Character Education Novel Unit Wonder by RJ Palacio

1. Character Education Novel UnitWonder by RJ Palacio

2. Day 1: BellringerAssemble Your Learning Journal

3. Essential Questions • What can we do to be more accepting of differences? • How can we show others “respect?” • What is the impact of bullying on the victim?

4. Day 1: Pages 3-14 • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can use active reader strategies to gain meaning from the text.  (predicting, questioning, clarifying, connecting, commenting, inferring, etc.). • I can determine the point of view of a text. • Are there any words that you do not understand in the learning targets?

5. Inside your Learning Journal, assess yourself on each of these learning targets. • Here is an example…

6. Day 1: Say Something Strategy • Read as much as your hand will cover, then “Say Something” (see below) about what you just read before moving on. • Make a prediction • Ask a question • Clarify your thoughts • Make a comment • Make a connection • If you can do one of these things about what you read, then keep reading. If not, then re-read.

7. Day 1: Pages 3-14 • Listen as I read Page 3 aloud to you. • Purpose for Reading: • Through which character’s point of view is the story told? • What is so different about the narrator of this story? • Your Job: • Think about the purpose question. • Try to identify when I use the “Say Something” Strategy. • Make a note in your Learning Journal when you hear me do one of these things.

8. Day 1: Pages 3-14 • Read Pages 4-5 with a partner* or independently • Practice using the “Say Something” strategy as you read. • Purpose Questions • Why did Mom and Dad lie? • Why do they want him to go to school?

9. Day 1: Pages 3-14 • Read 6-14 independently • Practice using the “Say Something” strategy as you read. Try stopping at the end of each paragraph, page, or chapter. • At the end of each chapter, “Say Something” about what you read to your partner. Then continue reading independently. • Purpose Questions • What is going to happen next?

10. Learning Target(s) Revisited • Look back at your daily learning target(s) that you recorded at the beginning of class today. • Code the targets based on your ability to master that target. • Check= I got it! • Star= I’m getting there. • Circle= I need help with this one.  

11. Day 1: Homework Read Pages 15-34 • Purpose for Reading: • What does August think about the school so far? What do other students think about August?

12. Day 2: Bellringer • Write your learning targets on the LEFT side of your learning journal. • I can determine the point of view of a text. • I can use evidence from the text to support my answers. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets? • Write the ACES acronym into your learning journal underneath your learning targets.

13. Day 2: Pages 15-34 • Since August is the narrator, what does that allow the reader to know? • We do not know how the other characters feel or what they are thinking. What information does the author give the reader to help the reader figure out how the other characters feel or think? • Speech • Body language • Actions

14. Day 2: Pages 15-34 • “If you could create a collage of images that represent what Charlotte, Jack, or Julian is thinking, what would that look like inside her mind?”

15. Day 2: Pages 15-34 • “What is this character feeling or thinking during the school tour? How do you know?” • Example: • A= August is feeling self-conscious. • C= During the tour, August mentions numerous times that the others are “staring at me” or “looking directly at me” (pg. 27-29). • E= Usually people are hyper-aware of when people are staring at them if they are uncomfortable with something about themselves. • S= Therefore, it is evident that he is feeling self-conscious while he is on the school tour.

16. Day 2: Pages 15-34 • Think-Pair-Share • Share ACES paragraph with a partner • What is the author trying to tell the reader so far? • Exit Ticket (sticky note) • What theme (message) is the author trying to communicate?

17. Learning Target(s) Revisited • Look back at your daily learning target(s) that you recorded at the beginning of class today. • Code the targets based on your ability to master that target. • Check= I got it! • Star= I’m getting there. • Circle= I need help with this one.  

18. Day 2: Homework • Read Pages 35-53 (Don’t forget to use the “Say Something” Strategy!) • Purpose for Reading: • What does the September precept have to do with the developing theme of this novel?

19. Day 3: Bellringer • Write your learning targets on the LEFT side of your learning journal. • I can use evidence from the text to support my answers. • I can analyze how the author develops the narrator’s points of view. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets? • Today’s Quick Write: • September Precept- "When given the choice between being right or being kind, choose kind" (pg. 48). • What does this mean? • Why does August say that he thinks he will like school after hearing this precept?

20. Day 3: Pages 35-53 “I Am” Poetry • Create an “I Am” Poem (from August’s Point of View) • Page # as evidence • Must reflect the theme • Synthesize it! • Chalk Talk

21. Learning Target(s) Revisited • Look back at your daily learning target(s) that you recorded at the beginning of class today. • Code the targets based on your ability to master that target. • Check= I got it! • Star= I’m getting there. • Circle= I need help with this one.  

22. Day 3: Homework • Read Pages 54-80 (Don’t forget to use the “Say Something” strategy while you read.) • Purpose for Reading: • What does Jack Will do that is so surprising to the reader?

23. Day 4: Bellringer Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can summarize the text. • I can analyze how the author develops the theme through lines, scenes, or chapters. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets? Today’s Quick Write • October Precept- "Your deeds are your monuments" (pg. 65). • What does this mean? • How does this precept relate to the developing theme of this novel so far?

24. Day 4: Pages 54-80 • Somebody wanted, but so… (a summarizing strategy) • Somebody- character • Wanted- goal • But- conflict • So- resolution

25. Day 4: Pages 54-80 • Poll Everywhere • On a scale of 1-10 (1= not bad at all, 10= worst thing ever), how would you rate what Jack Will did to August in these chapters? • Self-Assessment • Revisit your learning targets for today. • Check = I got it! • Star= I’m getting there. • Circle= I need help with this one. • Exit Ticket • Reflection on your self-assessment. • What has changed? • What do I still need to work on?

26. Day 4: Homework • Read Pages 81-117 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for Reading: How does Via feel about August?

27. Day 5: Bellringer Quick Write • Re-read pg. 81 and the first eight lines of pg. 82 • What does the David Bowie quote have to do with how Via feels about her “universe?” Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can analyze a character using the FAST approach. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets?

28. Day 5: Pages 81-117

29. Day 5: Pages 81-117

30. Day 5: Pages 81-117

31. Learning Target(s) Revisited • Look back at your daily learning target(s) that you recorded at the beginning of class today. • Code the targets based on your ability to master that target. • Check= I got it! • Star= I’m getting there. • Circle= I need help with this one.  

32. Day 5: Homework • Read Pages 118-132 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for Reading: • Why does Summer hang out with August?

33. Day 6: Bellringer Quick Write • Re-read the Christina Aguilera quote on pg. 118 • Why would the author choose this quote to start the chapter from Summer’s perspective? Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can analyze a character using the FAST approach. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets?

34. Day 6: Pages 81-117 • Expert Groups • Use the FAST approach to analyze a character (see handout). • FYI: • Feelings/Thoughts must come from the character’s point of view, but Actions/Saying can also be observed by other characters. • Use text evidence (quote or example from the text; page number included) to support your analysis. • Use the back of the character map to write explanations using text evidence (quotes or examples). • You will use the back page as your present your character to another group.

35. Day 6: Pages 81-117 • Jigsaw Groups • Reorganize into assigned groups. • Share your Character Map with the group. • Use your thinking sheet on the back to help you with the presentation. • As a group: • Write an ACES paragraph to answer these questions: • After reading the story from three points of view, what is the theme (this could be the same as before or you could identify another one)? • How did reading the novel from a different point of view have an impact on the theme?

36. Day 6: Pages 81-117 • Self-Assessment Chart • Go to the Learning Target Self Assessment chart in your learning journal. • Put today’s date in the column that best describes your ability to do that learning target. • Exit Ticket • Write a sentence to reflect on your self-assessment. These questions may guide your thinking. • What has changed? • What do I still need to work on?

37. Day 5: Homework • Read Pages 133-185 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for Reading: • Does Jack make a good decision?

38. Day 7: Bellringer Quick Write • Re-read the quote on pg. 133 • Why would the author choose this quote to start the chapter from Jack’s perspective? Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can analyze how the author develops the theme through lines, scenes, or chapters. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets?

39. Day 7: Pages 133-185 • Steps for Decision-Making • Alternatives: Think of many, varied things you could do. • Criteria: Think of the varied questions you need to ask about these things you could do. Samples are below: • Weighing: Use your answers to help you make a decision. • Is it safe? • Will anyone get hurt? • What does my conscience say? • What would my parents think? • Decision: State your final decision. • Reasons: Give many, varied reasons for your decision.

40. Day 7: Pages 133-185 • Create a decision making foldable to help analyze Jack’s decisions. • Did he have any alternatives? • What would have been the best decision? • Discuss • How does the author use Jack’s decision to communicate the theme?

41. Learning Target(s) Revisited • Look back at your daily learning target(s) that you recorded at the beginning of class today. • Code the targets based on your ability to master that target. • Check= I got it! • Star= I’m getting there. • Circle= I need help with this one.  

42. Day 5: Homework • Read Pages 186-204 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for Reading: • What does Justin do for Jack?

43. Day 8: Bellringer Quick Write • Re-read the quote on pg. 186 • Why would the author choose this quote to start the chapter from Justin’s perspective? Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can summarize the text. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets?

44. Day 8: Pages 186-204 • Visualize! • Choose 4 important events from the chapters you read last night. • Sequence them in the correct order (first, next, then, last) • Accordion-fold your paper into four parts. • Create a comic strip of the 4 events you identified. • Switch comics with a partner and allow the partner to summarize the chapters using just the events in your comic. • Is this an accurate summary of what happened? • Compare comics and put them in your learning journal.

45. Day 8: Pages 186-204 • Revisit the Learning Targets • Look back at your daily learning target(s) that you recorded at the beginning of class today. • Code the targets based on your ability to master that target. • Check= I got it! • Star= I’m getting there. • Circle= I need help with this one. • Exit Ticket • Write a summary paragraph on an index card or sticky note by sequencing the events included in your comic.

46. Day 8: Homework • Read Pages 205-234 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for reading: • How did Daisy bring August and Via closer together?

47. Day 9: Bellringer Quick Write • Re-read the quote on pg. 205 • Why would the author choose this quote to start the chapter from August’s perspective? Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can determine the theme (author’s message) in a paragraph, chapter, and novel. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets?

48. Day 9: Pages 205-234

49. Day 9: Pages 205-234 • Exit Ticket: Answer Garden • Go to this site and type your answers to this question: • After comparing and contrasting Via and August, what is one word that you would use to describe the author’s message? • __http://answergarden.ch/view/63029__

50. Day 9: Homework • Read Pages 235-248 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for reading: • How did Miranda’s decision about the play further support the theme?