What a Character!
After reading the first few chapters of the book, students will watch a video with characteristics resembling the book's main character. The video is "Wonder" by Natalie Merchant. Students will then receive a print out of the lyrics to analyze in groups. After students have analyzed the lyrics, we will have a class discussion about the similarities and differences between the person spoken of in the video and our main character in the book (Auggie). This will be recorded on the virtual corkboard for visual reference. We will continue to fill in more similarities and differences as we continue reading the book.
2 Direct Instruction
We will brainstorm the properties of a high-quality compare/contrast essay. After this discussion, we will create one, whole group writing together on the Smart Board using the information from our graphic organizer. We will use our writing process skills to revise, enhance, and edit our class draft together.
3 Guided Practice
In small groups, students will analyze each main character from the book. They will use One Note (desktop version) to list characteristics, important events, and details about each character. Each character will be listed in a separate section. After syncing, a compiled, cohesive list from all groups will be available. Each group will be assigned 1-2 characters. They will take the information from the compiled lists and create a word cloud representative of their character. This information will be printed and then shared with the class.
4 Independent Practice
Students will create a compare/contrast graphic organizer on 2 characters in the book using Microsoft Word. They will use their background knowledge from the previous whole group lessons to complete this assignment. Then, students will write an independent 5 paragraph essay on the selected characters using the writing process to enhance, edit, and revise.
Students will select their most or least favorite character and create a digital poster incorporating as many important characteristics, events, and details about that character as possible. Students should include text, video clips, and clip art/pictures representative of that character. Students will share and present their poster to the class.
Key Standards Supported
|L.5: Conventions of Standard English|
|L.5.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.5.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|RL.5: Key Ideas and Details|
|RL.5.3||Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).|
|Craft and Structure|
|RL.5.5||Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.|
|Range of Reading and Complexity of Text|
|RL.5.10||By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.|
Speaking & Listening
|SL.5: Comprehension and Collaboration|
|SL.5.1||Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.|
|Presentation of Knowledge and Ideas|
|SL.5.5||Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.|
|W.5: Text Types and Purposes|
|W.5.2||Write informative/explanatory texts to examine a topic and convey ideas and information clearly.|
|Production and Distribution of Writing|
|W.5.4||Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.5.5||With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.|
|W.5.6||With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.|
|Research to Build and Present Knowledge|
|W.5.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|