Introduction
"Wonder" is an incredibly touching novel by R.J. Palacio that plunges us headfirst into the life of a young boy named August "Auggie" Pullman. Born with a severe facial abnormality, Auggie has been cocooned in the safety of homeschooling until now. But the doors of Beecher Prep middle school are about to swing open for him, thrusting him into the turbulent tides of adolescence and a world where his extraordinary face is the new ordinary.
By: Emma Pitts
Task
Summary of Wonder:
"Wonder," a heartwarming novel by R.J. Palacio, chronicles the extraordinary life of August "Auggie" Pullman, a fifth-grader who's just like any other kid his age, save for one distinct difference—he was born with a severe facial deformity. After years of being homeschooled and sheltered from the world, Auggie's parents decide it's time for him to attend a traditional school, Beecher Prep.
The story, primarily narrated by Auggie, unfolds as he navigates the trials and tribulations of middle school—making new friends, encountering school bullies, and coping with the typical drama that life at this age brings. However, his journey is intensified by the daily struggle to fit in and be accepted by his peers, despite his facial difference.
But "Wonder" isn't solely Auggie's story. The narrative switches perspectives among various characters, including Auggie's older sister Via, who feels overlooked in her family; Jack Will, Auggie's friend who grapples with peer pressure; and others who are a part of Auggie's life. This allows the reader to witness the broad impact of Auggie's experience and shows how his courage and spirit affect those around him.
"Wonder" is a journey that showcases the transformative power of kindness and empathy. It is a poignant exploration of courage, friendship, acceptance, and the ability to stand out even when the world wants you to blend in. In his quest to find acceptance, Auggie Pullman teaches everyone around him—and indeed, the readers—about resilience, human connection, and the beauty within us all.
Reviews of Wonder:
https://www.theguardian.com/childrens-books-site/2014/feb/02/review-wonder-r-j-palacio-review
Process
Evaluation
Activity 1: "A Day in the Shoes of Auggie" - Personal Narrative Essay
In this activity, students are asked to imagine they are Auggie and write a personal narrative essay detailing a day at Beecher Prep.
Instructions:
- Revisit the chapters in "Wonder" where Auggie narrates his experiences.
- Imagine you are Auggie and write a 500-750 words essay detailing a typical day at school.
- Reflect on his feelings, reactions, and interactions with peers and teachers. Describe how it would feel to experience his struggles and triumphs.
Connection to course material: This activity aligns with the concept of Youth Lens as it encourages students to see the world through the eyes of Auggie, a young character. It facilitates empathy and enhances their understanding of the lived experiences of characters who are different from them.
Standards Achieved: This activity meets the Utah Core Standards for English Language Arts in Grade 6-8, specifically Standard 6 (Production and Distribution of Writing) and Standard 10 (Range of Writing).
Activity 1: "A Day in the Shoes of Auggie" - Personal Narrative Essay Rubric
| Criteria | Exceeds Expectations (4) | Meets Expectations (3) | Approaching Expectations (2) | Below Expectations (1) |
|---|---|---|---|---|
| Understanding of Character | Demonstrates exceptional understanding of Auggie’s character and experiences. | Shows a clear understanding of Auggie’s character and experiences. | Shows some understanding of Auggie’s character and experiences. | Struggles to understand Auggie’s character and experiences. |
| Use of Descriptive Language | Essay is vivid, highly descriptive, and paints a clear picture. | Essay is descriptive and helps visualize Auggie’s day. | Essay uses limited descriptive language. | Essay lacks descriptive language. |
| Reflection on Feelings | Showcases profound understanding and reflection on Auggie's feelings. | Shows good understanding and reflection on Auggie's feelings. | Some reflection on Auggie's feelings but could be deeper. | Little or no reflection on Auggie's feelings. |
| Grammar and Mechanics | No errors in grammar, punctuation, and spelling. | Few errors in grammar, punctuation, and spelling. | Some errors in grammar, punctuation, and spelling. | Many errors in grammar, punctuation, and spelling. |
Activity 2: "Perspectives in Wonder" - Group Presentation
The goal of this activity is for students to explore and present the viewpoints of different characters in the novel.
Instructions:
- Divide the students into small groups and assign each group a character (other than Auggie) from the novel.
- Each group should analyze their character’s relationship with Auggie and how it evolves throughout the story.
- Prepare a 10-minute presentation discussing the character’s perspective on Auggie’s journey, using text evidence to support their analysis.
Connection to course material: This activity resonates with the Reader Response Theory, encouraging students to interpret the characters' responses to Auggie's situation. It also aligns with Bishop's article on 'Mirrors, Windows, and Sliding Glass Doors,' by prompting students to perceive the world through different character lenses.
Standards Achieved: This aligns with Utah Core Standards for English Language Arts in Grade 6-8, particularly Standard 1 (Reading: Literature), Standard 2 (Reading: Informational Text), and Standard 5 (Speaking and Listening).
Activity 2: "Perspectives in Wonder" - Group Presentation Rubric
| Criteria | Exceeds Expectations (4) | Meets Expectations (3) | Approaching Expectations (2) | Below Expectations (1) |
|---|---|---|---|---|
| Understanding of Character | Demonstrates deep understanding of character’s relationship with Auggie. | Shows a clear understanding of character’s relationship with Auggie. | Shows some understanding of character’s relationship with Auggie. | Struggles to understand character’s relationship with Auggie. |
| Use of Textual Evidence | Uses extensive and highly relevant textual evidence to support their analysis. | Uses relevant textual evidence to support their analysis. | Uses some textual evidence, but it may not strongly support their analysis. | Struggles to use textual evidence to support their analysis. |
| Presentation Skills | Presents information clearly, confidently, and engages audience. | Presents information clearly and maintains audience attention. | Somewhat clear presentation, but may lose audience attention at times. | Struggles with clear presentation and maintaining audience attention. |
| Collaboration | Group worked exceptionally well together, with all members contributing equally. | Group worked well together, with most members contributing. | Group worked somewhat well together, but some members did not contribute equally. | Group struggled to work together and contributions were not equal. |
Activity 3: "Choose Kind" - Visual Campaign
For this activity, students will create a visual campaign promoting the idea of 'choosing kindness,' a central theme in "Wonder".
Instructions:
- Create a poster, digital artwork, or short video promoting the theme of kindness. The campaign should encapsulate the spirit of the novel and inspire viewers to choose kindness in their daily lives.
- The campaign can include quotes from the novel, original slogans, and personal interpretations of kindness.
- Present the campaign to the class and discuss the process behind its creation.
Connection to course material: This activity addresses the concept of Marginalized Representation in Young Adult Literature. By advocating for kindness, students reflect on Auggie's marginalization due to his appearance and the impact of empathy and understanding.
Standards Achieved: This aligns with Utah Core Standards for English Language Arts in Grade 6-8, specifically Standard 6 (Production and Distribution of Writing) and Standard 8 (Range of Writing).
Activity 3: "Choose Kind" - Visual Campaign Rubric
| Criteria | Exceeds Expectations (4) | Meets Expectations (3) | Approaching Expectations (2) | Below Expectations (1) |
|---|---|---|---|---|
| Understanding of Theme | Shows exceptional understanding of the 'choose kind' theme and its relation to the novel. | Shows clear understanding of the 'choose kind' theme and its relation to the novel. | Shows some understanding of the 'choose kind' theme and its relation to the novel. | Struggles to understand the 'choose kind' theme and its relation to the novel. |
| Creativity and Originality | Campaign is highly original and exceptionally creative. | Campaign is original and creative. | Campaign shows some originality and creativity. | Campaign lacks originality and creativity. |
| Presentation of Campaign | Presents campaign with exceptional clarity |
Conclusion
References:
“About R.J. Palacio.” Wonder, 18 June 2023, wonderthebook.com/about.
Russo, Maria. “Facing up to It.” The New York Times, 6 Apr. 2012, www.nytimes.com/2012/04/08/books/review/wonder-by-r-j-palacio.html.
“Wonder by R. J. Palacio - Review.” The Guardian, 2 Feb. 2014, www.theguardian.com/childrens-books-site/2014/feb/02/review-wonder-r-j-….
“R. J. Palacio: Wonder.” YouTube, 4 Nov. 2017, www.youtube.com/watch?v=f-VD3cnVL1Y.