Wonder

Overview of the Module

This module is centered around the best-selling novel, Wonder, by RJ Palacio. It will guide students to engage in meaningful and authentic conversations about bullying and choosing kindness. Students will also be introduced to terms such as bystander and upstander which will be used in subsequent modules as well.

What exactly will teachers find in this module?

Teachers will find resources that are beneficial to promoting a safe learning environment that will reduce bullying in the classroom. Lessons include whole-group discussions, art integration, digital storytelling, reflection prompts, and group projects to help students construct the big ideas associated with bullying, tolerance, and diversity.   

Why is this module important?

This module is important because it provides a relatable and high-quality text to help springboard a social action curriculum project related to bullying and injustice.   

How does this module connect to bullying?

In the book, Wonder, Auggie was bullied due to his facial deformity. The suggested activities in this module promote kindness, tolerance, and an appreciation for individual differences.

Content

Additional Resources for Teachers

Lesson Topics 

Discussion Questions 
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Lesson Goals: The information on this page provides ongoing discussion questions and a pacing guide for reading. The questions will help students explore the big ideas presented in the text.

Materials/Resources for Lesson: A multi-colored beach ball, composition notebook

How does this lesson connect to bullying? The lesson connects to bullying because it relates the happenings of the book, to the students real world. Students will be able to discuss, empathize, and reflect on how the characters in the book react to various situations. In their reflections and discussions, students will begin to see how words and actions affect Auggie and in turn think about times when that has happened in their own lives.

Lesson structure:

  • Open: As a continuous read-aloud, TTW read a chapter or section of the book Wonder.
  • Body:
    • At the end of the reading, TTW will instruct students to sit in a circle in the front of the room. TTW instruct the students on the rules of throwing and catching the discussion ball, before beginning the activity. TTW then toss a beach ball to a random student. The beach ball will have predetermined discussions questions, written on each color. When the student catches the ball from the teacher, they will answer whichever question their right thumb has landed on. Classmates may raise their hand to add to the discussion. When that question has been answered, the student will gently pass the ball to another peer.
    • In lieu of having a beach ball discussion, TT can choose to have the students answer the reflection questions in their composition notebooks. Students will have a notebook solely dedicated to reflecting on the happenings of the book. At the end of each reading, TTW have reflection questions posted in the front of the class. Students may choose 1-2 to write a thorough response to in their notebook.
  • Close: To close, students will predict the next part of the book by responding to the following prompts:
    • I guess/predict/imagine that….
    • Based on…., I infer that….
    • I hypothesize that…

Sample Questions and Pacing Guide:

Pages 3 to 23

  • Why do people look quickly away when they first see August?
  • In this section August discusses the issue of him going to school. Why has he never gone to school? Do you think he should?

Pages 24 to 42

  •  August goes on the tour of the school and meets three students. In your opinion which one would turn out to be a bully?
  •  How would you describe the other students’ reaction to August in homeroom?

Pages 42 to 60

  •  What does September’s precept, “When given the choice between being right or being kind, choose kind,” mean?
  •  Why does August compare himself and Summer to “Beauty and the Beast”?

Pages 61 to 80

  •  Why is Halloween a positive thing for August?
  •  What were Jack and Julian talking about?

Part Two- Via: Pages 81 to 99

  •  Do you think Via is jealous of all the attention August gets? 10. Did Via have a good first day of high school?

Pages 100 to 117

  •  Who is Miranda and why did she call?
  •  August decided to change his costume. How do you think mom reacted to this?

Part Three- Summer: Pages 118 to 132

  •  Would you describe Summer as a good person? Why or why not?
  •  Do you think Summer thinks Jack is a good friend?

Part Four- Jack: Pages 133 to 150

  •  Jack seems to struggle with how he feels about August. What are the positive and negative reasons he gives about being ex- friends with him?
  •  Who says “Sometimes you don’t have to mean to hurt someone to hurt them,” and what does he or she mean by that?

Pages 151 to 185

  •  Who does something to the class picture and what does character traits does it show about that person?
  •  What is the war that is beginning? What role does Julian play in it?

Part Five- Justin: Pages 186 to 204

  •  While at dinner Justin has a lot of tics. What are tics and why do they stop?
  •  Justin and Olivia are in a play, but Olivia(Via) has not told her parents about it yet. Why do you think she hasn’t told them?

Part Six- August: Pages 205 to 234

  •  August gets hearing aids in this section. How does he feel about them in the beginning and towards the end of pages in this section?
  •  Daisy is August’s dog, who has been sick for awhile. Why hasn’t August noticed this?

Part Seven- Miranda: Pages 235 to 248

  •  Miranda and Via used to be good friends. Why did their relationship change? What does Miranda miss about having Via as a friend?
  •  Miranda pretends to be sick on opening night. In your opinion why do you think she did that?

Part Eight- August: Pages 250 to 270

  •  How does August feel about going on the 5th Grade Nature Retreat?
  •  Jack and August find themselves in trouble. What is the trouble and who helps them?

Pages 271 to 309

  •  August lies to the teachers about not being able to remember the 7th graders’ faces. Why do you think he did this?
  •  What animal does August use to represent himself? Do you think it is a good choice?
  •  There is a ceremony at school, what happens at the ceremony that shows a change from the beginning to the end of the school year?
  •  Mr. Tushman says “Always try to be a little kinder than necessary.” What does that mean to you? In your opinion what character shows this the best?
Don’t be a Bystander, Be an Upstander!
Source: Adobe Express Stock Images

Lesson Goals: This lesson integrates art as a means for students to identify and connect with characters in the book to support comprehension and develop big ideas.

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying firstly because it encourages students to define, in their own words, being a bystander and upstander. They will then relate those terms to characters within the book, to provide a real world anchor or example for students. Lastly, this lesson will help students to think about how real life examples for how they can take a stand against bullying.

Lesson structure:

  • Open:
    • Watch either PSA to start a conversation about Bullying :
    • Give each student an index card that has a B or a U written on it, along with a number (B’s are even numbers and U’s are odd numbers; also make sure there are equal numbers of B’s and U’s). If you have a card with a B then you will define/describe a bystander. If you have a card with a U then you will define/describe an upstander.
    • Have students form two circles: #1-15 will be the inner circle facing out. #16-30 will be the outer circle facing the inner circle. Use the active teaching strategy: Inside/Outside Circles to share ideas. Here is a link to the strategy: http://www.theteachertoolkit.com/index.php/tool/inside-outside-circles
  • Body:
    • TTW will ask students to list characters in the novel. Which characters would you consider to be an upstander? What about bystanders? Select an upstander from the book and draw them. Write three attributes you admire about this character and describe how they inspire you to be an upstander.
    • Upstanders: Jack Will, Summer, Via, Charlotte
  • Close:
#ChooseKind
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*Lesson Adapted from: http://www.teachinginroom6.com/2017/04/wonder-and-kindness.html

Lesson Goals: This lesson is meant to provide a way for students to creatively think about precepts; a general rule intended to regulate behavior or thoughts.

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying because words that are said can either be hurtful or impact a person’s life in a positive way. You have to be the bigger person to know to either take the route of saying rude words and choosing to be the bully or saying sincere words and choosing to be kind.

Lesson structure:

  • Open:
    • TTW share his/her favorite quote with students (example: “No one can make you feel inferior without your consent” by Eleanor Roosevelt). Share the connection to the quote with students and describe why it is important to him/her.
    • The teacher will write the quote on the board: “When given the choice between being right or being kind choose kind.” to remind the students about the precepts Mr. Browne shared in the book.
    • Possible questions to explore with students
      • What does this quote mean to you?
      • What is kindness?
      • How were the people not kind to Auggie?
    • The class will do a quick turn-and-talk about how precepts are used throughout the book.
  • Body:
    • Share the video (Random Acts of Kindness): https://www.youtube.com/watch?v=nwAYpLVyeFU&list=PL9UnFY7K92Rp-TKpJYhP_D2jlsAD6Omqv
    • The video displays people doing random acts of kindness in the community to show how being kind can impact a person’s day in a positive way.
    • Ask:  How could you be kind to Auggie if you were in the story?
    • Next, TSW research, using classroom technology, one precept or quote that is significant to them. Then, they will put the quote and the author of the quote on a piece of half poster board and decorate it. On the back of the poster board, it will have a few sentences about why they chose this quote and what it means to them.
    • When the students finish their posters, TTW use the “magnetic quotes” active teaching strategy to facilitate a discussion. This strategy requires students to read quotes/statements/ideas posted around the room, move to stand by one that interests them, and respond/discuss with peers.
  • Close:
    • The teacher will write this quote on the board: “We carry with us, as human beings, not just the capacity to be kind, but the very choice of kindness.” Have students respond on an exit slip: What does this quote mean to you?
    • Shared Writing: Ask students to create a pledge for #ChooseKind and sign it.
Random Acts of Kindness
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*Lesson adapted from: http://www.teachinginroom6.com/2017/04/wonder-and-kindness.html

Lesson Goals: This lesson will encourage students to think of tangible ways to be kind and choose kindness.

Materials/Resources for Lesson:

  • Oversized chart paper (2x)
  • Markers
  • Cardstock
  • Tempera paint or water colors
  • Glue
  • Scissors
  • Sticky notes
  • Pencil

How does this lesson connect to bullying? The lesson connects to bullying because it will help students to think of tangible ways to show kindness to others instead of being a perpetrator of bullying. This lesson will help to push the abstract idea of kindness, to a concrete action.

Lesson structure:

  • Open:
    • TTW begin by hanging three pages of empty chart paper in the front of the room. One will serve as a kindness anchor chart, the other two will be circle story maps. Next, TTW ask the students what kindness is. TSW brainstorm a list of ideas that will be written down on a piece of chart paper in the front of the room. This list will serve as an anchor chart for future reference. Next, TTW read aloud the picture book for Wonder. When finished, TTW ask the students to think of all the ways both in the picture book and novel that people were not kind to Auggie. As students name the various was, TTW list each suggestion on the circle map, that is posted in the front of the room, right next to the kindness anchor chart. Then, TTW as students to think of ways that if they were in the novel with Auggie they could be kinder to him. Next, TTW ask the students to think about their own real life. TSW reflect upon how they personally treat others and how they can make better choices when speaking to others.
  • Body:
    • TTW will instruct to brainstorm 15 different ways they personally could show kindness to their classmates. After students come up with their 15 ways of kindness, students will begin to transfer those ideas to paper.  TSW paint 15 rainbow sunshine rays. As the paint dries, TSW draw their own Wonder-inspired portrait on a separate sheet of paper. After their portrait is drawn and the painting is dry, students will cut out and paste their drawing to the center of their rays. Lastly, TSW use a sharpie to outline and write the 15 ways they could show real kindness in their lives (one way per ray).
  • Close:
    • Students will display their drawings around the room. Use the carousel strategy and give the class an opportunity to view the drawings. As students view other drawings, they will leave a sticky note with a compliment to that picture.
Kindness Boomerang
Source: Adobe Express Stock Images

Lesson Goals: This lesson is meant to provide a way for students to creatively think about ways to choose and encourage kindness. Students will create a digital story to encourage kindness.  

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying because it continues to encourage students to think about tangible ways to promote acts of kindness. In thinking about new ways to promote kindness, the students be able to pull from these examples when faced with a real world bullying situation.

Lesson structure

  • Open:
    • Watch the video: Kindness Boomerang: https://youtu.be/nwAYpLVyeFU
    • Possible questions:
      • What do you notice about the people’s reactions in the video?
        What is the overall message?
      • How does kindness make you feel?
  • Body:
    • TSW create a digital story that promotes random acts of kindness. To begin, TTW give a brief overview of the storyboard resource and connect it to writing/storytelling. TTW then explain that students will create a storyboard to promote random acts of kindness.
  • Close:
    • Students will host a viewing party for their videos about kindness.
We Are ALL Wonders
Source: Adobe Express Stock Images

Lesson Goals: This lesson will give the students the opportunity to boost each other’s self-esteem. Each student will reflect on each other’s admirable attributes and express them in a written format.

Materials/Resources for Lesson:

  • Blue paper
  • Pencils
  • Index cards

How does this lesson connect to bullying?The lesson connects to bullying because it encourages students to do the opposite of bullying by inspiring each other with kind words. Students will work to build each other’s confidence by reflecting and celebrating each other’s differing characteristics.

Lesson structure:

  • Open:
    • As a class, we will reflect on how powerful words are. TTW have students to think about a time when they were hurt verbally. Students will write on their index cards (which will be passed out prior to the lesson) a few short phrases for how it feels to be verbally attacked. We will compare what it feels like to be hurt by words as well as physically.
  • Body:
    • TTW pass out blue affirmation sheet to each student.  The sheet will read, “ ….. is a wonder because……” Next, TSW tape their affirmation sheets on their backs and take turns writing why each classmate is a “wonder.” During this time, TSW walk around and write positive comments on each other’s backs. TSW take a moment to read their affirmation sheets. After students have had the chance to read their sheets, we will discuss how it makes someone feel to receive kind words. TTW then have students to turn and discuss how they use positive affirmations in their everyday life.
  • Close:
    • To close the lesson students will draw a self-portrait using the style of art from Wonder. They will use their affirmation sheet to generate positive words about themselves for the hair portion of their portrait.
How to Change the World with Kindness!
Source: Adobe Express Stock Images

Lesson Goals: This lesson is meant to provide a culmination of the theme from the book Wonder. Students will brainstorm different words related to kindness and then write a six word memoir to describe how to change the world.  

Materials/Resources for Lesson:

How does this lesson connect to bullying? The lesson connects to bullying because it allows students to culminate everything they have practiced regarding choosing kindness. This lesson will facilitate for students a way to brainstorm ways to actually make the world a better place.

Lesson structure:

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