Teaching package: WonderBy Sonja and Rein

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InhoudsopgaveIntroduction...........................................................................................................................................4

About the book...................................................................................................................................4

Target group and learning outcomes.................................................................................................4

Lesson 1: Introduction book Teacher sheet.....................................................................................5

Desired learning outcomes.................................................................................................................5

Preparation.........................................................................................................................................5

Layout lesson......................................................................................................................................5

Student Schedule “Wonder”..................................................................................................................7

Student Assessment...........................................................................................................................7

Lesson 1: Introduction Student sheet.............................................................................................8

How to write a blog Student sheet................................................................................................9

Lesson 2: Choose kind Teacher sheet...........................................................................................11

Desired learning outcomes...............................................................................................................11

Preparation.......................................................................................................................................11

Layout lesson....................................................................................................................................11

Lesson 2: Choose kind Answers...................................................................................................13

Lesson 2: Choose kind Student sheet...........................................................................................14

Lesson 3: Family relationships Teacher sheet..................................................................................16

Desired learning outcomes...............................................................................................................16

Preparation.......................................................................................................................................16

Layout lesson....................................................................................................................................16

Lesson 3: Family relationships Student sheet..................................................................................17

Lesson 4: Bullying Teacher sheet.................................................................................................18

Desired learning outcomes...............................................................................................................18

Preparation.......................................................................................................................................18

Layout lesson....................................................................................................................................18

Lesson 4: Bullying Student sheet..................................................................................................19

Lesson 5: Betrayal and friendship Teacher sheet...........................................................................20

Desired learning outcomes...............................................................................................................20

Preparation.......................................................................................................................................20

Layout lesson....................................................................................................................................20

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Lesson 5: Betrayal and friendship Answers....................................................................................21

Lesson 5: Betrayal and friendship Student sheet............................................................................22

Lesson 6: Overcoming challenges Teacher sheet...........................................................................24

Desired learning outcomes...............................................................................................................24

Preparation.......................................................................................................................................24

Layout lesson....................................................................................................................................24

Lesson 6: Overcoming challenges Answers...................................................................................25

Lesson 6: Overcoming challenges Student sheet...........................................................................28

Lesson 7: Movie Teacher sheet.................................................................................................30

Desired learning outcomes...............................................................................................................30

Preparation.......................................................................................................................................30

Layout lesson....................................................................................................................................30

Lessen 7: Movie Student form...................................................................................................31

Resources.............................................................................................................................................32

Justification didactic methods..............................................................................................................33

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Introduction

About the bookAfter being home-schooled for four years, Auggie, who suffers from a severely deformed face, enters the fifth grade at Beecher Prep School and does his best to be just an ordinary kid with an extraordinary face. The first few days of school are more than difficult. Try as he might to ignore them, Auggie must endure the looks and whispers—even the cruel game, “The Plague,” where everyone is afraid to touch him. Julian especially causes Auggie’s days to be miserable, making references about Auggie’s face and veiled threats to harm him. The flip side is that Auggie has the steadfast support of his first friend, Summer, and his best friend, Jack, and his teachers and the principal like him. But for every positive, there is a negative: Jack betrays him, a gang of kids try to hurt him, and some particularly insensitive parents even try to have him removed from the school. Yet, Auggie shows amazing understanding and compassion. As the school year progresses, Auggie learns that, though there will always be people who want to taunt him and make his life miserable, he can have true friends despite his looks. The wonder of Auggie’s extraordinarily unique presence is that the people around him learn what it is to be kind and to be courageous.

Target group and learning outcomesThis teaching package has been designed for a 3 HAVO class. It has been designed for seven lessons. During every lesson the pupils will read, but in spite of that the pupils will have to read numerous pages at home. Therefore it is recommended that one lesson of this teaching package is used every week.

Each lesson revolves around a theme and a precept. The theme is usually the theme of the exercises, the text in the book itself. The precept is the subject of a blog that the children will have to make after each lesson. This forces the children to contemplate which moral principles are hidden within the text. Other desired learning outcomes are written at the start of the teacher sheet of every lesson.

In the last lesson, lesson seven, the children will have to present a movie they have made in which they themselves have played out a scene of the book. After seven lessons their work will be graded. We suggest that the blog, the movie and the participation in class will be taken into account while determining the children’s grades.

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Lesson 1: Introduction book Teacher sheet

Desired learning outcomes- Raise interest in the book and activate foreknowledge- Pupils know how they will be assessed- Pupils know how to set up a blog

Preparation* Make sure you have enough copies of the book. If the library of your school is not be able to provide you with a sufficient number of books, then you can order the books at a discount on several sites on the Internet. For example: http://www.ccakids.com/wonder-4-schools.html* Digital board: set up all the movies you want to show this lesson as well as the picture you want to show at the end of class (see below).* Make sure you have enough copies of the “Student Schedules” and “Student Worksheets lesson 1” (see teacher package) or make sure you are able to share these documents with your students via their notebooks.* It will come in handy for the students to be able to start writing a blog this lesson. Therefore they will need a computer or notebook in class.

Layout lesson1. Alternated group discussion with short movies (12 minutes). * Start with a small group discussion. Show the book to the students and ask them:- Look at the cover of this book. What do you think this book will be about?- Why?* Give the pupils an impression of the contents of the book by showing the trailer of the book made by the publisher: http://www.youtube.com/watch?v=zy40wRmGq9c* The main character of the book August/Auggie, suffers from a rare illness: the Treacher-Collins Syndrome. That is why he looks different from the other kids. Who is familiar with this illness and/or can tell more about it? Then show the site mentioned below. This site gives more information about the illness (even better: let the students look up the site themselves if they have the opportunity): www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002624 * What motivated the author to write this book? Show the author’s story: http://www.youtube.com/watch?v=Hh5qbE62IyY -> show till 1:56 min. That will do! Vervolg groepsgesprek:- Do you recognise the story of the author? - Did you ever witness something like this yourself? - What did people do then/How did they react?

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- Did you yourself ever experience the feeling of being looked at?

2. Reading & explication of contents and assessment of following lessons (35 minutes).* Hand out the books.

* Start reading out loud until p. 9 followed by silent reading of the students for 10-15 minutes. Hint at the homework that is coming up in the end of the lesson to stimulate the students to start reading right now.* Hand out the “Student Schedules” (zie teacher package) and explain the schedule. Have the pupils fill in their names, class and dates of the following lessons. Tell your students that an explication of “precepts” will follow next lesson.*Explain the judgement of the pupils and hand out the “Student Assessments”.* Part of the assessment is the writing of a weekly blog. This lesson we are going to make a start with this. Look at “worksheet student” with, amongst other things, a manual how to start a weblog.

3. End of lesson (3 minutes).Conclude the lesson by giving a summary of what we have done this hour and by asking the students for a reaction. Mention the homework once more and end by showing the picture below in enlarged form on the digital board. Give a short explanation.

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Student Schedule “Wonder”

Student AssessmentYour mark will be based on the following components

Blogs 40% Your movie 30% Participation in class 30%

Name: ______________________________________________________

Class: ______________________________________________________

Lesson Date Theme in class

Precepts Homework

1 Introduction book

1: Read until p. 65 and write blog about precept 1

2 Choose kind 2: Read until p. 117 and write blog about precept 2

3 Family relationships

3: Read until p. 185 and write blog about precept 3

4 Bullying 4: Read until p. 248 and write blog about precept 4

5 Friendship & Betrayal

5: Read until p. 283 and write blog about precept 5

6 Overcoming challenges

6: Read until p. 313write blog about precept 6prepare movie

7 Presentation movies

7: Write blog about precept 7

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Lesson 1: Introduction Student sheet

There you go…. a new book to explore! We will do this in 7 lessons. I hope you will enjoy this book as much as I did .

Blog:This lesson you will start with making a blog. You will use this blog to explore important sayings (precepts) in the book. You will have to write a blog every week, so 7 in total. These blogs are part of your assessment.

1) Start a blog under your own name on www.wordpress.com .If necessary, you can follow the instructions “How to write a weblog” below. Decide if you want to secure your blog with a password.

2) Write the saying below (see question 3) in your Student Schedule in the 4 th column of lesson 1.

3) Write a blog about the saying which is on the cover of the book:

“You can’t blend in when you were born to stand out”

Explain:a) why you think this saying is on the cover of the book. b) what this saying means to you.

You may write this blog in Dutch (writing in English will give you bonus points ). There is no minimum of words: quality counts!

Good luck! I am looking forward to reading your blogs!

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How to write a blog Student sheetThis document explains how to make a blog on wordpress and to secure it with a password so only your teacher can access it. If you know how to make a blog on your own already, you can go ahead and save yourself some time, if not, please follow the steps.

1) Go to www.wordpress.com 2) Type in the URL you would like to have for your blog and click on “website maken”

3) Now you will have to make an account on the site. Type your username and password and write them down. You will have to use these every time you want to write a new blogpost. You also have to type a real e-mailadress.

4) Make sure the name you took for your blog hasn’t been taken by someone else, you can see this by looking at the green mark on the right of your screen.

5) Now, scroll down to the bottom of the page and click on “blog maken”

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6) Now you can enter a line about your blog and click on “volgende stap”7) Now you can choose a theme for your blog, please select one and click on “volgende stap”8) There are some options to personalize your theme, these aren’t relevant. Click on “volgende

stap”9) Options are given to link your blog to your twitter or facebook account, these aren’t relevant

either. Click on “volgende stap”10) Go to your e-mail inbox and click on the “conformation e-mail” sent to you by wordpress.

Then click on the conformation link.11) Now you can type your first blogpost.12) If you want to secure your blogpost with a password so only your teache can see it go to

“geavanceerde instellingen”

13) Go to “zichtbaarheid” and select “beschermd met wachtwoord”. Type a password and write it down.

14) Now write your blog post and save it. Click on “publiceren”15) You now see a green window on the top of your screen, click on “view post”

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16) You now see that your blog post is protected. Copy the link you have in your browser right now in an e-mail to your teacher. Also send her the password you chose at step 13 so that your teacher can see the blog you made.

17) The next time that you need to blog: go to www.wordpress.com login with your username and password chosen at step 3 and click on the pencil at the top corner on the right of your screen, now you can easily create your next blog post!

Lesson 2: Choose kind Teacher sheet

Desired learning outcomes- (unconscious) awareness of existence of themes in a book. Themes that can be explored and learned from;- awareness of first impressions and what they do/mean to you;- awareness of the power of (your) (spoken) words

Preparation- Make sure you have blank papers (A3-size), markers and enough student worksheets .- Students will need access to the Internet.- Make sure you are able to show the quote of the author (see below) on the digital board at the end of class.

Layout lesson1. Start with silent reading (5 minutes).2. Start group discussion (3 minutes)- Ask pupils what they think of the book so far.- Any questions about the book beforehand?3. Introduce new topic and continue with working in smaller groups (22 minutes)- Auggie starts his career at school. He meets a lot of new people. We all once had this experience and still now and then meet people new to us. I’d like you to start a conversation in small groups about first impressions, beginning something new, getting to know someone, and adapting to a new school, new home or new sibling. You are also going to talk about “precepts”. You have read about precepts in the book. They play an important role as you already know by now…- Divide the class in groups of about 4 people and hand out the worksheets for the pupils belonging to lesson 2. - Walk around and give as many positive comments as possible. Also pay attention to the participation and contributions of individual pupils.4. Class discussion about answers worksheet and selection of winning posters (15 minutes). Have a

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short talk with the whole class about the answers of the different groups and collect the worksheets. Let the groups present their posters (give each group 2 minutes to present). Let the class vote for the 2 (or 3) posters they think are best. Give these groups a round of applause and make practical appointments with them about the spreading of the posters throughout the school.5. Homework and end of lesson (5 minutes). Mr. Browne’s monthly precept helps Auggie and his fellow students to see outside their world and to think about their beliefs. As you know, his first precept is: “When given the choice between being right or being kind. Choose kind”. In your 2nd blog you are going to write about this precept. What do you think of this precept? Do you agree? Why (not)? Write these questions on the board and give students time to copy them (in their Student Schedules). Refer to Student Schedule for rest of homework.

End this lesson by showing a quote of the author heard in an interview with her about this precept:

R.J. Palacio (author of Wonder): “You have the power to not just make someone’s day, but to change someone’s life with a kind word, kind thought or gesture and consequently you also have the power to really be remembered a jerk. You have the choice. Which do you want?”retrieved from: http://www.youtube.com/watch?v=Hh5qbE62IyY

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Lesson 2: Choose kind Answers

1) Auggie starts his career at school. Things are completely new to him and he meets a lot of new people. What characteristics form a first impression?

Answer: Wikipedia says: “a first impression is the event when one person first encounters another person and forms a mental image of that person. Impression accuracy varies depending on the observer and the target (person, object, scene, etc.) being observed. First impressions are based on a wide range of characteristics: age, race, culture, language, gender, physical appearance, accent, posture, voice, number of people present, and time allowed to process. The first impressions individuals give to others could greatly influence how they are treated and viewed in many contexts of everyday life”.

2a) Has your first impression ever been wrong? Share your experiences.2b) How did you come to realise it and did you do anything to change your view?

Answer 2a: Own experience of students and teacher.Answer 2b: Give your own honest answer .

3) How do you deal with “new” things? (for example moving house, meeting new people, a new sibling etc)

Answer: Own experience of students and teacher.

4) What does “Wonder” say about precepts? (look at page 46 of the book)

Answer: The book says: It is “any saying or ground rule that can motivate you. Basically, a precept is anything that helps guide us when making decisions about really important things” (p. 46).

5) Mention at least 3 things that you think are “really important”.

Answer: is up to the student. Mr. Browne says in the book that the most important thing is “Who we are!”. or “Learning who you are”.

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Lesson 2: Choose kind Student sheet

Write down the names of the members of your group including your own name:______________________________________________________________________________________________________________

Please, hand in this sheet with your answers at the end of the lesson.

Discuss about the following questions with your group and write down your answers.

1) Auggie starts his career at school. Things are completely new to him and he meets a lot of new people. What characteristics form a first impression?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2a) Has your first impression ever been wrong? Share your experiences.2b) How did you come to realise it and did you do anything to change your view?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) How do you deal with “new” things? (for example moving house, meeting new people, a new sibling etc)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________________________________

4) “Precepts” play an important role in the book. What does “Wonder” say about precepts? (look at page 46 of the book)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) Mention at least 3 things that you think are “really important”.*)_________________________________________________________________________________*)_________________________________________________________________________________*)_________________________________________________________________________________*)_________________________________________________________________________________

Mr. Browne’s September precept is: “When given the choice between being right or being kind. Choose kind”.

6a) Write this precept in your Student Schedule in the 4th column of lesson 2. 6b) Brainstorm precepts that could be applicable to all students in our school to make it a safer, kinder place to be. You may use the Internet. Make a poster of your precept.

Nice to know: At the end of the lesson we will choose the best posters/precepts and copy them several times. We are going to post these precept posters in all common areas of our school!

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Lesson 3: Family relationships Teacher sheet

Desired learning outcomes- The pupils can make their own family tree- The pupils learn new vocabulary to describe their family relatives

Preparation- Bring a white sheet of paper for each pupil- Bring a picture of your own family and be prepared to talk about your own family.

Layout lessonIntroduction: silent reading (10 minutes)

The students will come in. You can now instruct them to read in the book where they left off.

Independent work (30 minutes)

Show the class a picture of your own family and talk about them for a while to introduce the subject and helpful vocabulary for later on (such as aunt, uncle etc.) Give the students the worksheets and a white sheet of paper and instruct them to formulate their answers. They can will make their own family tree, draw or describe Auggie’s family and draw or describe their own family.

Class discussion (10 mintues)

Now, you will talk with the class about the importance of families and how everyone is related to one another. Make sure to ask a few students about their own families dirst as they have just drawn their own family tree. The purpose of this discussion is to inspire the pupils for the upcoming blog they have to write.

- Families are units created to raise children. A family that does not raise its children properly is a failed family.

- Families simply exist because of the wish of the parents to have one. Children are simply a building block for parents to a fulfilling life. A family only fails when the parents start to doubt their wish to have one in the first place.

- Family structures create a group of individuals that will know each other for a very long time. Without families, humans would live very unconnected from one another, therefore families are a building block of society.

End of the lesson (5 mintues)

Try to summarize some of the class discussion. Make sure the students hand in their worksheets. Remind the children to make their next blog about the next precept: “no man is an island, entire of

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itself” – John Donne, also make sure they will read to page 185, and wish them a nice day before the bell rings.

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Lesson 3: Family relationships Student sheet

1) What family members of Auggie are mentioned in the book? Write down your answer.

__________________________________________________________________________________

2) Auggie’s family members all have certain characterstics. Write down the characteristics for each family or draw them on the right of the picture as cartoon characters you find representative for their personality, see below.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) How is Auggie’s family different from your own family? Write down your answer.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) Make your own family tree. You can either startwith your great grandparents or your grandparents. For each family member try to write down how they relate to you (are they your grandpa, uncle etc.), their age and their first and last name. Use the white sheet you got from your teacher to draw it, see the example below.

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Lesson 4: Bullying Teacher sheet

Desired learning outcomes- The pupils gain new perspectives on what causes bullying- The pupils gain new perspectives on what bullying is- To make the students think about solutions for bullying

Preparation- Make sure the tables are set in groups of four or five tables- Make sure the class is a reasonable safe environment for the children to express their views.

Layout lessonIntroduction: silent reading (10 minutes)

The students will come in. You can now instruct them to read in the book where they left off.

Continue to work in smaller groups (15 minutes)

Give the students the worksheets and instruct them to formulate their answers together. They can now work together on the theme of bullying. The worksheets for the students contains some challenging questions and the worksheets itself is demanding enough to keep them busy. As a teacher you will have to be prepared to help them on their way a little. This mean you ask questions rather than give simple answers.

Class discussion (20 minutes)You will lead a discussion in the class on bullying. This is all about addressing the elephant in the room, with such a book as wonder, such a subject must be discussed. Firstly you will discuss the answers of the students, but also discuss a view which is a bit further out there: “Bullying is mostly done among people between 12-16 because in a way it is sexual behavior. Males tend to organize themselves in hierarchies to show females which is the most suitable mate. When hormones run wild in one’s body (in puberty) much more is allowed to establish oneself in a high place in the sexual hierarchy. Bullying is simply a way to make sure the other males stay in a low place in the hierarchy. Females tend to bully by not allowing one another in their group, they inflict less physical violence” Remember that there is no right or wrong in this discussion.

Also talk about solutions for bullied people: “Common solutions for bullying include getting help from the police or the school, but the more common solution bullied people choose is to simply endure. This is understandable, to seek help is to not be able to solve the problem yourself.” Ask students what they think. Also, if there’s time. Ask the students if they think serious bullying could happen in their class. Or ask them if it’s so safe that someone could piss their pants at school and still not be bullied for it. If the class feels comfortable enough to answer these sort of questions honestly, it gives the teacher and the pupil a better view of how the class is.

End of the lesson (5 minutes)

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Instruct the pupils on their homework: blogging on either “don’t be friends with jerks” or “what is beautiful is good and who is good will soon be beautiful” – Sappho and read Wonder until page 284.

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Lesson 4: Bullying Student sheet You’re about to answer some serious questions about Bullying, first, please write down your name

_____________________________

1) In the book Auggie is being bullied. He doesn’t really do anything about it. Do you think Auggie should have done something about it?

Yes/no, because… ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) If you were bullied like Auggie, what do you think would be the best solution to stop it?

My solution would be… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) What do you think bullying is? Write down your definition of bullying. Discuss this with the other members of your group. Try to come up with a definition you all agree upon.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) Most studies say bullying peaks at middle school or the beginning of high school (ages 12-16), why do you think kids of those ages bully more than other kids or adults? Discuss this with the other members of your group Try to come up with an answer the whole group agrees upon.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson 5: Betrayal and friendship Teacher sheet

Desired learning outcomes- exploration of the themes “betrayal” and “friendship” in the book- knowing how to support your answers with examples from the book

Preparation- make sure you have enough copies of student worksheets about lesson 5- set up the you tube-movies mentioned below on the digital board: part 1: https://www.youtube.com/watch?v=-cxHvPAvzg4part 2: https://www.youtube.com/watch?v=VblpG7Up76M

Layout lesson1. Welcome Students. Lesson will start with 10 minutes of silent reading (12 minutes).2. Show part 1 of the movie Horton (2 minutes). This short part of the Horton movie is about friendship and betrayal. It shows how elephant Horton gets warned by a friend who tells him that he gets betrayed by another “friend” named Kangaroo. However Horton decides to be faithful to the mayor of the Whos (Whos are a group of very, very small animals that live on the flower that he has in his trunk)… a sign of loyalty and true friendship.3. Students prepare questions on worksheet of lesson 5 (20 minutes). Students may work together with their neighbour this hour.4. Discuss with whole of class about the answers on worksheet-questions (9 minutes). Sheet with possible answers is enclosed in this teaching package. Let them hand in the worksheets in the end.5. Summarise lesson and give homework (7 minutes). Homework: see Student Schedule. The students will have to read along until p. 281 and write a blog about the following precept. Write this precept on the board and let students write this precept also in their Student Schedule in the 4 th column of lesson 5.

“Have no friends not equal to yourself” - ConfuciusEnd lesson by showing how far friendship can go by showing second part of Horton-movie. This movie will add some humour to the lesson .

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Lesson 5: Betrayal and friendship Answers

1a) Auggie and Jack are great friends; they laugh together, they talk about anything and everything, and they feel comfortable together. So why does Jack betray Auggie by talking badly behind his back?

Answer: He doesn’t want to stand alone and being looked at as weird (p. 152), but belong to the rest of the group.

1b) How does Auggie feel when he hears what Jack has said?

Answer: He starts crying and wants to disappear (p. 77/78). He feels like “he’d been kicked in the gut” (p. 79).

2a) At the same time Auggie is experiencing betrayal by his friend, Via is also feeling betrayed by her two best friends, Miranda and Ella. How do Miranda and Ella betray Via?

Answer: Miranda doesn’t contact her after summer camp (p. 93) and during the summer Miranda and Ella had gotten together a few times without her. When they arrived at school both of them had changed their dressing-styles, “like they talked to each other beforehand about redoing their image at the new school, but hadn’t bothered to clue me in.(p. 94).

2b)What is Via’s response?

Answer: She crawls into her shell (=to become less interested in them and less willing to talk and take part in social activities).

3) How do Via and Auggie resolve their individual conflicts and cope with the pain of betrayal?

Answer: Via first makes a clean break and starts making new friends (Eleanor, kids of smart-kids table, Justin) (p. 107) . She tries to forget what happened and to live on (p. 108).Finally she forgives them: see p. 248 where Via says to Miranda: “You’re definitely coming” she said, smiling her old smile at me”.Auggie stops talking to Jack and tries to ignore him completely (p. 144). He also skips him from his facebook (p. 164). But he wants to forgive Jack after that he said he was sorry (and had punched Jullian for calling Auggie a jerk) (p. 166/167). Besides this Auggie shows understanding and compassion throughout the book.

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Lesson 5: Betrayal and friendship Student sheet

Please answer the following questions together with your neighbour.

But first write down your names:__________________________________

Thank you!

Betrayal1a) Auggie and Jack are great friends; they laugh together, they talk about anything and everything, and they feel comfortable together. So why does Jack betray Auggie by talking badly behind his back?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1b) How does Auggie feel when he hears what Jack has said? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2a) At the same time Auggie is experiencing betrayal by his friend, Via is also feeling betrayed by her two best friends, Miranda and Ella. How do Miranda and Ella betray Via? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2b)What is Via’s response? ____________________________________________________________________________________________________________________________________________________________________

3) How do Via and Auggie resolve their individual conflicts and cope with the pain of betrayal?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________________________________

Friendship

The questions below are about the theme friendship in “Wonder”. Please, share examples from the book to support your responses at 4b-4d!

4a)Discuss the characteristics of a good friend. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4b) Which of Auggie’s friends demonstrate these qualities? ____________________________________________________________________________________________________________________________________________________________________

4c) What characteristics of a good friend does Auggie possess?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4d) How does Auggie help his friends see him as an ordinary kid?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson 6: Overcoming challenges Teacher sheet

Desired learning outcomes- exploration of the theme “overcoming challenges” in the book- students get to know the Haiku and Cinquain forms of poetry

Preparation- Make sure you have enough copies of student worksheets lesson 6- make sure you have packets of blank A4-papers- Buy 2 little prices for the winning groups

Layout lesson1. Introduce topic of today and raise interest (14 minutes).Tell class about today’s theme: overcoming challenges. They will start with some challenges themselves… Divide the class into groups of 3 people and explain the 2 challenges. Motivate them a little bit (more) by telling them that the best groups win a price.Challenge 1: let students build in groups of 3 a tower of A4-papers. The highest tower wins. It is up to them how they use the A4-papers, but it is not allowed to use any other tools or things like for example tape.Challenge 2: let students do push-ups in groups of 3. Another group has to count the number of the individual members of the group. The group with the highest amount of push-ups wins.2. Instruction worksheet lesson 6 (4 minutes).Let the students choose if they want to work on their own or in groups of 3 students (of their own choice). Tell them: “Choose yourself. This is a challenge as well ”. Hand out the worksheets and let them make a choice.3. Independent work (20 minutes)Let each group and the individuals work on worksheet Lesson 6.Walk around and give as many positive comments as possible. Also pay attention to the participation and contributions of individual pupils.4. Brief discussion about answers worksheet and recitals of a few poems made by the students (10 minutes)Don’t forget to collect the worksheets of the students.5. Summary of lesson and homework (2 minutes).Precept to write about is (let the students write this precept in their student schedule):

“Your deeds are your monuments” – inscription on an Egyptian tomb

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Lesson 6: Overcoming challenges Answers

1a) Auggie’s attendance at Beecher Prep creates issues for students, parents, teachers, and the principal. What are some of the challenges that arise?

Answer: Challenges for students:-They have never seen such a boy before. They have to decide how they are going to cope with that. Will they be on his side, on the other side or on no side (if that is possible). A practical example of this: Auggie sends invitations for his birthday to his fellow students. They have to decide whether they will come or not and if not how they will communicate that towards Auggie.- Jack & Auggie being dissed and bullied by Julian and his companions. Everybody has to choose sides (p. 177).Challenges for his parents:They have to let go of their son who they have been protecting and home schooling him so far.Challenges for other parents:What example do they give their kids in dealing with Auggie? (for example, at the start of the year, in reacting to Auggie’s birthday invitation, should he be on the school picture or not etc.).Jack’s parents have the challenge of how to react when Jack punches Julian on the mouth (for talking badly about Auggie).Challenges for the teachers:Are they going to treat Auggie as a normal kid or not?Do they have to give him extra attention or not?Who has to sit next to Auggie?How to make sure that no one starts bullying him?Challenges for the principal:Het has to put Auggie at ease, because he is really frightened about his new school.He has the challenge of how to react when Jack punches Julian on the mouth.He has to react to people who don’t want Auggie at their school (p. 161-162).

1b) How does each group of individuals overcome the challenges?

Answer:Students:- They choose sides. Even if they try not to choose side, they find out that this is not possible. Example: Jack chooses Auggie’s side: p. 141, 154. Charlotte, who doesn’t want to choose sides but helps Jack by explaining what Julian and his parents are doing (p. 173, 177).- They decide how they are going to treat Auggie. Some treat him friendly (like Summer and Jack), some ignore or evade him and other students bully him (like Julian, p. 153-154 when Julian is talking badly about Auggie behind his back). - In the practical example of the birthday-invitation: some pupils (only 5) come to his party, a lot of

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pupils make excuses for not being able to come (so not honest) and one (Julian and his parents) decide not to give a reaction at all (rude and impolite).His parents:- They let go of him little by little (for example when he goes on the school camp), but keep showing their love to him. They also keep watching him and ask him, for example, regularly how he is doing. They also have discussions together about how to treat Auggie.Other parents:-Some parents suggest their children that it is a kind thing to do to help Auggie to get used to his new school (Jack’s parents, p. 135), while other parents suggest their child not to help because it is for their own benefit (Julian’s parents, p. 161-162).- Jack’s parents encourage Jack to write a letter of apology to Julian after hitting him and they offer Julian’s parents to pay for the dentist bills.- Julian’s parents make of fuss of Auggie being on the school picture and they photoshopped his face out of the class picture and give copies of that to other parents.The teachers:They treat him as normal as they can and not to show surprise when they see his face for the first time. Mrs. Petosa has some student (named Henry) sit next to Auggie (otherwise he would be sitting alone) and she lets the students introduce themselves in order to break the ice. Mr. Browne uses his precepts to help the students in deciding who they are and how they want to be (also towards Auggie).The principal:- Before the the summer holidays start he has a personal meeting with Auggie and his parents.- He lets some students show Auggie their school- Jack punching Julian: ask Jack for explanation and when he doesn’t give an answer give hem detention for a couple of days (instead of automatic expulsion) and ask him to write a letter of apology to Julian and a letter to him with an explanation. In that case he won’t put anything of it in Jack’s permanent school record. - Parents not wanting Auggie at school: he stays friendly and explains in a professional way (p. 162-163)

2) What lessons are learned because of Auggie’s attendance at the school?

Answer: That it helps if you don’t take yourself too seriously (p. 209-210). Like Summer says about Auggie on p. 129: “He was such a good sport about himself. That’s one of the things I like most about Auggie”. Please read on until p. 130. Other students can learn from him that no matter what you look like you still can be “cool beans”! The hardest thing to learn is to accept yourself together with al your “mistakes”. And that you have to make a choice how you will behave and that this affects other people. For example Amos and Henry: in the end of the book they do decide to choose side for Auggie and to help him out when is in trouble (being bullied by pupils from other school at school camp). This changes the whole situation: p. 274, 282.

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3) In Mr. Tushman’s speech at the end of the year (you probably haven’t read this yet), he shares this quote, “Always try to be a little kinder than necessary.” How does being kind help someone overcome challenges?

Answer: Jack gives a good explanation about that when he tells why he want to be friends with Auggie despite his deformed face: “He’s also just, overall, a nice kid. Like, he’s easy to hang out with and talk to and stuff” Read p. 142-143. By being kind Auggie shows that even a kid like Auggie can survive in middle school although Jack thought he wouldn’t cope without help in the beginning (p. 141).Read an explication by the principal for this on p. 163: a welcome committee showing kindness can help Auggie overcome the challenge of a new school. And as I said before: you have to make a choice how you will behave and that this affects other people.

Encourage the students to read the rest of the book at home, because then they will found out what Mr. Tushman said about this quote!

4) Use your observation skills to write what you learned from Auggie about overcoming challenges.Use of one of the forms explained below to do so.

Haiku is Japanese poetry that reflects on nature and feelings. There are three lines with five syllables in the first line, seven syllables in the second, and five syllables in the third.

Cinquains have five linesLine 1: Title (noun) – 1 wordLine 2: Description – 2 wordsLine 3: Action – 3 wordsLine 4: Feeling (phrase) – 4 wordsLine 5: Title (synonym for the title) – 1 word

Be prepared to recite your poem in class!

Examples:

HaikuTrusting my choices,I kindly bid farewell tothe departing year.

CinquainsTeenagersin transitionmaking choices everydaystumbling, falling, rising, continuingPromises

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Lesson 6: Overcoming challenges Student sheet

First of all: write down:a) the names of the members of your group including your own name ORb) your own name if your work individually__________________________________________________________________

Please, answer the questions on this sheet and hand in this sheet at the end of the lesson. Thanks in advance .

1a) Auggie’s attendance at Beecher Prep creates issues for students, parents, teachers, and the principal. What are some of the challenges that arise?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1b) How does each group of individuals overcome the challenges?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) What lessons are learned because of Auggie’s attendance at the school?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________________________________

3) In Mr. Tushman’s speech at the end of the year, he shares this quote, “Always try to be a little kinder than necessary.” How does being kind help someone overcome challenges?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) Use your observation skills to write what you learned from Auggie about overcoming challenges.Use of one of the forms explained below to do so.

Haiku is Japanese poetry that reflects on nature and feelings. There are three lines with five syllables in the first line, seven syllables in the second, and five syllables in the third.

Cinquains have five linesLine 1: Title (noun) – 1 wordLine 2: Description – 2 wordsLine 3: Action – 3 wordsLine 4: Feeling (phrase) – 4 wordsLine 5: Title (synonym for the title) – 1 word

Be prepared to recite your poem in class!

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________________________________

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Lesson 7: Movie Teacher sheet

Desired learning outcomes- The students know how it feels to have a real standing ovation.- The students learn how to objectively judge their peers.

Preparation- Make sure the students can display their movies in the classroom- Make sure you have printed the student form many times. Let’s say you have a class of 28 students with seven groups of four. You will then need to print the form six times twenty-eight = 168 times.

Layout lessonIntroduction (5 mintues)

The students come in and will sit down. They know they will have to present their movies to the class today. You will first instruct them on how to do it. The whole group has to be in front of the classroom. All the other students will get a form to judge their peers on certain criteria. The teacher will fill in this form as well. Tell the students that if their forms can be taken seriously (as in they are objective), they will be part of their grade. Also tell them to give their fellow students a standing ovation (no matter the movie), because this will help them with their final blog.

Movie presentations (40 minutes)

The students will do their presentations. The other pupils will fill in their forms.

End of the lesson (5 minutes)

Ask one student how it felt to have a standing ovation end then introduce the precept from Auggie, with another quote such as “one only deserves to be recognized, when one performs well.” Make sure the students hand in their blogs digitally before next lesson, so that you can grade them afterwards.

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Lessen 7: Movie Student form

1) How is the movie introduced by the group?

1 2 3 4 5 6 7 8 9 10

Why do you give this grade? ____________________________________________________________________________________________________________________________________________________________________

2) Is the movie well directed? (Camera use, script etc.)

1 2 3 4 5 6 7 8 9 10

Why do you give this grade? ____________________________________________________________________________________________________________________________________________________________________

3) Does the movie resemble the scene from the book well?

1 2 3 4 5 6 7 8 9 10

Why do you give this grade? ____________________________________________________________________________________________________________________________________________________________________

4) How would you rate the movie overall?

1 2 3 4 5 6 7 8 9 10

Why do you give this grade? ____________________________________________________________________________________________________________________________________________________________________

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Resources

For ordering books “Wonder” at a discount:http://www.ccakids.com/wonder-4-schools.html

Trailer of book “Wonder”:http://www.youtube.com/watch?v=zy40wRmGq9c

More information about disease of Auggie:www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002624

Interview with author about book “Wonder”:http://www.youtube.com/watch?v=Hh5qbE62IyY

(Creative) tasks for pupils dealing with “Wonder”:http://choosekind.tumblr.com/resources

Raising interest in theme “betrayal and friendship” by following parts from “Horton-movie”:part 1: https://www.youtube.com/watch?v=-cxHvPAvzg4part 2: https://www.youtube.com/watch?v=VblpG7Up76M

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Justification didactic methods

In this chapter we will explain why we choose certain ways of dealing with the book in our lessons.

Lesson 1:* Raising interest and activating foreknowledge. These things are important because they motivate students by giving meaning to what the students will be doing in class and because the teacher approaches the students in a positive way.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 26-27, 56. Noordhoff Uitgevers Groningen/Houten)* Use of group discussion to mark a common starting point and to create a sense of solidarity. Solidarity will improve the way the different themes of the book (like bullying) can and will be explored by the pupils.(Geerts W. & Kralingen R. van (2013). Handboek voor Leraren, 55-57. Uitgeverij Coutinho, Bussum)* Use of both reading out and silent reading. Reading is an important way of improving the pupil’s knowledge of the language. Advantages of reading out are (among other things): getting attention and guiding the speed of reading.An important advantages of silent reading is that the pupils will have to do silent reading at home. By letting them read silent in class, they get used to it and the more experience they get, the easier the reading will become (and hopefully more fun).(Staatsen F. (2009). Moderne vreemde talen in de onderbouw, 48. Uitgeverij Coutinho, BussumKwakernaak E. (2013). Didactiek van het vreemdetalenonderwijs, 150. Uitgeverij Coutinho, Bussum)* Reveal the planning of the lessons and characteristics of the pupil’s assessment in the first lesson. Most of the pupils like it when they know what is going to happen and how they are assessed. These things are important keys to effective learning and motivation of pupils.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 18, 27. Noordhoff Uitgevers Groningen/Houten)* By getting pupils to write blogs they can be assessed individually. It also gives the teacher a clear(er) view of the thinking processes of the pupils. These are also important keys to effective learning and motivation of pupils. (Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 18-19, 27. Noordhoff Uitgevers Groningen/Houten)

Lesson 2:* See lesson 1 for explanations about silent reading.* Start with a small group discussion (kringgesprek) to give the students the possibility to share their experiences with and feelings about the book “Wonder”. It also shows them that their opinion is important to you as teacher.(Geerts W. & Kralingen R. van (2013). Handboek voor Leraren, 111. Uitgeverij Coutinho, Bussum)* Use of small groups of students who work according the “thinking-sharing-exchanging method”. This method of collaboration is suitable for questions where thinking about the answer is necessary (no quick control answers).(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 127. Noordhoff Uitgevers

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Groningen/Houten)* Give as many positive comments as possible and give every group of students a round of applause after their presentation. Nothing stimulates more than experiencing success!(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 26. Noordhoff Uitgevers Groningen/Houten)* Collect the worksheets of the students in the end and tell them so in the beginning. It shows your students that their answers count and are important. It adds to individual accountability and gives you as a teacher a clear(er) view on the learning outcomes of your students. These factors add to the motivation of the students. On the other hand it also underlines positive interdependence by setting a common goal for every group.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 27. Noordhoff Uitgevers Groningen/HoutenEbbens E. & Ettekoven S. (2013). Samenwerkend leren. Praktijkboek, 31-32. Noordhoff Uitgevers Groningen/Houten)* Choose not for one best poster but let more groups win. This encourages healthy competitive learning.(Ebbens E. & Ettekoven S. (2013). Samenwerkend leren. Praktijkboek, 128. Noordhoff Uitgevers Groningen/Houten)

Lesson 3* See lesson 1 for the explanation on silent reading.* See lesson 4 for the explanation on blogs.

Lesson 4* See lesson 1 for explanation on silent reading.* Use of small groups of students who work according the “thinking-sharing-exchanging method”. This method of collaboration is suitable for questions where thinking about the answer is necessary (no quick control answers).(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 127. Noordhoff Uitgevers Groningen/Houten)* Quote on bullying as sexual behavior: Fuller, Robert. "Rankism: A Social Disorder". Retrieved 2008-09-16.* Our blogs are to stimulate the last stage of Moral development. Kohlberg described that humans can learn to think from a set of principles. We let the pupils write these blogs to stimulate that learning process. Kohlberg, L. (1963). Kohlberg’s study helped researcher’s understand how and why children behave and act in certain ways when dealt with social dilemmas. The development of children's orientations toward a moral order: I. Sequence in the development of moral thought. Vita Humana, 6, 11-33* Let the students choose which precept they use for their blog. This encourages autonomy. Autonomy is one of the three basic needs of pupils.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 170-173. Noordhoff Uitgevers Groningen/Houten)

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Lesson 5* See lesson 1 for explanations about raising interest and activating foreknowledge, group discussion and silent reading.* See lesson 2 for explanation about collection of worksheets at the end of lesson.* According to Ebbens (2013) pupils should get the chance to work individually as well as together with (an)other student(s). Since in ‘normal’ English lessons a lot of individual working takes place we choose to add as much cooperative learning in this teaching package as possible.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 67. Noordhoff Uitgevers Groningen/Houten)* Summarise at the end of lesson. Parts of the summary should be: - ask the students for the core issues of this lesson- aim at all students- discuss both contents and process.This is important for a) individual accountability, b) visibility: what have the students learned? and c) knowledge of results: giving a possibility for positive feedback.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek,27, 64, 79. Noordhoff Uitgevers Groningen/Houten)

Lesson 6* Walk around and give as many positive comments as possible. Walking around gives the teacher a clear(er) view on the learning outcomes of the students and encourages individual accountability. Both add to the motivation of the students.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 18-19, 26. Noordhoff Uitgevers Groningen/Houten)* See lesson 2 for explanation about collection of worksheets at the end of lesson.* Let the students choose if they want to work in groups or on their own and between the 2 poem forms. This encourages autonomy (a little bit). Autonomy is one of the three basic needs of pupils.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 170-173. Noordhoff Uitgevers Groningen/Houten)

Lesson 7* Give as many positive comments as possible and give every group of students a round of applause after their presentation. Nothing stimulates more than experiencing success!(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek, 26. Noordhoff Uitgevers Groningen/Houten)* Summarise at the end of lesson. Parts of the summary should be: - ask the students for the core issues of this lesson- aim at all students- discuss both contents and process.This is important for a) individual accountability, b) visibility: what have the students learned? and c) knowledge of results: giving a possibility for positive feedback.(Ebbens E. & Ettekoven S. (2013). Effectief leren. Basisboek,27, 64, 79. Noordhoff Uitgevers Groningen/Houten)