For Students with Severe/profound/ Mild Moderate Disabilities grades 10-12+ with varying needs for reading and comprehension. All students have Individualized Education Plan’s.
Standards:Reading Standards for Informational Text 6-12 (page 52)
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone shape meaning or tone.
College and Career Readiness Anchor Standards for Language (page 64)
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
1. The purpose of the Lesson:
Expose student’s to literature that expands their vocabulary, knowledge and enhances their acceptance of people who are different. Students will increase their understanding of the topic/content within the story. Students will read the vocabulary words and definitions. Students will expand their understanding of the text by answering questions. Students will explore concepts/ themes and respond to or describe their reaction through multiple forms of expression.
2. Lesson Content/ Summary:
Students will read and respond to the book Wonder by R.J. Palacio, about a ten year old boy named August (Auggie) Pullman born with a facial deformity that prevented him from going to a mainstream school-until now. He is in fifth grader at Beecher Prep.
3. Objectives of the Lesson for the Entire Group of Learners:
While reading Wonder, learners will match the definitions to the vocabulary words with 80% accuracy and 100% independence. Students will demonstrate their knowledge of the book Wonder by answering comprehension question that are informational to inferring. Students will participate in class discussions to explore their understanding of the text with 80% accuracy and 100% independence. After reading the book Wonder students will create a project to demonstrate their understanding of the text using a variety of technology resources.
4. Specific IEP Objectives:
Students will learn 30-60 vocabulary words per quarter; Students will demonstrate their understanding of the story/sequence and events. Students will be able to answer a variety of questions. While reading the story students will describe personal accounts that relate to the story.
5. Pre-requisite skills/knowledge Pre-Assessment:
As part of the pre-assessment will ask “if anyone has treated them differently because they have a disability.” Students will share their stories, and I will take notes and record their feeling. This will allow students to explore their own thought about students who are different. Recall personnel accounts of events in their own lives that were similar or predict how they might react if they were in that situation.
Anticipatory Set: Listen/watch youtube video Wonder by Natalie Merchant Wonder
Authors Revealed : J.R. Paclacio interview.
Show a trailer for the book Wonder.
Students will then be asked a variety of questions that are thought provoking? Students will also be able to answer discussion questions in a variety of ways.
While teaching and exploring the Book Wonder with Students, I will share information through pictures, video, and through literature.
Students will be given an opportunity to use context clues to determine vocabulary meanings. Students will work independently and collaboratively to complete assignments. Students will demonstrate their knowledge though a variety of ways including concept mapping, power-point presentation, video and more.
6. Expected Duration/Scheduling/Pacing/Procedure:We will work together to complete Wonder by RJ Palacio, estimated time to complete entire book is 1 semester, approximately 3 months.
We will explore each section in a similar way. Reading the chapter, answering questions, exploring vocabulary and creating projects that go along with the story content.
Part 1: Pages 6-70
View vocabulary words using link below Quizlet.
Vocabulary words: ordinary, hysterical, slaughter, electives, obnoxious, aversion and contagious. Quizlet: Vocabulary Part 1
Before reading the section we will discuss figurative language and how it is used in the book, provide a sample and have students search for example within the text. Types of Figurative Language used in this book include: metaphors, hyperbole, simile, personification, idiom, expression, and symbolism. For part 1 my focus will be the use of “Simile”.
sim·i·le noun \ˈsi-mə-(ˌ)lē\
grammar : a phrase that uses the words like or as to describe someone or something by comparing it with someone or something else that is similar.
“My head on Via’s lap like she is a pillow” p.10
“My head on Via’s lap like she is a pillow” p.10
“like a lamb to the slaughter” p.10
“it (school) smelled like a hospital” p.16
“Like a lamb to the slaughter” defined p.43
“her eyes were like a green leaf” p.53
If August could have one wish, what would it be? How does August know that Via doesn’t see him as ordinary?
Inferring Questions: Who is Via? Why do you think she yells at kids when they make noise at August? What do you think August means when he says that his parents see him as extraordinary?
Writing prompt- If you could have just one wish, what would it be? How does your wish stand up against August’s wish?
I would complete each section in a similar fashion discussing vocabulary, figurative language and answering questions. While providing meaningful connections to their own lives. After reading each part of the story have to create a project that demonstrates their understanding of the story.
Students will complete a variety of activities on-line such as answering questions using Survey Monkey, Quizlet, allow students to share their understanding on the book in a variety of ways.
Board Maker pictures, worksheets, access to a step-by-step, computer, pictures, pencil/markers, Computer, illustrations, videos, and storyboard.
Modified vocabulary list for students, provide computers for students to write or respond to discussion questions, read text to students, and staff will record students response to the questions when needed.
9. Possible Problems/Solutions:
Interruptions/ scheduled/non-scheduled appointments
10. Assessment Strategies:
I will have the pre-assessments responses of discussion and reaction to the video, formative activities, and summative assessments.
11. Follow-up activities:
Students can illustrate poster, create a vocabulary book, create a power-point, write letter to the author, create a video or pod-cast.
Book Wonder by R.J. Palacio
Song by Natalie Merchant, Wonder
Website: Teachers pay Teachers for resources.
Interview with the author to describe how she came up the idea to write the book Wonder.
Merriam Webster definition http://www.merriam-webster.com/dictionary/simile