Lesson Plan: Interactive Read Aloud

Common Core State Standards: Reading Standards for Literature K-5

Grade 4 #1, 2, 3, 4, 5, 6
Objective: Students will interpret the text and make reasonable predictions and connections after
the teacher reads aloud.
Materials: Wonder by RJ Palacio
Lesson Sequence:
1. Before Reading:

Readers, today I am going to read you one of my favorite books by R.J. Palacio. Has
anyone ever heard of R.J. Palacio? No? I guarantee that after listening to some of this
book, everyone will all want to read her amazing books! Did you know she grew up
reading and loving Judy Blume books? Thats right! She loves some of the same books
that you all love. Now readers, I want you all to look at the cover of the book and
describe to me based on the title and the picture what you think this book will be about
and to make some predictions.

Allow students to predict. Ask them, What from the cover made you think that?

Great predictions readers. Now I am going to read aloud the first two chapters. I want
you all to listen while I read and determine if your predictions are confirmed. If your
predictions were not confirmed, we can simply make new predictions. When Im done
reading, I want you to raise your hand if you heard one of your predictions being
confirmed or if you have a new prediction.

2. During Reading
Stop reading occasionally and allow students to confirm and change predictions. If you
notice students are not engaged with the story, stop and redirect by asking a question and
by making a connection.
Plan to stop at least twice to ask questions.
Page 17 question, end of the chapter.

 Readers, are any of your predictions confirmed so far? Do you have any new
predictions?
Stop and model your own thinking. Script this part.
My prediction is that August is going to have a hard time throughout this book
interacting with people because based on chapter 1, it says that people always stare
and are scared of him because of his face.
Page 19 question, end of the chapter.
Readers, by using the information you heard from the first two chapters of this book,
how do you think Auggie feels about seeing people react to seeing his face? Have you
ever been in a situation where this may have happened to you?
3. After Reading
I want you to turn and talk to a neighbor about some things:
What did you find interesting so far?
What do you think is going to happen next in the story?
After two or three minutes, discuss these questions with the whole group. Record
some predictions on a chart so that you can refer back to it.
Great job readers. We made some great predictions. I cant wait to see what will
happen next!
Assessment:
How will you know if students are successful?
Students will be successful if they are able to make reasonable predictions, accurate
observations and interesting connections based on the text through oral discussions.

Lesson Plan: Inferencing

Common Core State Standards: Reading Standards for Literature K-5

Grade 4 #1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences form the text.
Objective: Students will recall and define information from the text to illustrate an
understanding of the authors rational.
Materials: Wonder by R.J. Palacio, short passages projected on the board
Lesson Sequence:
1. Lesson Introduction
We have been reading Wonder by R.J. Palacio and we are going to continue doing so
today. I have seen that it is difficult for us to understand completely what the author is
trying to say through this story, so we are going to be working on reading between the
lines today. Does anyone know what this may mean? Yes, exactly! Reading between
the lines means that we are using our knowledge and information from the text to try
and understand what the author is implying. While I read aloud, pay close attention to
what I am reading and we will have a discussion after.
2. Teach and Model
Readers, I am going to give you an example of how the author is implying something
that is not directly stated in the text by using a quote from the book.
My mom smiled at me. Her smile kind of hugged me.
- Auggies mother
The author is implying something beyond what the text says. This quote is from
Auggies mother, who is talking to Auggie about all the great things she told principal Tushman
about him. Think about it, can a smile really hug someone? No, of course not! The author is
trying to explain that his mothers smile gave him a sense of warmth and comfort. We know that
because we can ask ourselves, How would I feel if I said, her smile hugged me.
3. Guided Practice
Following the modeling, provide another example and have the students assist you as
you continue to ale the lead.
Okay readers, lets look at another example from this book,

August is the Sun. Me and Mom and Dad are the planets orbiting the Sun. The rest of
our family and friends are asteroids and comets floating around the planets orbiting the Sun.
- Via
Lets look at this example together. The author is implying something how the care of
August. Does anyone know how we are going to figure out what the author really means here?
Can anyone point out some clues that the author gives us? Yes! The author is using a simile of
the solar system to describe August. She is trying to explain how August is the center of the
universe. In order to figure out what the author is trying to imply, we have to use outside
knowledge and clues from the text. Has anyone been in a situation where they thought someone
else was the center of attention? If you have, you probably understand how Auggies sister, Via,
is feeling right now.
4. Independent Practice
Once students demonstrate confidence and understanding with inferring, provide
students with another example from Wonder but provide little to no assistance.
Okay readers. We are now going to look at another example, but this time you will
work independently. Read the next two chapters in Wonder silently. I am going to
hand you out a worksheet and I want you all to look back into the chapter and infer
what the author means and write it down. We will go over it as a class when everyone
is complete. Remember that I am going to ask you to tell me how you figured it out,
so be aware of the thinking you are doing and why you thought that way.
Teacher hands out worksheet and students complete. When finished, they will go over
it as a class.

Assessment:
Lesson will be successful if students, after both working together and independently,
are able to explain what the author meant in these quotes by using their own thinking
when reading between the lines. Students must also be able to demonstrate the
thinking that was used to infer.

Lesson Plan: Writing Mini-Lesson

Common Core State Standards: Writing Standards K-5
Grade 4 #1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. B. Provide reasons that are supported by facts and details.
Objective: Students will demonstrate their understanding on certain topics by thinking
thoroughly and writing their opinions based on information from the text and details.

Materials: Wonder by R.J. Palacio, pencils, writers journals, blackboard/projector, list of

fact/opinion questions
Lesson Sequence:
1. Lesson Introduction/Objective
Writers, do you all remember the book Wonder by R.J. Palacio? Great! We did talk
about this book along with some of the inferences that they author had made. Today,
we are going to begin writing in our writers journals about this book. I am going to
give you a list of topics related to this book, and I want you to pick the one you
believe you know most about. Then, I want you to write and include your opinions of
this particular topic, along with specific information for the text as to why you think
this way or not.
2. Teach and Model
Before we start writing, I want to talk to you about how you are going to write your
opinion and add in facts based on the text. Who can tell me what the difference is
between fact and opinion? Good! A fact is statement that you can prove true or false,
or something that is stated directly from the book. An opinion is a judgment that
contains words like I believe or I think. I am now going to give you guys two
questions, one that needs an opinionated answer, and the other one which you need to
look back into the text and come up with an answer. We will first do one together.
Auggies face is not described in detail in the beginning of the story, but it was stated in
the text that people immediately look away or are shocked when seeing Auggie. Look back on
your text and determine how Auggie feels about the way people react to seeing him. Have you
ever been in a situation where you have seen this happen? How did it make you feel?
Based on the text, how does Auggie feel? Good! He becomes upset and feels like he
is the odd one out. How do you know this? Great! Im glad to see that you writers
are looking back on your text to find these answers. Now time for the next part of the
question. This part of the question requires your own opinion and beliefs. Does
anyone want to share any situations that they have been in where this has happened?
Good! Thank you guys for sharing. Remember writers, when you begin answering
these questions on your own, you can write anything that you are feeling or think.

Good job writers! You are really thinking hard and doing a great job of looking back
into the text to answer some of these questions. You are ready to start answering these
questions together!

3. Guided Practice
I am going to give you guys another set of questions. This time, I want you to turn,
talk to your partners and write down your answers in your writers journal.
After about 3-5 minutes, direct the attention back to the front of the classroom. Call
on students to read aloud answers that they have written down. Students should
change any fact answers that are incorrect or do not have any evidence from the text.
Great job writers! You are really starting to get the hang of fact and opinion
questions. It is time to start writing on your own!
4. Independent Practice
I will be handing out a worksheet that has three questions on it. Each question has
two parts to it. You will work independently, using the text to help you for part of the
question, just like we have been doing. If you have any questions, please raise your
hand and I will come help you. I will be working on these questions as well and we
will go over them when everyone is complete.

Assessment:
Lesson will be successful is students can actively participate in the lesson by
answering questions and giving details from the text. You will be able to determine
if the students meet the objectives by reading their responses on their worksheets.