which can be left out.
5. You do: Brainstorm — 11 minutes: The learner chooses six scenes. For each scene, record the event, characters, setting, feeling, and reason the scene matters.
6. Share — 4 minutes: The learner explains why the selected scenes represent the book well.

Quick check for understanding: The learner can summarize the novel in three parts and explain why each chosen scene is important.

Support: Use a beginning-middle-end chart. Extension: Ask the learner to select scenes that show more than one theme, such as kindness and courage.

Day 2: Discuss the Message and Plan the Storyboard

Objective: I can explain the themes of the book and plan words and pictures that communicate those themes.

Lesson — 40 minutes

1. Introduction — 5 minutes: Review the word theme: a message or lesson about life. Discuss possible themes, including kindness, courage, acceptance, friendship, and choosing to be kind.
2. I do: Model — 7 minutes: Model turning a theme into trailer language: “Sometimes you do not have to be strong alone. You just need someone to stand beside you.” Explain that this is not a direct quotation from the book; it is an original line inspired by the theme.
3. We do: Partner discussion — 10 minutes: For each selected scene, discuss: What should the audience see? What short words might appear? What feeling should the scene create? What question might make viewers curious?
4. You do: Storyboard planning — 14 minutes: The learner plans six boxes. Each box must include a simple sketch idea, one or two sentences of narration or on-screen text, sound or mood, and a transition to the next scene.
5. Review — 4 minutes: The learner checks that the storyboard includes characters, conflict, important events, and a theme.

Quick check for understanding: The learner identifies the book’s main theme and shows where that theme appears in at least two storyboard scenes.

Success criteria: The plan is accurate, organized, interesting, and clear to someone who has not read the book.

Day 3: Create the First Draft of the Storyboard

Objective: I can create a first draft that combines pictures, words, and sequence to communicate an idea.

Lesson — 40 minutes

1. Introduction — 4 minutes: Explain that a storyboard is a plan for a video. It uses pictures and words in a sequence.
2. I do: Model — 8 minutes: Create one sample box. Model drawing the setting, labeling the characters, writing short narration, and adding a question such as “Will Auggie find a true friend?”
3. We do: Improve trailer language — 6 minutes: Change a long sentence into short, powerful language. For example, change “Auggie has to go to school and he is worried about what other children will think of him” to “A new school. A big challenge. One brave choice.”
4. You do: Draft — 18 minutes: The learner creates all six storyboard boxes. Encourage clear pictures, short text, accurate events, and a strong opening and ending.
5. Self-check — 4 minutes: The learner points to the scene that creates the most curiosity and explains why.

Quick check for understanding: Review the storyboard sequence. The learner should be able to explain what happens in each box without reading every word.

Support: Allow stick figures, labels, or printed character names. Extension: Add a planned music or sound effect for each scene.

Day 4: Receive Feedback and Improve the Storyboard

Objective: I can use feedback to make my storyboard more engaging, understandable, and connected to the book.

Lesson — 40 minutes

1. Introduction — 5 minutes: Explain that a good trailer gives enough information to understand the story but leaves the audience curious.
2. I do: Model feedback — 7 minutes: Model reviewing a storyboard by asking: “Can I tell what is happening? Does this scene matter? Does the text match the picture? Does it make me curious?”
3. We do: Test one scene — 8 minutes: Show one scene to a partner without explaining it. Ask the partner what they think is happening. Compare their answer with the creator’s intention.
4. You do: Receive feedback — 8 minutes: The learner shares the storyboard. The partner gives two strengths and one suggestion using the checklist.
5. You do: Revise — 10 minutes: The learner rearranges scenes, adds missing information, shortens text, improves drawings, or strengthens the theme message.
6. Reflection — 2 minutes: The learner records one change made after feedback.

Quick check for understanding: The learner explains how one revision makes the trailer clearer or more interesting.

Day 5: Edit, Present, and Evaluate the Book Trailer

Objective: I can present a polished storyboard and explain how it shows my understanding of Wonder.

Lesson — 40 minutes

1. Introduction — 4 minutes: Review the final checklist: accurate events, clear sequence, important characters, theme, readable text, and a reason to read the book.
2. I do: Model editing — 6 minutes: Demonstrate checking spelling, punctuation, character names, order of scenes, and whether the ending gives a strong final message.
3. You do: Edit and publish — 15 minutes: The learner completes the final storyboard. If desired, the learner turns it into a short digital slideshow or performs the trailer aloud.
4. Share — 10 minutes: The learner presents the storyboard scene by scene. The audience names one theme and one event shown clearly.
5. Final reflection — 5 minutes: Complete: “My storyboard shows that Wonder is mainly about…” and “The scene that best shows this is…”

Quick check for understanding: The learner supports the theme with evidence from at least two scenes.

Final success criteria: The storyboard includes six connected scenes, accurate details, clear words and pictures, a central conflict, at least one theme, and an ending that encourages an audience to read the novel.

Lesson Plan 3: Write a Letter About Kindness and Character Growth

Final activity: Write a persuasive letter to a fictional student entering Beecher Prep, using lessons from Wonder to give advice about kindness, friendship, and courage.

Materials for the Whole Week

• Copy of Wonder
• Notebook or writing paper
• Letter-writing template
• Character and theme graphic organizer
• Pencils or computer
• Dictionary or spelling resource
• Peer or adult feedback checklist
• Optional envelopes, stationery, or presentation paper

Day 1: Brainstorm Lessons from the Novel

Objective: I can identify lessons from Wonder and connect them to real-life school situations.

Lesson — 40 minutes

1. Introduction and hook — 5 minutes: Ask: “What advice would you give a new student who feels nervous about starting school?” Explain that advice is most useful when it includes a reason or example.
2. Tell the learner the plan — 3 minutes: Explain that the final task is a letter to a fictional student who is beginning at Beecher Prep. The letter will give advice based on events and lessons from Wonder.
3. I do: Model — 7 minutes: Model a lesson: “Include people instead of judging them.” Support it with the example of students learning to know Auggie as a person.
4. We do: Discuss — 10 minutes: Brainstorm lessons about kindness, friendship, courage, honesty, empathy, and standing up for others. Connect each lesson to a character or event.
5. You do: Brainstorm — 11 minutes: The learner chooses three pieces of advice and records a book example and a real-life school example for each.
6. Share — 4 minutes: The learner explains which piece of advice is most important and why.

Quick check for understanding: The learner states three lessons and supports each with an accurate event or character from the novel.

Support: Provide theme choices and a list of characters. Extension: Ask the learner to explain how two characters learn different lessons from the same event.

Day 2: Discuss Ideas and Plan the Letter

Objective: I can organize a letter with a clear purpose, supporting examples, and a strong conclusion.

Lesson — 40 minutes

1. Introduction — 5 minutes: Review the parts of a friendly or persuasive letter: date, greeting, opening, body paragraphs, closing, and signature.
2. I do: Model — 7 minutes: Model a clear opening: “Dear New Student, Starting at a new school can feel scary, but Auggie’s story shows that small acts of kindness can make a big difference.” Identify the purpose and main idea.
3. We do: Partner discussion — 10 minutes: Discuss which three pieces of advice should be included and how they should be ordered. Ask: Which idea will help the reader most? Which example best proves it?
4. You do: Plan — 14 minutes: Complete a letter organizer: greeting, opening idea, advice 1 and example, advice 2 and example, advice 3 and example, closing encouragement.
5. Review — 4 minutes: The learner reads the main idea aloud. The partner checks that the letter has one clear purpose.

Quick check for understanding: The learner explains the letter’s purpose and identifies the book evidence that will support each piece of advice.

Success criteria: The plan is organized, respectful, connected to the novel, and written for a clear audience.

Day 3: Write the First Draft

Objective: I can write a clear letter that gives advice and supports my ideas with evidence from the book.

Lesson — 40 minutes

1. Introduction — 4 minutes: Review transition words such as also, for example, because, another reason, and finally.
2. I do: Model — 8 minutes: Write a sample body paragraph: “One important piece of advice is to give people a chance. At first, some students judged Auggie before getting to know him. Later, they learned that he was funny, loyal, and brave. This shows why it is important to look beyond first impressions.”
3. We do: Add evidence — 6 minutes: Practice changing a general statement into a supported idea. “Be kind” becomes “Be kind because Summer chooses to sit with Auggie when he is alone, showing that one friendly action can help someone feel welcome.”
4. You do: Draft — 18 minutes: The learner writes the full letter, including a greeting, opening, three advice paragraphs, examples from the book, and a closing.
5. Self-check — 4 minutes: The learner highlights the main idea in one color and book evidence in another color.

Quick check for understanding: Review whether each piece of advice is followed by an accurate example from Wonder.

Support: Provide paragraph frames such as “One important lesson is…” and “This is shown when…” Extension: Include a counterexample showing what happens when people are unkind or judgmental.

Day 4: Receive Feedback and Revise the Letter

Objective: I can use feedback to improve the organization, evidence, tone, and clarity of my letter.

Lesson — 40 minutes

1. Introduction — 5 minutes: Explain that a successful letter should sound helpful and encouraging, not bossy or mean.
2. I do: Model feedback — 7 minutes: Model reviewing a paragraph with these questions: Is the advice clear? Is the example accurate? Does the paragraph explain why the example matters? Is the tone kind?
3. We do: Practice feedback — 8 minutes: Read a short sample paragraph together. Identify one strength and one specific improvement.
4. You do: Receive feedback — 8 minutes: The learner reads the draft to a partner or adult. The listener uses the checklist and gives two compliments and one suggestion.
5. You do: Revise — 10 minutes: The learner improves weak explanations, adds missing evidence, rearranges ideas, and changes words that sound unclear or unkind.
6. Reflection — 2 minutes: The learner explains which suggestion was most useful.

Quick check for understanding: The learner identifies one revision that improves ideas and one revision that improves grammar, spelling, or punctuation.

Day 5: Edit, Publish, and Share the Letter

Objective: I can edit and present a polished letter that clearly communicates a lesson from Wonder.

Lesson — 40 minutes

1. Introduction — 4 minutes: Review the final editing checklist: correct letter parts, clear paragraphs, capital letters, punctuation, spelling, transitions, accurate book details, and kind tone.
2. I do: Model editing — 6 minutes: Demonstrate reading a letter aloud slowly and checking one feature at a time. Explain that reading aloud can help find missing words and awkward sentences.
3. You do: Edit and publish — 15 minutes: The learner makes final corrections and publishes the letter on neat paper, stationery, or a document. The learner may decorate the border or place it in an envelope.
4. Share — 10 minutes: The learner reads the letter aloud or presents the three most important pieces of advice. The audience identifies the lesson and book evidence used.
5. Final reflection — 5 minutes: Complete: “The most important lesson I learned from Wonder is…” and “I can use this lesson when…”

Quick check for understanding: The learner explains the letter’s main message and cites at least two events or characters from the novel that support it.

Final success criteria: The letter has correct format, a clear audience and purpose, three thoughtful pieces of advice, accurate evidence from the book, an encouraging tone, organized paragraphs, and careful editing.

General Assessment and Differentiation for Any Option

Formative Assessment

• Listen to the learner’s explanations during brainstorming and partner discussions.
• Check planning organizers before drafting.
• Use quick checks at the end of each day.
• Ask the learner to explain how each project choice shows understanding of character, plot, theme, or growth.

Summative Assessment

Score the final project using a 4-point scale:

• 4 — Excellent: Shows deep understanding, uses accurate and specific book evidence, is creative and well organized, and is carefully edited.
• 3 — Successful: Shows clear understanding, uses accurate details, follows the chosen format, and has only minor errors.
• 2 — Developing: Shows some understanding but needs more evidence, explanation, organization, or editing.
• 1 — Beginning: Shows limited understanding and needs substantial support to complete the task.

Differentiation

• Allow the learner to dictate ideas, use speech-to-text, type instead of handwrite, or give an oral presentation.
• Provide sentence starters, word banks, event cards, graphic organizers, and extra planning time.
• Read directions aloud and divide long tasks into smaller steps.
• Allow a parent, sibling, or friend to serve as the discussion partner and feedback partner.
• For an advanced learner, require more than one theme, multiple points of view, stronger text evidence, or a digital presentation.