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Unit Plan

ERDG 317

Chauntel Baudu

Breanne Kauck-Fiacco

Tuesday, April 17/18

Name: Breanne Kauck-Fiacco Subject: English Language Arts Grade Level: Grade 4

WONDER UNIT PLAN NOVEL STUDY

ESSENTIAL QUESTION: WHAT DOES KINDNESS LOOK LIKE?

BIG IDEA: KINDNESS FOR SELF & OTHERS

#CHOOSEKIND

This unit plan is based around kindness. Throughout this unit plan, the goal is to teach students how to show kindness for self

and others. In the grade 4 curriculum, there is a strong emphasis on identity, which is influenced by relationships with others. It is

important to emphasis the impact kindness has on self and others, as it is the foundation of which students will need to develop and

understanding throughout their learning process. The subject areas that will be integrated in this unit are English Language Arts,

Health Education, Arts Education, and Treaty Education. Students need to initially start to learn about kindness through reflecting who

they are as individuals and who they are to others. Then, students will be able to understand the importance of kindness, they will be

able to look at broader perspectives which includes others. The essential questions for this unit plan are, “what does kindness look

like?”. This unit then branches into the big ideas of “who am I and who am I to others?”, which is learning about how kindness affects

self and others.


STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind)

1. OUTCOMES

English Language Arts:

CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

- Identity (e.g., Expressing Myself)- Community (e.g., Building Community)- Social Responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.

CC4.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:

- Identity (e.g., Expressing Myself)- Community (e.g., Celebrating and Honouring Others)- Social Responsibility (e.g., Within My Circle) through personal experiences and inquiry.

CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.

CC4.4 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.

Health Education:

USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

USC4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.

Arts Education:


CR4.1 Analyze how dance, drama, music, and visual art works represent unique ideas and perspectives.

Treaty Education:

TR4.1 Analyze how relationships are affected when treaty promises are kept or broken.

2. CONCEPT (BIG IDEA)

ESSENTIAL QUESTION(S)What does kindness look like?Who am I and who am I to others?#choosekind

Choose Kind

Why is it important to “choose kind”?

How does the way we treat others affect them throughout their lives?

Identity (self-concept, self-esteem, self-determination)

Positive & Negative Relationships


Teacher Resources (reference materials to build background knowledge – academic, professional resources informing your practice)

- Kobo (e-book of Wonder)- Wonder (book)- Wonder Reading Packet - Questions to Ask Your Student Before, During and

After Reading- Crumpled Paper Activity - Friend Wanted Ad Poster - Identity Charts - Saskatchewan Curriculum - Treaty Education Outcomes and Indicators - Build a Poster Writing Activity - Teaching Growth Mindset

Student Resources (books, websites, magazines, artifacts)

- Wonder (book)- Kobo (e-book of Wonder)- Word Document/Google Doc

Community Resources(Elder visits, guest speakers, field trip guides, etc)

- N/A

https://www.kobo.com/ca/en

http://keithgeswein.com/teaching-growth-mindset-with-wonder/

C://Users/fiacc/Downloads/WONDERBYRJPALACIONOVELSTUDYWRITINGACTIVITYPOSTERGROUPPROJECT (2).pdf

https://www.edonline.sk.ca/bbcswebdav/library/materials/english/docs/Treaty%20Education%20Outcomes%20%26%20Indicators%20-%20Feb%2021%202013.pdf

https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/Home?language=en

https://www.facinghistory.org/resource-library/teaching-strategies/identity-charts

http://www.starrspangledplanner.com/friend-wanted-ads-back-to-school/

http://www.rundesroom.com/2016/02/reading-response-activities-for-wonder.html?m=1

http://www.katyisd.org/campus/KDE/Documents/Before%20During%20and%20After%20Questions%20-%20ELA.pdf

http://www.katyisd.org/campus/KDE/Documents/Before%20During%20and%20After%20Questions%20-%20ELA.pdf

https://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/7742/Wonder%20Reading%20Packet.pdf

https://www.kobo.com/ca/en


STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)

1. OUTCOMES AND INDICATORS

Outcomes What a student is expected to know, understand and be able

to do.

Indicators Ways that students demonstrate their learning of an outcome; think

‘verb’; tells the story of outcome. English Language Arts:CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

- Identity (e.g., Expressing Myself)- Community (e.g., Building Community)- Social Responsibility (e.g., Preserving a Habitat) and

support response with evidence from text and from own experiences..



- Identity (e.g., Expressing Myself)- Community (e.g., Celebrating and Honouring Others)- Social Responsibility (e.g., Within My Circle)

through personal experiences and inquiry.


English Language Arts:CR4.1b) View, listen to, and read a variety of texts related to theme or topic of study and show comprehension by: - retelling and explaining the ideas and information presented in texts- recognizing and understanding the text structures (e.g., narrative, informational, poetry) and features (e.g., description, figurative language, graphics)- responding to and interpreting the texts, and explaining and supporting response with evidence from the texts.c) Connect the insights of an individual or individuals in texts to personal experiences.

CR4.3 b) Select and use pertinent before, during, and after strategies to construct meaning when listening.e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.

CC4.1a)Create spoken, written, and other representations that include:

- a specific message a coherent organization of ideas- ideas and information which are clear and complete- appropriate use of language and conventions.


CC4.4 Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.

Health Education:USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.


Arts Education:CR4.1 Analyze how dance, drama, music, and visual art works represent unique ideas and perspectives.

Treaty Education:TR4.1 Analyze how relationships are affected when treaty promises are kept or broken.

CC4.2g) Experiment with different ways of representing ideas and sharing them with others (e.g., drama, mime, tableau, dance, music, models, painting).

CC4.4j) Communicate and demonstrate understanding by creating original texts (e.g., poem, play, letter, journal entry) and by writing responses to texts, supporting judgements through references to both the text and prior knowledge.

Health Education:USC4.3e) Determine healthy ways to relate to peers not in personal circle of friends (e.g., listen and ask questions, give compliments).f) Reflect on personal behaviours that might influence others to feel included and those that may cause feelings of rejection.j) Recognize and describe anger triggers for self and others (e.g., name calling, being reprimanded, broken promises).

USC4.5 b) Investigate information and definitions of self-concept (i.e., thoughts one has about self), self-esteem (i.e., a feeling of pride in self), and self-determination (i.e., right to make own choices) to develop an understanding of identity.c) Examine "identity" as being related to how one "feels" on the inside and how one chooses to define self in relation to personal qualities, characteristics, and cultural definitions.d) Communicate a personal understanding of identity.f) Describe how self-concept is influenced by personal thoughts, self-esteem by personal feelings, and sense of self-determination by personal actions.


Arts Education:CR4.1b) Analyze and describe how various arts elements and techniques are applied in own and others' arts expressions.

Treaty Education:TR4.1

- Discuss the impact on relationships when promises are kept or broken.

STAGE #3: PLAN LEARNING EXPERIENCES & INSTRUCTION

Lesson 1

Outcomes/Indicators:


e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.

General Content: Students will be introduced to unit plan around kindness. Students will share their ideas and opinions on what kindness means through a class discussion. Students will then be creating a friend wanted ad poster.

PresentationSet: 10 minutes

- Introduce kindness unit plan with a class discussion. The teacher will create a word web with the word “kindness” in the middle.

- Ask students, “what does kindness mean to you?” Provide students with a moment to think about what kindness means to them. Then, each student will have an opportunity to come up and contribute their ideas/opinions to the word web. The teacher might pick out a few words and have the students explain why they contributed that word to the web.

Assessment:

Formative:Conversation- students will be assessed based on their contribution to the class discussion: sharing their ideas and opinions on what kindness personally means to them. The teacher will then have a better understanding of what each student already knows about kindness.



g) Experiment with different ways of representing ideas and sharing them with others (e.g., drama, mime, tableau, dance, music, models, painting).

Development: 40 minutes- Introduce friend wanted ad poster activity.- Students will be creating a friend wanted ad poster that shares

the qualities they look for in a good friend. The discussion will begin with a prompting question, “what is friendship?” and the teacher will record the students’ responses on the board. Explain to students that we are doing this activity to get to know each other as friends. Students understand that there are different friend circles outside of the classroom, thus, the goal is that we will all be friends in this classroom. These ad’s will share what each student is looking for in a friend, and what kind of friend they think they can be for someone else.

- Provide an example friend wanted ad poster to students. This gives students a visual to what is expected for this activity.

- Instructions will be written on the board: 1. Students will need at least 6 different qualities that they look for

in a friend.2. Students will brainstorm their ideas, they might also share their

ideas with their peers. This allows students to get up and move around.

3. Students will then list 2 different ways of what kind of friend they can be for someone else.

4. After students have completed their drafts, they can begin their good copies on their scroll hand-out. Students may choose to handwrite their good copy or type it out on the computer.

Closure: 10 minutes- After students have finished their poster, the teacher will put

them on the bulletin board. Students will then have a chance to participate in a quick gallery walk, allowing students to view each ad. Students will be able to make a visual connection of what their peers look for in a good friend, allowing students to

Formative:Product- students will develop their understanding of kindness by creating a friend wanted ad poster. This activity will allow students to think deeply about the qualities they look for in a good friend.


reflect on what kind of a friend they can be for them as well.- Explain to students we will be continuing our kindness unit

with reading the novel Wonder by R.J Palacio.- Explain that the novel Wonder connects very well with this unit

as it explores many different perspectives on kindness. We will explore this novel in a variety of different ways to help better understand how our identities reflect who we are and who we are to others.

Teaching Strategies:- Circulation – floating around the classroom will encourage one

on one conversations that might need attention and to ask questions that will deepen thought

- Class discussion – it is very useful to provoke classroom conversation/discussion as it gives all students a chance to hear different voices and opinions.

- Proximity – one of the best ways to indicate to students to pay attention/stop talking. It is very authentic to my teaching and will likely appear in this unit a lot.

Lesson Preparations/Materials:- Whiteboard- Friend Wanted Ad hand-out - Markers/Pencil Crayons- Classroom laptops

Classroom Management Strategies:- Students must be mindful when moving around, as other

students need quiet space to focus and work.

Adaptive Dimension:

https://docs.google.com/document/d/1ALO3LLYftndTKDivweUQli_a_NRCD5b1dNOOQvRaJJk/edit?usp=sharing


- Students will have several examples on the board as a visual when creating their friend wanted ad draft. (word web)

- Have students paraphrase instructions back to check for understanding

- The teacher will provide an example friend wanted ad poster to students. This gives students a visual to what is expected for this activity.

- Students have the choice to handwrite or type out their good copies, allowing student choice for those who would prefer one over the other.

Multiple Intelligences:- Instructions and discussions are verbally given for students to

understand what is being taught.- Instructions will be written or projected on the board for those

students who are not verbal learners, assisting them to understand what they are supposed to do.

- Students are given opportunities to get up and move around where they are contributing to the word web, and they are moving around to share their ideas with their peers about what they are adding on their friend wanted ad poster.

Prerequisite Learning:- Students will be familiar with the concept on how kindness if

reflected through our identities.

Lesson 2




b) Select and use pertinent before, during, and after strategies to construct meaning when listening.


-Identity (e.g., Expressing Myself)

-Community (e.g., Building Community)

-Social Responsibility (e.g., Preserving a Habitat) and support response with evidence from text

General Content: Students will be introduced to different reading strategies/skills. Once students understand the skills needed to be an effective, proficient, engaged reader, we will begin to read Wonder by R.J Palacio.


- Describe to students the different reading strategies/skills that they will need to become an engaged reader. The teacher will write each strategy on the board and have students help identify what each strategy means.

- Connecting, Questioning, Predicting, Inferring, Visualizing, Summarizing, and Determining Importance.

- Students will understand that each strategy will be used before, during, and after reading. It is important to be reflective after reading a part/chapter of a novel, thus, after each reading, students will respond in their own reflection journals. Each journal entry will vary as the teacher will provide different prompts for each reading.

Development: 25 minutes- Have students make a prediction in their reflection journals. - Writing Prompt: What do you think this book will be

about? Why do you think that? - Begin to read Wonder by R.J Palacio. As a class, we will

only read half of Part 1- August. - The novel will be projected on the board for all students to

see.- Encourage different students to read parts of the novel. The

teacher and students will take turns reading aloud. - During reading, there will be stop checks to discuss what has

happened thus far. This gives the teacher a quick and easy

Assessment:

Formative:Conversation: students will be assessed based on their prior knowledge on the different reading strategies/skills needed to read a novel. Students will gain a better understanding as we go along, applying current knowledge into practice.


and from own experiences.

b) View, listen to, and read a variety of texts related to theme or topic of study and show comprehension by:

- retelling and explaining the ideas and information presented in texts

- recognizing and understanding the text structures (e.g., narrative, informational, poetry) and features (e.g., description, figurative language, graphics)

- responding to and interpreting the texts, and explaining and supporting response with evidence from the texts.



check for student understanding.

Closure: 15 minutes- Students will respond in their refection journals. (exit slip)- Writing Prompt: What has happened so far in this story?

Do you have any questions about what has happened so far?- After students have responded in their journals, have a class

discussion to wrap up the lesson. This allows students to make better connections to the story when different ideas, opinions, feelings, and perspectives are shared collectively.

Teaching Strategies:- Class discussion – it is very useful to provoke classroom

conversation/discussion as it gives all students a chance to hear different voices and opinions.

- Questioning – providing students with questions will allow them to engage in becoming a critical thinker to better understand different ideas/concepts.

- Reflecting – reflecting is a useful strategy to use when reading a novel, as it allows students to deeply think about their experiences to develop a new understanding.

Lesson Preparations/Materials:- Whiteboard- Reflection Journals- Kobo (e-book of Wonder)- Projector

Classroom Management Strategies:- When asking students to read aloud parts of the novel, the

teacher will ensure that if a student is uncomfortable reading aloud – they will be given shorter parts.

Formative: Product: students will reflect their ideas, perspectives, opinions, feelings, etc. in their reflection journals (exit slip). This gives the teacher a glance at checking for student understanding.


- Stop checks throughout the novel to check for understanding.

Adaptive Dimension:- The novel will be projected on the board for students to

visually see with larger font. - The novel will be read aloud, adapting to those students who

might struggle with reading. (EAL students)- If technology is down, the teacher will have a physical copy

of the novel to read aloud.

Multiple Intelligences:- Instructions and discussions are verbal and written for

students to understand what is being taught.- Questions are open ended for students to represent various

ways of understanding knowledge.- Students have the ability to be self-reflective in journals.

Prerequisite Learning:- Students will be familiar with the theme of Wonder by R.J

Palacio as it was discussed in the previous lesson.

Lesson 3

Outcomes/Indicators: General Content: Students will continue reading Wonder by R.J Palacio. Assessment:





-Social Responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

b) View, listen to, and read a variety of texts related to theme or topic of study and show comprehension by:

- retelling and explaining the ideas and information presented in texts

- recognizing and understanding the text structures (e.g., narrative, informational, poetry) and features (e.g., description, figurative language, graphics)

- responding to and

PresentationSet: 5-10 minutes

- Review previous lesson. There will be a class discussion regarding retelling and explaining information that was presented in the first half of Part 1- August.

- Remind students that Wonder is a children’s literature novel, fiction, and a narrative of different voices that tell the story.

Development: 30 minutes- Continue to read Wonder by R.J Palacio. As a class, we will only

read the second half of Part 1- August. - The novel will be projected on the board for all students to see.- Encourage different students to read parts of the novel. The

teacher and students will take turns reading aloud. - During reading, there will be stop checks to discuss what has

happened thus far. This gives the teacher a quick and easy check for student understanding.

- Questions during reading: 1. August goes on the tour of the school and meets three students.

In your opinion which one would turn out to be a bully?2. Is there anything you’re wondering about right now?

Closure: 10-15 minutes- Students will respond in their refection journals. (exit slip)- Writing Prompt: What does September’s precept, “When given

the choice between being right or being kind, choose kind,” mean?- Explain to students what a precept is (words to live by, a phrase

that has significant meaning to you)

- After students have responded in their journals, have a class



interpreting the texts, and explaining and supporting response with evidence from the texts.




discussion to wrap up the lesson. This allows students to make better connections to the story when different ideas, opinions, feelings, and perspectives are shared collectively.





Lesson Preparations/Materials:- Reflection Journals- Kobo (e-book of Wonder)- Projector

Classroom Management Strategies:- When asking students to read aloud parts of the novel, the teacher

will ensure that if a student is uncomfortable reading aloud – they will be given shorter parts.

- Stop checks throughout the novel to check for understanding.- Questioning throughout the novel

Adaptive Dimension:- The novel will be projected on the board for students to visually

see with larger font. - The novel will be read aloud, adapting to those students who

might struggle with reading (EAL students).


- If technology is down, the teacher will have a physical copy of the novel to read aloud.

Multiple Intelligences:- Questions are open ended for students to represent various ways of

understanding knowledge.- Students have the ability to be self-reflective in journals.

Prerequisite Learning:- Students apply their knowledge of different reading strategies

from previous lesson.- Students are familiar with what happened in the first half of Part 1-

August.

Lesson 4



c) Examine "identity" as being related to how one "feels" on the inside and how one chooses to define self in relation to personal qualities, characteristics, and cultural definitions.

General Content: Students will explore what the iceberg model represents and how it applies to the novel. Students will continue reading Wonder by R.J Palacio.


- Introduce the lesson by asking students,” what are qualities that you think are important in a person?” Create a word web on the whiteboard. Then, the teacher will create an iceberg model on the whiteboard and explain what it represents (top of the iceberg is what you see, and the bottom are the things you do not see). As a class, think of different ideas that can go into both the top and bottom of the iceberg.

- Have students create their own identity iceberg. At the top, have students write “this is what you see”, and at the bottom,

Assessment:

Formative:Observation: the teacher will





have students write “but if you really knew me…”- This was a quick lesson to teach students as it has a relevant

connection to the novel Wonder. Students are making personal connections to how one “feels” on the inside and how one chooses to define self in relation to the qualities that are seen and not seen through one’s identity.

Development: 30 minutes- Continue to read Wonder by R.J Palacio. As a class, we will

read Part 2- Via & Part 3- Summer. - The novel will be projected on the board for all students to see.- Encourage different students to read parts of the novel. The

teacher and students will take turns reading aloud. - Questions during reading: 1. August decided to change his costume. How do you think mom

reacted to this?2. Would you describe Summer as a good person? Why or why

not?

Closure: 10 minutes- Students will respond in their refection journals. (exit slip)- Writing Prompt: Retell the important events throughout Part 2

& 3.




- Questioning – providing students with questions will allow

observe what students put in the top and bottom of their iceberg, checking if students can learn to understand that the entire iceberg makes up their identity.



them to engage in becoming a critical thinker to better understand different ideas/concepts.

- Circulation – floating around the classroom will encourage one on one conversations that might need attention and to ask questions that will deepen thought

Lesson Preparations/Materials:- Whiteboard- Reflection Journals- Kobo (e-book of Wonder)- Projector

Classroom Management Strategies:- The teacher will move around the classroom to observe students

creating their identity iceberg models.- When asking students to read aloud parts of the novel, the

teacher will ensure that if a student is uncomfortable reading aloud – they will be given shorter parts.

- Questioning throughout the novel.- The teacher will select students who have not yet contributed to

conversations or read aloud to the class.

Adaptive Dimension:- Allow students to collaborate ideas off each other.- The novel will be projected on the board for students to visually


might struggle with reading (EAL students).- If technology is down, the teacher will have a physical copy of

the novel to read aloud.

Multiple Intelligences:


- Students have the ability to be self-reflective in journals. - Instructions are verbal and written for students to understand

what is being taught.- Diagram of the iceberg is written on the board as a visual for

students.

Prerequisite Learning:- Students are familiar with identity – they understand our

identity is influenced by everything that surrounds us.- Students are familiar with what happened in the second half of

Part 1- August.

Lesson 5



b) Investigate information and definitions of self-concept (i.e., thoughts one has about self), self-esteem (i.e., a

General Content: Students will analyze video clips related to how identity is influenced by relationships that are formed with others. Then, students will continue reading Wonder by R.J Palacio.


- Introduce lesson with three different terms that reflect one’s identity.

Self-Concept – how you see yourself, idea or mental image one has of oneself and one’s strengths, weaknesses, status, self-image, etc. (personal thought)Self-Determination – doing something that you want to do that is not influenced by others (personal actions)Self-Esteem – feeling good about yourself, feeling proud of what you do, accepting yourself even when you make mistakes (personal feeling).

Assessment:


feeling of pride in self), and self-determination (i.e., right to make own choices) to develop an understanding of identity.

f) Describe how self-concept is influenced by personal thoughts, self-esteem by personal feelings, and sense of self-determination by personal actions.




-Social Responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

c) Connect the insights of an individual or individuals in texts to personal experiences.

- Students will write down these terms in their reflection journals. Then, the students will move onto analyzing video clips with two prompting questions to follow – 1. Does the scene show a positive or negative view on self-concept, self-determination, or self-esteem? 2. How did others impact or help in this situation?

Self -Concept video link:https://www.youtube.com/watch?v=Fa1auhluqM4 (approx. 3 min)Self- Determination video link:https://www.youtube.com/watch?v=iUj2vEIiPLc (1:30 min)Self- Esteem video link:https://www.youtube.com/watch?v=X3d3K82g8YM&t=3s (approx. 4 min)

- Have a class discussion based on the students’ responses. As a class, discuss what video connects with what term. This allows students to understand how our relationships with others influence who we are.


read Part 4- Jack.- The novel will be projected on the board for all students to see.- Encourage different students to read parts of the novel. The

teacher and students will take turns reading aloud. - Questions during reading: 1. 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?

2. Who does something to the class picture and what does character traits does it show that person?

Formative:Conversation: students are able to make connections with the insights of individuals in the videos to personal experiences. Students contribute to the discussion an understanding of what each video represents.

https://www.youtube.com/watch?v=X3d3K82g8YM&t=3s

https://www.youtube.com/watch?v=iUj2vEIiPLc

https://www.youtube.com/watch?v=Fa1auhluqM4


Closure: 5-10 minutes- Students will choose one out of three writing prompts then hand

in their reflection journals. (exit slip)- Writing Prompts: 1. What’s the big idea in what you’ve read today?2. Has anything like this ever happened to you? Does it remind

you of something?3. Page 142 - Tell me what you were imagining in your mind as

you read that page and a bit.

Teaching Strategies:- Watch video’s twice in order to avoid only privileging the

“quick learners”- Circulation – floating around the classroom will encourage one




Lesson Preparations/Materials:- Whiteboard- Projector- YouTube Video Clips- Reflection Journals- Kobo (e-book of Wonder)

Classroom Management Strategies:- Allow students to move around and choose a different spot in

the classroom when analyzing the video’s.



- Active readers/listeners – to theoretically cut down on talking/distractions.

Adaptive Dimension:- Write down questions on the board as a visual aid for students- Discuss what happened in each video - Allow students to work in pairs when analyzing the video’s- The novel will be projected on the board for students to visually



the novel to read aloud.

Multiple Intelligences:- Students have the ability to be self-reflective in journals. - Instructions discussion are verbal and written for students to

understand what is being taught.

Prerequisite Learning:- Students are familiar with analyzing different texts and/or

media, students have learned in previous lessons the skills needed to debrief a video clip/passage/etc.

Lesson 6

Outcomes/Indicators: General Content: Students will be creating identity charts to develop an understanding of themselves. Then, students will continue reading Wonder by R.J Palacio.

Assessment:



d) Communicate a personal understanding of identity.





- Explain to students that they will be creating their own identity charts. Students will understand that identity charts are a graphic tool that can help students consider the many different factors that shape who they are as individuals. In doing this activity, it will deepen student understanding of themselves.

- The class will brainstorm categories we each consider when thinking about the question, “who am I?” – categories such as our role in a family, our hobbies/interests, our background, hometown, physical characteristics, etc. Students will be instructed to brainstorm 10 different roles from each of those categories.

- The teacher will provide an example before they create their own.

- Once students have completed their identity charts, they will move around the classroom and share with their peers to help build on their relationships.


read Part 5- Justin & Part 6- August. - The novel will be projected on the board for all students to see.- Encourage different students to read parts of the novel. The

teacher and students will take turns reading aloud. - Questions during reading:

1. What has happened in Part 5 and Part 6?2. What do you think will happen next? Why?

Closure: 5 minutes- Students will respond in their refection journals. (exit slip)- Writing Prompt: What will be most important for us to

Summative:Product: students will be assessed based on the final product of their identity chart. Students are able to represent a personal understanding of identity – considering how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others. Students have provided 10 or more different qualities that inform who they are.


remember in what we read today?





- Circulation – floating around the classroom will encourage conversation or observation to keep students on task (ensuring conversations are relevant to the lesson)

- Proximity – one of the best ways to indicate to students to pay attention/stop talking. It is very authentic to my teaching and will likely appear in this unit a lot.

Lesson Preparations/Materials:- Identity Chart hand-out - Whiteboard- Projector- Reflection Journals- Kobo (e-book of Wonder)

Classroom Management Strategies:- While students are moving around sharing with their peers,

move around with them and either observe or join in conversation with students

-Adaptive Dimension:

https://docs.google.com/document/d/1HQbrJ5wdEjFciU3NVitHncy9iXmD6mgZNKQ5Ae6aUTk/edit?usp=sharing


- Write down instructions on the board while verbally explain what is to be done

- Have students paraphrase back what they are expected to do- The novel will be projected on the board for students to visually



the novel to read aloud. - Provide a physical example/model of the identity chart will be

provided for students who need a visual.

Multiple Intelligences:- Provide a physical example/model of the identity chart will be

provided for students who need a visual.- Students have the ability to be self-reflective in journals. - Instructions/discussion are verbal and written for students to

understand what is being taught.- Students will be able to move around by collaborating while

students are sharing their identity charts with each other

Prerequisite Learning:- Students are familiar with the terms self-concept, self-esteem,

self-determination in relation to identity – understanding these terms contribute to represent an exceeded understanding to what students added in their identity charts.

Lesson 7

Outcomes/Indicators: General Content: Students will continue reading Wonder by R.J Palacio. Then, students will be engaged in an anti-bullying lesson.

Assessment:





USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

e) Determine healthy ways to relate to peers not in personal circle of friends (e.g., listen and ask questions, give compliments).f) Reflect on personal behaviours that might influence others to feel included and those that may cause feelings of rejection.j) Recognize and describe anger triggers for self and others (e.g., name calling, being reprimanded, broken


- Continue to read Wonder by R.J Palacio. As a class, we will read Part 7- Miranda.

- The novel will be projected on the board for all students to see.- Encourage different students to read parts of the novel. The

teacher and students will take turns reading aloud.- Questions during reading: 1. Miranda and Via used to be good friends. Why did their

relationship change? 2. How would you have felt if that happened to you?

Development: 40 minutes- As a class, we will discuss how it would feel to be Auggie – to

have people stare and call you names.- Introduce students to an anti-bullying lesson with an activity

called “crumpled paper”. First, students were told to call the paper names and say mean things to it – the kinds of things Auggie may have overheard. Students were to crumple the paper in a ball as they were doing this, being responsible for the paper getting smaller and more destroyed. Then, students were told to apologize to the paper, as they tried to smooth it out and make it “better”. Students will understand that the paper will never go back to the way it was before, even when trying to make it better. This activity allows students to recognize that negative personal behaviours influence others to feel excluded and rejected.

- After activity is completed, students will respond to three questions in their reflection journals –

Formative:Observation: the teacher will observe students during the “crumpled paper” activity. Observing how this activity made each student feel as it relates to Auggie’s story and to real life situations as well.


promises).

TR4.1 Analyze how relationships are affected when treaty promises are kept or broken.

-Discuss the impact on relationships when promises are kept or broken.

1. What did we do?2. What did you learn?3. How can you connect this activity to Auggie in Wonder?

- To continue this lesson, the teacher will write a T-chart on the board, one side “positive relationships” and the other side “negative relationships”. Students will be handed out two sticky notes, they will be instructed to write down one word or phrase that comes to mind when they think of a positive relationship and a negative relationship. Each student will come up to the board and place their one sticky note under each category. As a class, we will then discuss the diversity of responses from everyone.

- Reflect on previous lessons on how relationships were affected when treaty promises were broken. Students will participate in a Turn and Talk as a refresher. The teacher will further explain that breaking promises anywhere/anytime deeply impacts relationships. Students are able to make connections to broken promises to the novel, which affects different relationships throughout.

Closure: 5-10 minutes- To wrap up this lesson, students will respond to a prompt in

their reflection journals (exit slip) – how does the way we treat people affect them throughout their lives?

- This can be a personal connection, or a connection to Wonder. Students are encouraged to respond to whichever feels more appropriate.

- Students will hand in reflection journals for descriptive feedback.

Formative: Product: students will reflect their ideas, perspectives, opinions, feelings, etc. in their reflection journals (exit slip). Students will have two different prompts in their journals. The teacher will assess their understanding of what it means to be bullied like Auggie or anyone else they know.


Teaching Strategies:- Circulation – floating around the classroom will encourage one





Lesson Preparations/Materials:- Loose leaf paper- Whiteboard- Projector- Reflection Journals- Kobo (e-book of Wonder)

Classroom Management Strategies:- The teacher will ensure students are aware to be mindful when

talking about bullying. Students need to be respectful when participating in activities and discussions. Disrespectful behaviour will not be tolerated.

Adaptive Dimension:- Students who are sensitive to the topic of bullying are able to

step outside of the classroom whenever they need- Write down instructions on the board while verbally explain

what is to be done


- The novel will be projected on the board for students to visually see with larger font.

- The novel will be read aloud, adapting to those students who might struggle with reading (EAL students).

- If technology is down, the teacher will have a physical copy of the novel to read aloud.

Multiple Intelligences:- Students have the ability to be self-reflective in journals. - Questions are verbal and written for students for understanding- Students will collaborate with peers to reflect on what was

taught in previous lessons

Prerequisite Learning:- Students are familiar with how relationships are affected when

treaty promises are kept or broken. Students have learned from previous lessons the impact of broken promises throughout a few lessons on treaty promises.

Lesson 8

Outcomes/Indicators: General Content: Students will be introduced to a growth mindset perspective. Students will finish reading Wonder by R.J Palacio.


- Students will be introduced to important growth mindset principles in Wonder. Have students consider the following prompts –

Assessment:




1. Life is full of bad days, but I can get through them2. I will have arguments with my fiends. But I will work

hard to resolve these differences. Friendships with good people are worth it.

3. I will think about the way I treat others.- Have students participate in a jigsaw with the three prompts

above. Students will be drawn in different groups using popsicle sticks (random grouping). Each group will have the opportunity to collaboratively discuss each prompt.

- Have a class discussion on what these prompts mean to them and how they relate to the novel Wonder.


read Part 8- August.- The novel will be projected on the board for all students to see.- Encourage different students to read parts of the novel. The

teacher and students will take turns reading aloud. - Questions during reading: 1. 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?

2. 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?

Closure: 5-10 minutes- Students will respond in their refection journals (exit slip).

Students will be given the opportunity to reflect on what they have experienced while reading Wonder. Students are encouraged to write about their thoughts, feelings, opinions, perspectives, etc. on what they have learned from reading

Formative:Observation: students will be observed on their participation and engagement throughout the jigsaw activity. Each student should be included in conversation.

Formative: Product: students will reflect their ideas, perspectives, opinions, feelings, etc. in their reflection journals (exit slip). This gives the teacher a glance


Wonder. This reflection journal entry will be one page. - Students are welcome to share with their peers once completed

if there is enough time.

Teaching Strategies:- Circulation – floating around the classroom during jigsaw

activity, to ensure students are having conversations relevant. - Reflecting – reflecting is a useful strategy to use when reading a

novel, as it allows students to deeply think about their experiences to develop a new understanding.



Lesson Preparations/Materials:- Whiteboard- Projector- Reflection Journals- Kobo (e-book of Wonder)

Classroom Management Strategies:- Groups will be switched around for some students who are not

able to work with other students (friend groups will not be paired).

- The teacher will float around the classroom during group discussion to ensure students are on tasks and conversations are relevant.

Adaptive Dimension:

at checking for student understanding.


- Groups will be changed if some students are not able to work with one another.

- For students who are finished early, they can pair and share with their peers

Multiple Intelligences:- Students will get out of their desks and moving by collaborating

during jigsaw activity- Students have the ability to be self-reflective in journals. - Questions are verbal and written for students for understanding

Prerequisite Learning:- Students are familiar with what a growth mindset is, what it

looks like, and how it is incorporated throughout their own learning experiences.

- Students understand what they need to do in a jigsaw activity

Lesson 9



General Content: Students will begin to debrief the novel Wonder by R.J Palacio.


- Students will participate in creating a graffiti fact. This is where students will respond to the following prompts – 1. What we knew

Assessment:



CR4.1 Analyze how dance, drama, music, and visual art works represent unique ideas and perspectives.

b) Analyze and describe how various arts elements and techniques are applied in own and others' arts expressions.

2. What we learned3. What we want to learn next

- Students will respond to these prompts in relation to Wonder and the theme of kindness that has been spread throughout this unit.

- These prompts will be written on the whiteboard and students will be encouraged to write their responses down on paper first then they will contribute their responses on the whiteboard once they are ready

Development: 30 minutes- Begin to discuss what it means to be a wonder.- Students will begin to work on the We’re All Wonders hand-

out.- Once students are finished, they will move on to work on the

Choose Kind Helmet hand-out.

Closure: 10 minutes- Students will respond to the writing prompt in their reflection

journals – why is it important to “choose kind”?- Students are more than welcome to share with their peers when

finished early. Teaching Strategies:




Formative:Product: students will submit both of their hand-outs when finished. Students will be formatively assessed on their personal connections to the assignment and their ability to connect with the text on a personal level.


Lesson Preparations/Materials:- We're All Wonders HAND-OUT - Choose Kind Helmet HAND-OUT - Whiteboard- Reflection Journals- Markers/pencil crayons

Classroom Management Strategies:- The teacher will float around the classroom to ensure students’

side conversations do not get carried away and off topic.- To stay organized, students will staple both hand-outs and place

in reflection journals after the last page that was written on.

Adaptive Dimension:- Go over hand-outs that students will have to complete.- Provide an example for both hand-outs.- Students can collaborate with their peers if finished hand-outs

and journal response early.- Write down instructions on the board while verbally explain

what is to be done.

Multiple Intelligences:- A physical example/model of the hand-outs will be provided for

students who need a visual.- Students have the ability to be self-reflective in journals. - Instructions are verbal and written for students to understand

what is to be done.- Questions are verbal and written on the whiteboard.

Prerequisite Learning:- Students will be knowledgeable on the content in the novel

https://docs.google.com/document/d/18SmN98xsg4qDCw6NuJmmjtHWcE0wImvi1Bu5JOVg24k/edit?usp=sharing

https://docs.google.com/document/d/1dBYMR9HngRJfLAwbJqPiPYXsP5fQ6tVaY9kTV5MehoA/edit?usp=sharing


Wonder by R.J Palacio. Easily understanding the purpose behind the lesson.

Lesson 10



- Identity (e.g., Expressing Myself)

- Community (e.g., Celebrating and Honouring Others)

- Social Responsibility (e.g., Within My Circle) through personal experiences and inquiry.

a)Create spoken, written, and other representations that include: -a specific message a coherent organization of ideas-ideas and information which are clear and complete-appropriate use of language and conventions.

CC4.4 Use a writing process to produce descriptive, narrative, and expository

General Content: Students will be creating the final product towards this kindness unit plan – build a poster writing activity.


- Explain to students that they will be working on creating their final product towards this kindness unit plan. Students will be creating a collective poster with their peers.

- Students will engage in a Think/Pair/Share by reflecting on what a precept is. Answers might vary.

- Provide instructions to what is expected for the build a poster writing activity – 1. Students will be given a piece of the poster.2. Students will research with classroom laptops a precept of

their choice, making a personal connection.3. Students will have to write up their precept where they need

to explain what it means and why they chose it.4. To finish, students will then write, colour, and cut out their

piece of the poster.

Development: 40 minutes- Students will begin to research their precept using the

classroom laptops.- Once students find a precept that has personal meaning to them

and relates to the theme of Wonder, they can begin creating their rough drafts.

Assessment:

Summative: Product: students will be assessed based on their final product of the build a poster writing activity. This will allow students to represent the knowledge they have gained throughout the entire unit while applying that knowledge to make it a meaningful learning experience. Students need to ensure they include an explanation of what their precept means and why they chose it. Students will also be assessed on the creativity that they choose to incorporate on the piece of their poster.


compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.

j) Communicate and demonstrate understanding by creating original texts (e.g., poem, play, letter, journal entry) and by writing responses to texts, supporting judgements through references to both the text and prior knowledge.

- Once rough drafts are complete, students can go up to the teacher and show their rough draft copy – students will need approval before moving onto good copy.

- When students receive approval, they can begin their good copies on the hand-out the teacher has given them.

- Students will write, colour, and cut out their piece of poster once completely finished.

Closure: 10-15 minutes- Before putting the poster on a bulletin board, have students

participate in a gallery walk with their final products posted around the classroom. This allows students to see the variety of unique ideas and designs, where students can understand how different elements and techniques are applied in own and others' arts expressions.

- To wrap up unit, have students respond in their journals as one final exit slip – 1. One thing you have learned2. One thing you are still wondering about3. If the novel Wonder had a sequel, what do you think it

would be about?

Teaching Strategies:- Proximity – one of the best ways to indicate to students to pay

attention/stop talking. It is very authentic to my teaching and will likely appear in this unit a lot.



Summative:Product: students will reflect their ideas, perspectives, opinions, feelings, etc. in their reflection journals (exit slip). The teacher will collect each students’ reflection journals and assess the level of their understanding based on their responses throughout the unit on kindness, while making connections to identity and the novel Wonder.


- Small Group Discussion – it is very useful to provoke smaller group conversation/discussion through the use of a Think/Pair/Share strategy

Lesson Preparations/Materials:- Poster pieces - Classroom laptops- Markers/pencil crayons

Classroom Management Strategies:- The teacher will observe students when using computers.

Students understand that if something bad pops up on their computer to ask for immediate assistance to get rid of it.

Adaptive Dimension:- Instructions will be verbal and written on the whiteboard.- The final product of the entire poster will be shown to students

so that they understand what the final product will visually look like.

Multiple Intelligences:- Students have the ability to be self-reflective in journals. - Questions are verbal and written for students for understanding.- Instructions will be verbal and written on the whiteboard for

students to follow the steps in the correct order

Prerequisite Learning:- Students will be familiar with the definition of what a precept

is.- Students will understand the theme of kindness and how it

applies to Wonder, contributing to help students make personal and meaningful connections when creating their final products.

C://Users/fiacc/Downloads/WONDERBYRJPALACIONOVELSTUDYWRITINGACTIVITYPOSTERGROUPPROJECT (1).pdf


References

Build a Poster Writing Activity [PDF]. (2017). Study All Knight.

Geswein, K. (2017, November 06). Teaching Growth Mindset With Wonder. Retrieved April 17, 2018, from

http://keithgeswein.com/teaching-growth-mindset-with-wonder/

Identity Charts. (n.d.). Retrieved April 17, 2018, from


https://www.facinghistory.org/resource-library/teaching-strategies/identity-charts

Ministry of Education. (2010). Arts Education 4 | SK Curriculum. Retrieved from

https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumHome?id=11

Ministry of Education. (2010). English Language Arts 4 | SK Curriculum. Retrieved from

https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumOutcomeContent?id=30

Ministry of Education. (2010). Health Education 4 | SK Curriculum. Retrieved from

https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/CurriculumHome?id=48

Ministry of Education. (2010). Treaty Education Outcomes and Indicators. Retrieved from

https://www.bing.com/cr?

IG=FF8D579EF5334C769B7C0B2424A0D6DA&CID=1F8ECC418DB2673F077CC78C8C1D660D&rd=1&h=uAt0ShZOnC

4DyS53i0pS9N0xrWmjOZpEcdKbbsnB30s&v=1&r=https://www.edonline.sk.ca/bbcswebdav/library/materials/english/docs/

Treaty Education Outcomes & Indicators - Feb 21 2013.pdf&p=DevEx,5068.1

Palacio, R. (2012). Wonder. New York: Alfred A. Knopf.


Posts about writing lessons based on Wonder on Six Trait Gurus. (n.d.). Retrieved April 13, 2018, from

https://sixtraitgurus.wordpress.com/tag/writing-lessons-based-on-wonder/

R. (2016, February 16). Reading Response Activities for Wonder. Retrieved April 13, 2018, from

http://www.rundesroom.com/2016/02/reading-response-activities-for-wonder.html?m=1

Starr, J. (2017, November 15). Favorite Back To School Activity: Friend Wanted Ads. Retrieved April 13, 2018, from

http://www.starrspangledplanner.com/friend-wanted-ads-back-to-school/

Questions to Ask Your Student Before, During and After Reading [PDF]. (n.d.).

Wonder Reading Packet [PDF]. (n.d.).

https://onedrive.live.com/view.aspx?resid=9197A3961D5AFDA3!151&ithint=file%2cdocx&app=Word&authkey=!

AO1TER15qVCvUxI

https://onedrive.live.com/view.aspx?resid=9197A3961D5AFDA3!151&ithint=file%2Cdocx&app=Word&authkey=!AO1TER15qVCvUxI

https://onedrive.live.com/view.aspx?resid=9197A3961D5AFDA3!151&ithint=file%2Cdocx&app=Word&authkey=!AO1TER15qVCvUxI