Discovering Empathy and Courage:

Analyzing Character Struggles and True Friendship

Grade 5 | 4 weeks | Ela

Driving Question

What lessons about empathy and courage can we discover by analyzing the struggles and responses of multiple characters in Wonder, and how can we use evidence from the story to support our opinions about what makes someone a true friend?

Project Overview

In this project, Grade 5 students will engage deeply with the novel Wonder by R.J. Palacio to explore themes of empathy, courage, and friendship. Through sustained inquiry, students will analyze how multiple characters respond to challenges, compare and contrast their experiences, and gather textual evidence to support opinions on what defines a true friend. Students will create a multi-modal final product—a digital or poster storyboard presentation—highlighting their understanding of the story’s themes, character struggles, and moral lessons. This product will be shared with peers, family members, and potentially a school community audience, fostering authentic engagement and reflection. This project builds critical reading, writing, and speaking skills aligned to Grade 5 standards while promoting social-emotional learning and real-world empathy.

Real-World Context and Inquiry Approach

This project connects to real-world challenges of understanding and supporting diverse individuals who face social and emotional obstacles. Professionals such as counselors, social workers, authors, and educators work daily to foster empathy and courage in communities. Organizations like kindness campaigns and anti-bullying initiatives create environments where true friendship is valued. Students engage in sustained inquiry much like these practitioners by analyzing real stories, articulating opinions with evidence, and sharing insights publicly. The skills of empathy, critical reading, and persuasive communication gained here will empower students to navigate relationships and advocate for kindness beyond the classroom.

Standards

Primary Subject Standards

• 5.RL.2

  Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

• 5.RL.3

  Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

• 5.W.1

  Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Cross-Curricular Standards

• Social Studies 5.CG.1

  Understand civic responsibilities and how individuals contribute to community wellbeing (Connects to Week 1 character empathy discussions)

• Visual Arts Cr2.1.5

  Use elements of art to communicate ideas and feelings about a topic (Connects to Week 3 visual storyboard design).

• Technology 5.TT.3

  Use digital tools to create and organize multimedia presentations (Connects to Week 3 creation and Week 4 presentations).

• Speaking & Listening 5.SL.4

  Report on a topic or text, sequencing ideas logically and using appropriate facts and details (Connects to Week 4 final presentations).

Learning Targets

• Students will determine the central themes of Wonder by analyzing character challenges and responses.

• Students will compare and contrast key characters and events using specific text details.

• Students will summarize chapters and sections of Wonder to demonstrate comprehension.

• Students will write opinion pieces supporting a view of what makes someone a true friend using textual evidence.

• Students will collaborate effectively in groups to research and design a storyboard presentation.

• Students will present their findings and opinions clearly using visual and oral communication tools.

• Students will reflect on their learning process and the lessons about empathy and courage found in the novel.

Cross-Curricular Connections

• Social Studies: Explore community roles and social responsibility, relating to empathy and courage in real life.

• Art: Create visual representations for storyboards/posters to express themes creatively.

• Technology: Use digital tools (e.g., Google Slides, Canva) to design storyboards and presentations.

• Speaking & Listening: Develop oral communication skills through rehearsed presentations and peer feedback.

Community Connections

• Invite a local school counselor or social worker to discuss empathy and courage in real life.

• Partner with community libraries to host a Wonder-themed book club or storytelling event.

• Connect with kindness or anti-bullying campaigns in the community for student involvement.

• Organize a 'Friendship Day' event at school with parents and community members to showcase student projects.

Entry Events

These entry events are designed to engage students from the very beginning of the unit by sparking curiosity, making real-world connections, and introducing the driving question in a memorable way.

Opening Minds: Exploring Empathy and Courage Through Video

Overview

In this engaging entry event, Grade 5 students will watch the Brene Brown video “The Power of Empathy” to spark curiosity about empathy’s powerful role in human connections. This thought-provoking video uses clear animations and relatable examples that make the abstract concept of empathy concrete and accessible for young learners. After viewing, students will engage in a guided discussion to connect the video’s themes with the struggles and responses of characters in Wonder. By exploring real-world empathy before diving into the book, students will better understand the importance of courage and friendship. This sets a meaningful, emotionally resonant foundation for analyzing characters’ behaviors and supports their inquiry into the driving question. The video’s compelling visuals and engaging narration make the complex ideas behind empathy and courage tangible, helping students see why these lessons matter inside and outside the classroom.

Driving Question Connection

The video introduces empathy as a key human experience, laying the groundwork for students to analyze how characters in Wonder demonstrate empathy and courage. It prompts students to consider how understanding others’ feelings influences true friendship, directly linking to the unit’s driving question about lessons on empathy, courage, and evidence-based opinions about friendship.

Learning Objectives

• Students will describe what empathy means and why it is important in relationships.

• Students will identify examples of empathy and courage in real-life contexts as introduced in the video.

• Students will make initial connections between the video content and the upcoming analysis of characters in Wonder.

Materials Needed

• Video: “The Power of Empathy” by Brene Brown

• Student viewing guides with key vocabulary and note-taking sections

• Chart paper or whiteboard for recording discussion ideas

• Markers and sticky notes for student responses

Preparation Steps

1. Preview the TED-Ed video “The Power of Empathy” to determine appropriate segments (recommend viewing full video, approx. 4:00 minutes).

2. Prepare student viewing guides that highlight key terms such as 'empathy,' 'perspective,' and 'compassion' with space for notes.

3. Arrange classroom seating for whole-group discussion and small group sharing.

4. Set up a digital or physical display area to record student ideas from the discussion.

Lesson Procedure

1. 10 min - Activate prior knowledge by asking students what they think empathy means and if they have ever shown courage for a friend. Record responses.

2. 5 min - Introduce the video “The Power of Empathy” by Brene Brown, explaining that it will help deepen their understanding of empathy and courage.

3. 5 min - Play the full TED-Ed video “The Power of Empathy.” Students use viewing guides to take notes on examples and definitions.

4. 20 min - Facilitate a guided discussion using prepared questions to connect video content to the struggles and responses of characters in Wonder. Encourage students to use evidence from the video and their own experiences.

5. 10 min - Have students write a quick reflection on what empathy means to them and how courage can support friendship, linking back to the driving question.

Discussion Questions

• What does empathy mean, and why do you think it is important when someone is going through a hard time?

• How can courage help a person be a true friend, especially when others might treat that friend differently?

• Can you think of a time when you showed empathy or courage for someone else? How did it feel?

• How do you think the characters in Wonder might show empathy and courage based on what we learned from the video?

Teacher Notes

Ensure the video is cued and tested before class to avoid technical delays. Use the viewing guide actively to scaffold note-taking for all learners. During discussion, encourage students to build on each other’s ideas to foster a respectful and collaborative environment. For students who need additional support, provide sentence starters for reflections. This event is ideal for setting a thoughtful tone and motivating students to explore complex emotional themes in the book. If technology is limited, consider showing the video on a classroom projector from a downloaded or offline source.

Assessment

Formative assessment will be based on student participation in the discussion and the quality of their reflections connecting empathy and courage to friendship. Use the viewing guides to check for understanding of key terms and concepts. Informally assess engagement through observation and note-taking during discussions.

📺 Recommended Videos

The Power of Empathy

TED-Ed • YouTube • 4 minutes

🔍 Search for: The Science of Empathy by TED-Ed

Brene Brown Empathy

Bystander Effect: Empathy

Why this video: This video clearly explains empathy’s role in human relationships and emotional understanding, perfectly setting up students to analyze empathy and courage in Wonder. Its engaging visuals and accessible language make complex ideas relatable for Grade 5 students.

Grade appropriate: The animation style and narration are designed for middle and upper elementary students, making abstract concepts like empathy easy to grasp without oversimplifying.

How to Be a Good Friend

PBS Kids • PBS LearningMedia • 6 minutes

🔍 Search for: How to Be a Good Friend PBS Kids

https://www.youtube.com/watch?v=nS35EuJswOs&t=52s

Why this video: This video addresses friendship qualities, including empathy and courage, and models positive social behaviors. It supports the driving question by illustrating what true friendship looks like.

Grade appropriate: PBS Kids content is designed specifically for elementary students, using engaging characters and scenarios that resonate with this age group.

The Golden Rule - What is it?

Khan Academy Kids • YouTube • 3 minutes

🔍 Search for: The Golden Rule Khan Academy Kids

The Golden Rule

Why this video: Explains the ethical principle of treating others as you wish to be treated, which ties directly to empathy and respect, foundational for understanding true friendship in Wonder.

Grade appropriate: Short and simple, perfect for reinforcing social-emotional learning in Grade 5.

Debating Empathy and Courage: Launching Our Wonder Journey

Overview

To spark curiosity and ignite critical thinking about empathy and courage, students will engage in a Structured Debate exploring key themes from Wonder. Prior to the debate, students will watch the compelling TED-Ed video “The Power of Empathy” by Brené Brown, which vividly illustrates why empathy matters in real life. This video sets a powerful emotional and conceptual foundation, helping students connect deeply with the characters’ struggles in Wonder. During the debate, students will take a stance on thought-provoking, controversial questions directly tied to the book’s themes, encouraging them to listen, respond, and use evidence from the story. This active, student-centered entry event will reveal their prior knowledge and misconceptions, build enthusiasm, and establish a strong personal connection to our driving question. The debate will be facilitated using clear sentence starters and protocols to ensure respectful, meaningful discourse and prepare students for the inquiry process ahead.

Driving Question Connection

This debate entry event directly addresses the driving question by encouraging students to analyze and articulate their opinions about empathy, courage, and true friendship as portrayed in Wonder. By taking positions and supporting their views with evidence, students begin exploring how different characters demonstrate these qualities and what lessons we can learn from their struggles and responses.

Learning Objectives

• Students will articulate and support opinions about empathy, courage, and friendship using evidence from Wonder and the TED-Ed video.

• Students will practice respectful, structured verbal discourse using sentence starters and discussion protocols.

• Students will identify different perspectives and misconceptions related to empathy and courage, setting the stage for deeper inquiry.

Materials Needed

• TED-Ed Video: “The Power of Empathy” by Brené Brown (https://ed.ted.com/lessons/the-power-of-empathy-brene-brown)

• Copies of Wonder excerpts focusing on key character struggles (Auggie, Via, Jack Will, Summer)

• Debate sentence starters handout

• Debate rules and protocols chart

• Chart paper or whiteboard for recording main ideas and questions

Preparation Steps

1. Preview and select key excerpts from Wonder highlighting moments of empathy, courage, or friendship to share with students.

2. Review and prepare the TED-Ed video “The Power of Empathy” for class viewing, ensuring technology is ready and accessible.

3. Prepare debate sentence starters and protocols handouts to scaffold student participation.

4. Arrange student seating to facilitate face-to-face discussion, such as a circle or two facing rows.

5. Create a chart on the board or paper labeled “Empathy & Courage Debate Ideas” to record student points.

Lesson Procedure

1. 10 min - Introduce the unit theme and driving question. Explain the purpose of the debate as a way to explore ideas about empathy and courage from Wonder. Show the TED-Ed video “The Power of Empathy” to provide background and emotional context.

2. 15 min - Read aloud or have students read selected excerpts from Wonder that showcase character struggles involving empathy, courage, or friendship. Briefly discuss initial reactions.

3. 10 min - Present 3-5 debate topics (see debateTopics section). Assign or allow students to choose sides, ensuring balanced groups. Review debate protocols and sentence starters.

4. 20 min - Conduct the structured debate using a modified format where students take turns sharing their viewpoints, responding to peers, and citing evidence from the video and book excerpts. Teacher records key ideas on the chart.

5. 10 min - Debrief the debate by asking reflective questions about what they learned regarding empathy and courage and how these ideas relate to real-life friendships.

6. 5 min - Connect back to the driving question, emphasizing how this conversation will guide their upcoming unit inquiry and projects.

Discussion Questions

• How do the struggles of different characters in Wonder help us understand what true empathy looks like?

• Can courage be quiet or hidden? How do characters in the story show different kinds of courage?

• What qualities make someone a true friend, based on the characters’ actions and responses?

• How can understanding someone else’s struggles change the way we treat them in real life?

• Why is it important to support our opinions with evidence from the story when discussing empathy and friendship?

Teacher Notes

Ensure all students have an opportunity to speak by using sentence starters and structured turn-taking. Scaffold participation for students who may be shy or need additional support by pairing them with peers or providing written prompts. Emphasize respectful listening and valuing diverse opinions. Use the chart to visually connect ideas and misconceptions. Adapt the debate format to a fishbowl or Socratic seminar if class size or dynamics require more controlled discussion. Reinforce connections to real-life experiences to deepen relevance and engagement.

Assessment

Formative assessment will be based on student participation during the debate, including use of evidence from Wonder and the TED-Ed video, ability to express opinions clearly using sentence starters, and respectful engagement with peers’ ideas. Teacher will use a simple rubric to note evidence of critical thinking, collaboration, and connection to the driving question. Students may also submit a brief written reflection summarizing their viewpoint and key insights gained from the debate.

💬 Debate Topics & Discussion Questions

Is courage more important than empathy when being a true friend?

Positions to explore: One side argues that courage—standing up for friends and facing fears—is the most important quality; the other side argues that empathy—understanding and sharing feelings—is more important.

Background resources: TED-Ed video “The Power of Empathy” and selected Wonder excerpts showing Auggie’s and Summer’s responses to challenges.

Connection to DQ: Explores how different character responses reveal lessons about empathy and courage, helping students analyze what makes a true friend.

Can someone be a true friend even if they make mistakes or sometimes fail to show empathy?

Positions to explore: One side says yes, true friendship includes forgiveness and growth; the other side says no, true friends must always show empathy consistently.

Background resources: Wonder chapters featuring Jack Will’s mistakes and reconciliations.

Connection to DQ: Examines character struggles and responses, prompting students to support opinions with story evidence.

Is standing up for someone more important than understanding their feelings when helping a friend?

Positions to explore: One side emphasizes action and courage to defend friends; the other emphasizes emotional understanding and empathy first.

Background resources: Excerpts where Via and Auggie face challenges and support each other.

Connection to DQ: Helps students analyze different facets of friendship and how characters demonstrate empathy and courage.

Should we judge someone’s character by their actions or by their intentions?

Positions to explore: One side argues actions are the true measure; the other side argues that understanding intentions shows empathy and true friendship.

Background resources: Various Wonder character interactions that show misunderstandings and growth.

Connection to DQ: Encourages analysis of character struggles and responses to better understand empathy and courage.

Is it easier to show empathy or courage in difficult situations?

Positions to explore: One side argues empathy is easier because it starts with understanding; the other side argues courage is easier because it is about action.

Background resources: TED-Ed video and specific Wonder moments where characters face tough choices.

Connection to DQ: Promotes reflection on the challenges characters face and the lessons about empathy and courage.

Debate Formats:

Structured Debate: Students are divided into two teams representing opposing views. Each team prepares opening statements, rebuttals, and closing arguments with time limits. This format encourages clear argumentation and evidence use.

Socratic Seminar: Students sit in a circle and explore the debate questions collaboratively, using sentence starters and discussion protocols to build on each other’s ideas. The teacher acts as a facilitator rather than a judge, promoting open inquiry.

Week 1 Lesson Plans

Lesson 1: Exploring Character Challenges and Responses in Wonder

Overview

In this lesson, students begin their journey into the novel Wonder by reading selected key chapters that highlight the struggles and responses of multiple characters. Through guided reading, structured discussion, and the use of graphic organizers, students will analyze character challenges, compare responses, and start identifying themes of empathy, courage, and true friendship. This foundational activity sets the stage for deeper analysis and collaborative projects later in the unit.

Driving Question Connection

This activity directly connects to the driving question by helping students explore how different characters in Wonder face their struggles and respond with empathy and courage. By examining these character experiences closely, students gather textual evidence that will support their opinions about what qualities define a true friend.

Learning Objectives

• Determine the central themes of Wonder by analyzing character challenges and responses.

• Compare and contrast key characters and events using specific text details.

• Summarize chapters and sections of Wonder to demonstrate comprehension.

  
  

Materials Needed

• Copies or digital access to selected key chapters of Wonder

• Character analysis graphic organizers with sections for challenges, responses, and feelings

• Sentence starter templates for writing

• Drawing paper and markers for visual expression

• Writing notebooks or paper

• Chart paper or whiteboard for group discussions

Preparation Steps

1. Select and review key chapters of Wonder that focus on character challenges and responses (e.g., Auggie’s first day at school, interactions with Julian, Summer, and Jack). Prepare copies or digital access for students.

2. Create or gather graphic organizers that scaffold character analysis (e.g., charts for character challenges, responses, and feelings). Prepare sentence starter templates to support writing.

3. Prepare guiding questions and discussion prompts that focus on empathy, courage, and friendship.

4. Arrange seating to facilitate small group discussions and collaboration.

5. Prepare multi-modal expression materials such as drawing paper, markers, and writing notebooks for students who prefer to express ideas visually.

   
   

Lesson Procedure

1. 10 min - Introduction: Begin with a brief overview of the unit’s driving question. Explain that students will explore how characters face challenges and show empathy and courage. Introduce the graphic organizer and how it will help their thinking.

2. 15 min - Guided Reading: Read aloud or have students read selected key chapters from Wonder. Pause periodically to model thinking aloud about character struggles and responses. Use think-pair-share for students to discuss initial reactions in pairs.

3. 20 min - Character Analysis Activity: In small groups, students use the graphic organizer to identify at least two characters’ challenges and how they responded. Provide sentence starters such as “I think [character] feels... because...” or “This shows courage because...”. Allow students to draw or write their ideas.

4. 10 min - Group Discussion: Regroup for a class discussion. Have groups share their findings and discuss similarities and differences between characters’ responses. Highlight examples of empathy and courage found in the text.

5. 10 min - Writing Summary: Individually, students write a brief summary of the chapters read, focusing on what they learned about the characters’ struggles and responses. Provide a sentence starter like, “In these chapters, [character] faced... and showed courage by...” to scaffold writing.

6. 5 min - Reflection: Prompt students to reflect orally or in writing on how the characters’ experiences might help us understand what makes someone a true friend. Encourage them to think about their own experiences.

   
   

Discussion Questions

• What challenges do the characters in these chapters face, and how do they respond?

• How do these responses show empathy or courage? Can you find examples in the text?

• Based on what we’ve read, what qualities do you think make someone a true friend?

  
  

Teacher Notes

Adapt this lesson by selecting shorter or simplified text excerpts for students who need additional support. Use sentence starters and graphic organizers extensively to scaffold writing and analysis. Encourage multi-modal responses to engage diverse learners. Monitor small groups to ensure equitable participation and provide support as needed. Emphasize that there are multiple perspectives and acceptable answers as students begin to form opinions about friendship.

Assessment

Formative assessment will occur through observation of group discussions, review of completed graphic organizers, and evaluation of students’ written summaries and reflections. Teachers will check for accurate identification of character challenges and responses, use of textual evidence, and emerging understanding of empathy and courage.

Lesson 2: Exploring Empathy, Courage, and Friendship

Overview

In this lesson, students will activate and build background knowledge about the themes of empathy, courage, and friendship by completing KWL charts connected to the story Wonder. This activity helps students organize what they Know, what they Want to know, and later, what they have Learned about these themes as they read and analyze the characters’ struggles and responses. The lesson sets the foundation for deeper analysis and opinion writing later in the unit, engaging students in collaborative and reflective learning tied to the driving question.

Driving Question Connection

By exploring what they already know and want to learn about empathy, courage, and friendship, students begin to think critically about how these themes appear in Wonder. This activity encourages students to focus on character struggles and true friendship, helping them gather ideas and questions that will guide their analysis and support their opinions with evidence from the text.

Learning Objectives

• Students will identify and articulate their prior knowledge and questions about empathy, courage, and friendship.

• Students will collaborate to organize ideas using graphic organizers tailored to their skill level.

• Students will engage in guided discussion to connect personal experiences with themes in the story.

Materials Needed

• Grade-appropriate KWL chart graphic organizers (printed or digital)

• Sentence starter handouts for KWL sections

• Copies or excerpts of Wonder passages highlighting empathy, courage, and friendship

• Pencils, crayons, markers

• Chart paper or notebooks for group work

Preparation Steps

1. Prepare age-appropriate KWL chart templates tailored for grades 3-5, including graphic organizers with sentence starters and spaces for drawing and writing.

2. Select or prepare anchor texts or short excerpts from Wonder that highlight examples of empathy, courage, and friendship to share during discussion.

3. Arrange classroom seating to facilitate small group collaboration and discussion.

4. Prepare guiding questions to support students in filling out the K and W sections of the chart.

5. Ensure availability of materials such as pencils, crayons, markers, and chart paper or notebooks.

Lesson Procedure

1. 10 min - Introduction: Begin by briefly reviewing the unit’s driving question with the class. Explain the purpose of the KWL chart and how it will help them learn about empathy, courage, and friendship in Wonder. Model how to fill out the 'K' (Know) column with a few examples.

2. 15 min - Individual and Group Work: Distribute the KWL charts and sentence starter templates. Have students first write or draw what they already know about empathy, courage, and friendship individually. Then, organize students into small groups to share and discuss their ideas, combining their knowledge in the 'K' column and collaboratively brainstorm questions for the 'W' (Want to Know) column.

3. 20 min - Guided Discussion and Anchoring: Share selected excerpts or read aloud passages from Wonder that illustrate character struggles involving empathy and courage. Facilitate a class discussion where students connect these examples to their KWL charts, revising or adding questions to the 'W' column based on their curiosity and observations.

4. 10 min - Reflection and Sharing: Invite groups to share some of their questions from the 'W' column with the class. Emphasize how these questions will guide their reading and analysis in upcoming lessons. Encourage students to keep their charts for ongoing additions as they progress through the unit.

5. 5 min - Wrap-up: Summarize key points learned about empathy, courage, and friendship from today’s activity and remind students of the importance of using evidence to support their opinions later on.

Discussion Questions

• What does empathy mean to you, and can you think of a time you showed it or someone showed it to you?

• Why might courage be important when facing challenges like those in Wonder?

• What qualities do you think make someone a true friend, based on what you know or have seen so far?

Teacher Notes

Adapt the complexity of the KWL charts based on student skill levels by providing more scaffolded sentence starters or allowing drawing responses for younger or developing writers. Encourage multi-modal expression to support diverse learners. Use small groups to foster collaboration and peer support. Be prepared to gently guide students who struggle to generate ideas or questions by referencing familiar experiences or concrete examples from the text. Retain all KWL charts for students to revisit and update throughout the unit to track growth and reflection.

Assessment

Formative assessment will be conducted through observation of student participation during group discussions, review of completed KWL charts to check for understanding and engagement with the themes, and informal questioning to assess students’ ability to articulate their knowledge and questions about empathy, courage, and friendship.

Lesson 3: Modeling Theme Identification and Summarization

Overview

In this lesson, the teacher models how to identify central themes such as empathy and courage by analyzing character struggles and responses in selected excerpts from Wonder. Students observe and participate as the teacher demonstrates summarizing text and supporting opinions with evidence. This foundational modeling supports students' ability to analyze characters and their actions, preparing them for collaborative research and storytelling tasks later in the unit.

Driving Question Connection

By closely examining character challenges and responses in Wonder, students begin to uncover lessons about empathy and courage. This lesson sets the stage for students to gather textual evidence and form opinions about true friendship, directly advancing their ability to answer the driving question: 'What lessons about empathy and courage can we discover by analyzing the struggles and responses of multiple characters in Wonder, and how can we use evidence from the story to support our opinions about what makes someone a true friend?'

Learning Objectives

• Determine central themes in Wonder by analyzing character challenges and responses.

• Summarize chapters and sections of Wonder to demonstrate comprehension.

• Support opinions about true friendship with textual evidence.

Materials Needed

• Selected excerpts from Wonder (printed or projected)

• Graphic organizer templates (character, struggle, response, theme)

• Chart paper or whiteboard and markers

• Sample summary and opinion paragraph with sentence starters

• Writing utensils

• Multimedia tools (projector or document camera)

Preparation Steps

1. Select 2-3 short, age-appropriate excerpts from Wonder that highlight key character struggles and responses related to empathy, courage, and friendship.

2. Prepare a graphic organizer template that guides students to note characters, their struggles, responses, and emerging themes.

3. Develop a sample summary and opinion paragraph with sentence starters to model during the lesson.

4. Arrange classroom seating for whole-group interaction and ensure a whiteboard or chart paper is available for shared note-taking.

5. Prepare any multimedia tools (e.g., projector, document camera) to display excerpts and organizers.

Lesson Procedure

1. 10 min - Begin by introducing the lesson’s focus: identifying themes and summarizing parts of Wonder. Explain how understanding characters’ struggles helps us learn about empathy and courage.

2. 15 min - Read aloud the first selected excerpt from Wonder. Think aloud as you identify a character’s struggle and how they respond, writing key points on the graphic organizer visible to students.

3. 20 min - Model summarizing the excerpt by writing a brief summary on chart paper or projector, using sentence starters to scaffold writing (e.g., 'In this section, ___ faces ___. They show courage by ___'). Highlight how textual evidence supports the summary and theme.

4. 10 min - Repeat the process with a second excerpt, involving students by asking guided questions and inviting them to suggest theme words and summary points, recording their ideas on the organizer.

5. 10 min - Demonstrate how to write a simple opinion statement about what makes someone a true friend, supported by evidence from the excerpts. Use sentence starters like, 'I believe a true friend is someone who ____, because in the story ____.'.

6. 10 min - Engage students in a brief whole-class discussion to reflect on the themes identified and how character actions teach us about empathy and courage.

7. 5 min - Preview upcoming lessons where students will work in groups to research, analyze, and create storyboards based on these themes, reinforcing the skills modeled today.

Discussion Questions

• What challenges did the characters face in the excerpts we read, and how did they respond?

• How do these responses show courage or empathy?

• What qualities do you think make someone a true friend based on what we read?

Teacher Notes

Adapt by providing additional scaffolds like pre-highlighted text or simplified excerpts for students who need support. Use sentence starters and graphic organizers to help developing writers. Encourage multi-modal responses, allowing students to draw character struggles and responses alongside writing. Monitor group participation and guide discussions to ensure all voices are heard. Use think-alouds to model analytical thinking explicitly. Be prepared to revisit modeling as needed throughout the unit to reinforce skills.

Assessment

Formative assessment through observation of student participation during guided discussions and contributions to the graphic organizer. Review students’ ability to identify themes and summarize excerpts based on their verbal and written input. Collect and review students’ written opinion statements or sentence-starter completions for understanding of supporting ideas with text evidence.

Lesson 4: Analyzing and Comparing Character Traits

Overview

In this lesson, Grade 5 students will engage deeply with multiple characters from Wonder by filling out character traits graphic organizers. They will compare and contrast the struggles and responses of these characters to uncover themes of empathy, courage, and friendship. This activity supports their comprehension and analytical skills and prepares them to form evidence-based opinions about what makes a true friend. The lesson uses scaffolds such as graphic organizers and sentence starters to support developing skills in grades 3-5.

Driving Question Connection

By analyzing and comparing the challenges and responses of multiple characters in Wonder, students gather concrete evidence to answer the driving question: What lessons about empathy and courage can we discover, and how do these lessons help us understand what makes someone a true friend? This activity grounds their thinking in text details that will support their later opinion writing and presentations.

Learning Objectives

• Determine the central themes of Wonder by analyzing character challenges and responses.

• Compare and contrast key characters using specific details from the text.

• Summarize chapters and sections to demonstrate comprehension of character development.

Materials Needed

• Copies of the Character Traits Graphic Organizer worksheet

• Copies or excerpts of Wonder chapters focusing on selected characters

• Sentence starter handouts or anchor charts

• Pencils, colored pencils or crayons

• Projector or document camera for modeling

Preparation Steps

1. Prepare copies of the character traits graphic organizer worksheet for each student, formatted for easy writing and drawing.

2. Select 2–3 key characters from Wonder (e.g., Auggie, Summer, Jack Will, Julian) for comparison and ensure students have read relevant chapters about these characters.

3. Prepare sentence starters and vocabulary word banks related to character traits, empathy, courage, and friendship to support writing.

4. Arrange students into pairs or small groups to encourage discussion during the activity.

5. Set up a projector or document camera to model how to fill out the organizer.

Lesson Procedure

1. 10 min - Introduction: Briefly review the characters chosen for analysis. Discuss empathy and courage as themes and how characters’ challenges reveal these traits. Model filling out one section of the graphic organizer with a think-aloud.

2. 15 min - Guided Practice: Students work in pairs or small groups to read selected passages and fill out the graphic organizer for two characters, noting struggles, responses, and traits. Teacher circulates to support with sentence starters and clarify text details.

3. 20 min - Independent/Group Work: Students individually or collaboratively complete the organizer, using the sentence starters and drawing sections to express their understanding. Encourage students to use evidence from the text to support their trait selections and descriptions.

4. 10 min - Sharing & Reflection: Groups share highlights of their comparisons with the class. Teacher leads a discussion connecting these observations back to lessons about empathy, courage, and friendship, reinforcing the driving question.

5. 5 min - Wrap-up: Assign students to keep their completed organizers for future writing and presentations. Briefly preview the next lesson where they will use these insights to write opinion pieces.

Discussion Questions

• What challenges do these characters face, and how do they respond?

• How do the characters show empathy or courage in their actions?

• Based on what you filled out, what do you think makes someone a true friend?

Teacher Notes

Use sentence starters like 'I think this character is ___ because…' or 'This shows courage when…' to support writing. Allow students to express ideas through drawings if writing is challenging. Pair stronger readers with developing readers to scaffold comprehension. Encourage use of textual evidence to back up opinions. Remind students to focus on both struggles and responses to fully understand character traits. Adapt the number of characters or depth of analysis based on students’ reading levels.

Assessment

Formative assessment will be conducted through observation of group discussions and reviewing completed graphic organizers for accurate use of text evidence and understanding of character traits. Check for students’ ability to compare characters and identify themes related to empathy and courage.

Student Worksheet/Resource

Analyzing_and_Comparing_Character_Traits_Worksheet_Grade5.pdf

Download PDF • 879KB

Character Traits Graphic Organizer

Use this worksheet to compare and contrast two or more characters from Wonder. Fill in each section using text evidence. You may write or draw your answers.

Character Name	Character 1	Character 2
Name:

1. Challenges or Struggles Each Character Faces

Character 1	Character 2

2. How Each Character Responds to Their Challenges

Character 1	Character 2

3. Character Traits (Check all that apply)

Trait	Character 1	Character 2
Empathetic
Courageous
Kind
Brave
Supportive
Other (write below)

4. Text Evidence: Write one quote or example from the story that shows a character’s empathy or courage

Character 1:

Character 2:

5. Drawing: Illustrate a moment when one of the characters showed empathy or courage

6. Reflection: What have you learned about empathy, courage, or friendship from comparing these characters?

Remember to use your completed organizer to support your opinion writing and presentations about what makes a true friend!

Week 2 Lesson Plans

Lesson 5: Analyzing Characters and Events: Planning Group Storyboards

Overview

In this collaborative lesson, Grade 5 students work in small groups to select key characters and significant events from the novel Wonder to analyze how empathy and courage are demonstrated through their struggles and responses. Using graphic organizers and scaffolded supports, students plan and organize their findings to create a storyboard presentation. This activity supports deeper comprehension of the text and builds skills in collaboration, critical thinking, and evidence-based opinion writing, all advancing their understanding of what makes a true friend.

Driving Question Connection

By analyzing multiple characters and events, students gather textual evidence to answer the driving question: what lessons about empathy and courage can we discover, and how do these lessons inform our understanding of true friendship? This activity lays the groundwork for students to form reasoned opinions and communicate them effectively.

Learning Objectives

• Determine the central themes of Wonder by analyzing character challenges and responses.

• Compare and contrast key characters and events using specific details from the text.

• Collaborate effectively in groups to research, plan, and design a storyboard presentation.

Materials Needed

• Copies of graphic organizers for character and event analysis

• Age-appropriate chapter summaries or text excerpts from Wonder

• Large paper or storyboard templates

• Markers, pencils, sticky notes

• Sentence starters and writing frames for opinion and evidence writing

Preparation Steps

1. Prepare and photocopy graphic organizers that scaffold character and event analysis, including spaces for evidence and reflections.

2. Arrange students into diverse groups of 3-4, balancing reading levels and social dynamics.

3. Pre-select and prepare age-appropriate summaries or excerpts for key chapters/events to support students needing additional reading scaffolds.

4. Set up materials for storyboard creation such as large paper, markers, sticky notes, and templates.

5. Prepare sentence starters and writing frames to support opinion writing and evidence citation.

Lesson Procedure

1. 10 min - Introduction and review: Begin by revisiting the driving question and briefly discussing the themes of empathy and courage introduced so far. Explain that students will work in groups to select characters and events that best illustrate these themes.

2. 15 min - Group reading and selection: Provide each group with summaries or excerpts from key chapters. Groups discuss and decide which characters and events they want to analyze in their storyboard. Use graphic organizers to guide their selection and note-taking.

3. 20 min - Analysis and planning: Groups analyze their chosen characters’ struggles and responses using the graphic organizers. They compare and contrast these characters and events, identifying evidence that supports their opinions about what makes a true friend. Encourage use of sentence starters to scaffold their writing.

4. 15 min - Storyboard design planning: Groups begin sketching a rough storyboard layout, deciding how to visually represent their analysis and key quotations. They plan how to organize their presentation to clearly communicate their findings.

5. 5 min - Group reflection: Each group briefly shares their plan with the class or a partner group, receiving feedback on clarity and connection to the driving question.

Discussion Questions

• Which character’s response to their struggles best shows courage, and why?

• How do different characters show empathy toward Auggie or others in the story?

• What qualities do you think make someone a true friend based on the characters you chose?

Teacher Notes

Provide additional support for students who struggle with reading by pairing them with stronger readers or providing audio versions of excerpts. Use sentence starters liberally to support writing confidence. Encourage multi-modal responses (drawing, oral explanations) for students who express ideas better non-verbally. Remind groups to stay focused on empathy, courage, and friendship to maintain alignment with the driving question. Manage time carefully to ensure all groups have sufficient planning before next lessons focus on finalizing and presenting storyboards.

Assessment

Formative assessment will be conducted through teacher observation of group discussions, review of completed graphic organizers, and evaluation of the storyboard planning for accurate use of textual evidence and clear connection to the driving question. Informal check-ins during group work will guide scaffolding and support.

Lesson 6: Guided Research

Overview

In this lesson, students engage in guided research using age-appropriate sources to explore the themes of empathy and courage. They will work collaboratively in small groups to gather information about these concepts, connect them to character struggles in Wonder, and begin planning a storyboard presentation. This activity builds foundational knowledge and supports students in answering the driving question by helping them analyze character responses with background understanding of empathy and courage.

Driving Question Connection

This activity directly supports the driving question by equipping students with a clearer understanding of empathy and courage, which are central to the struggles and responses of characters in Wonder. By researching these themes, students can better identify and support opinions on what makes someone a true friend, using evidence from the story.

Learning Objectives

• Students will collaboratively research and record key facts about empathy and courage from guided, age-appropriate sources.

• Students will relate researched information to character challenges and responses in Wonder.

• Students will organize their findings and begin planning how to present their ideas visually and orally.

Materials Needed

• Age-appropriate printed or digital research texts about empathy and courage

• Guided Research Planner worksheet (printed for each student)

• Chart paper or storyboard templates

• Markers, pencils, crayons

• Projector or smartboard for modeling

• Video clips about empathy and courage (optional)

Preparation Steps

1. Gather age-appropriate articles, videos, and book excerpts about empathy and courage suited for grades 3-5. Prepare printed copies or digital links.

2. Print copies of the Guided Research Planner worksheet for each student.

3. Arrange students into small groups of 3-4, ensuring a mix of skill levels for collaboration.

4. Prepare chart paper or digital tools for groups to begin storyboard planning after research.

5. Set up a projector or smartboard to model completing the worksheet and researching.

Lesson Procedure

1. 10 min - Introduction: Activate prior knowledge by discussing what empathy and courage mean. Use a think-pair-share to elicit ideas and write key vocabulary on the board.

2. 10 min - Research Modeling: Show students the research sources. Model how to read a short passage or watch a video clip and fill in the Guided Research Planner with key points, using examples related to empathy and courage.

3. 20 min - Group Research: Students work in their groups to explore assigned sources. Each student fills their planner, then groups discuss and consolidate their notes to prepare for the storyboard.

4. 10 min - Group Sharing: Groups share one interesting fact they learned about empathy or courage and discuss how it might connect to characters in Wonder.

5. 10 min - Storyboard Planning Introduction: Teacher explains the next step—using research findings to create a storyboard that answers the driving question. Groups begin brainstorming ideas and roles.

6. 5 min - Reflection: Individually, students write or draw one way empathy or courage is shown by a character in Wonder, using their research to support their ideas.

Discussion Questions

• How can understanding empathy help us better understand the characters in Wonder?

• What are some examples of courage you have seen in the story so far or in real life?

• Why do you think true friendship involves empathy and courage?

Teacher Notes

Support students by differentiating research sources (simpler texts or videos for struggling readers). Use sentence starters on the worksheet to scaffold writing. Encourage multi-modal responses including drawings. Monitor groups to ensure equitable participation. This lesson builds vocabulary and background knowledge critical for later opinion writing and presentations. Allow extra time for students who need more support. Use think-alouds to model research and note-taking strategies.

Assessment

Formative assessment will be conducted through observation of group collaboration, completeness and accuracy of the Guided Research Planner, quality of group discussion, and individual reflections connecting research to the novel. The teacher will provide feedback on how well students use evidence and relate research to character analysis.

Student Worksheet/Resource

Guided Research Planner: Exploring Empathy and Courage

Use the spaces below to record your findings about empathy and courage. Think about how these ideas relate to the characters in Wonder. You can write or draw your answers.

Topic	My Notes (Write or Draw)
1. What is Empathy? What does empathy mean? How do people show empathy?
2. What is Courage? What does courage mean? Can you give examples?
Connecting to Wonder
3. Which character in Wonder shows empathy? How?
4. Which character in Wonder shows courage? How?
My Reflection
Draw or write one way empathy or courage helps make someone a true friend in Wonder:

Group Storyboard Planning

Use this space to start brainstorming your group’s ideas for the storyboard presentation. Think about how you will show what you learned about empathy, courage, and friendship in Wonder.

Storyboard Section	Ideas / Notes
1. Introduction to Empathy and Courage
2. Examples from Characters in Wonder
3. What Makes a True Friend?
4. Visuals & Roles (Who will draw, write, present?)

Lesson 7: Planning and Designing Storyboards

Overview

In this lesson, students collaboratively plan and create detailed storyboards that outline their final presentations on lessons about empathy, courage, and friendship from Wonder. Using evidence from the text, students analyze character struggles and responses, summarize key events, and organize their opinions supported by textual details. This activity supports students in synthesizing their investigations so far and prepares them to present their understandings in a clear, engaging way. The lesson incorporates graphic organizers and scaffolded templates to support developing writers and learners in grades 3-5, and encourages multimodal expression to deepen comprehension and communication skills.

Driving Question Connection

This activity directly supports the driving question by guiding students to collect and organize evidence about characters’ struggles and responses in Wonder. Through the storyboard planning process, students explore what empathy and courage look like in different characters and articulate opinions about true friendship, preparing them to answer the question with text-based support during their final presentations.

Learning Objectives

• Students will determine the central themes of Wonder by analyzing character challenges and responses.

• Students will compare and contrast key characters and events using specific text details.

• Students will summarize chapters and sections of Wonder to demonstrate comprehension.

• Students will write opinion pieces supporting a view of what makes someone a true friend using textual evidence.

• Students will collaborate effectively in groups to research and design a storyboard presentation.

Materials Needed

• Storyboard graphic organizer templates

• Copies of selected chapters or chapter summaries from Wonder

• Sentence starter sheets and writing scaffolds

• Markers, colored pencils, crayons, and drawing paper

• Chart paper or whiteboard for modeling

• Sticky notes for peer feedback

Preparation Steps

1. Prepare and photocopy graphic organizer templates for storyboarding that include spaces for text evidence, summaries, character analysis, and visual sketches.

2. Arrange students into small groups of 3-4, balancing skill levels to encourage peer support.

3. Gather and prepare relevant excerpts or chapter summaries from Wonder for reference during planning.

4. Prepare sentence starters and writing scaffolds to support students in crafting opinion statements and text-based explanations.

5. Set up an area with materials for drawing (markers, colored pencils, paper) to allow multimodal expression.

Lesson Procedure

1. 10 min - Activate prior knowledge by reviewing key characters, their struggles, and examples of empathy and courage found in previous lessons. Discuss briefly the qualities of true friendship as explored so far.

2. 15 min - Introduce the storyboard graphic organizer, explaining each section: summary of chapters/events, character challenges, text evidence, opinions about friendship, and visual depiction. Model completing one section as a class using a familiar chapter.

3. 20 min - In groups, students collaboratively brainstorm and select the key events and characters they want to feature in their storyboard. They will discuss and record summaries and gather textual evidence supporting lessons about empathy, courage, and friendship.

4. 15 min - Using sentence starters and scaffolds, groups draft opinion statements on what makes someone a true friend, supporting their views with evidence from the text, and add these to their storyboard.

5. 20 min - Students create visual elements for their storyboard, drawing scenes or symbols that represent empathy, courage, or friendship from the story. Encourage creativity and multimodal expression.

6. 10 min - Groups share their storyboards with another group for peer feedback focused on clarity, use of evidence, and how well the storyboard answers the driving question.

7. 10 min - Reflection: Individually, students write or draw about one new insight they gained about empathy or courage from this planning process and how it connects to their understanding of friendship.

Discussion Questions

• How do the challenges faced by different characters in Wonder help us understand what empathy means?

• What examples from the story show courage, and how do these moments affect the friendships we see?

• How can we use text evidence to convincingly explain what makes someone a true friend?

Teacher Notes

Provide extra support for students needing help with writing by encouraging use of sentence starters and allowing them to express ideas through drawings or oral explanations. For students with advanced skills, challenge them to find multiple pieces of evidence or to include comparisons between characters. Emphasize the collaborative nature of the task, encouraging respectful listening and sharing of ideas. Monitor group dynamics to ensure equitable participation. Remind students that the storyboard is a planning tool to help organize ideas, not the final product, so neatness is less important than clarity and completeness. Adapt time allocations as needed based on class pacing.

Assessment

Formative assessment will occur through observation of group collaboration and participation, review of storyboards for clear use of text evidence and accurate summaries, and evaluation of opinion statements for supported reasoning. Peer feedback sessions and individual reflections provide additional insight into student understanding and progress toward answering the driving question.

Lesson 8: Peer Feedback Sessions Using Sentence Starters

Overview

In this lesson, students engage in structured peer feedback sessions to review and improve their written opinion pieces about what makes someone a true friend, using evidence from Wonder. The activity focuses on using sentence starters to promote thoughtful, respectful, and clear communication. Students will practice giving and receiving constructive feedback, refining their ideas and supporting details to better analyze character struggles, empathy, and courage. This lesson supports students' development of writing, critical thinking, and collaboration skills, preparing them for their upcoming storyboard presentations.

Driving Question Connection

This activity directly supports the driving question by helping students articulate and refine their ideas about empathy, courage, and true friendship found in Wonder. Through peer feedback, students deepen their understanding of character struggles and responses, and learn to support their opinions with specific textual evidence, moving closer to answering how empathy and courage define true friendship.

Learning Objectives

• Students will use sentence starters to provide specific, constructive feedback to peers about clarity and evidence in opinion writing.

• Students will apply peer feedback to revise their opinion pieces, strengthening their arguments about empathy and courage in Wonder.

• Students will collaborate respectfully in pairs or small groups, practicing active listening and clear communication.

Materials Needed

• Copies of students’ opinion drafts on what makes someone a true friend in Wonder

• Peer feedback graphic organizers with sentence starters

• Anchor chart or poster with sentence starters for giving feedback

• Pens, pencils, and erasers

• Sample opinion writing paragraphs for modeling

Preparation Steps

1. Prepare and print peer feedback graphic organizers with sentence starters tailored for grade 3-5 learners, including prompts for clarity, use of evidence, and respectful language.

2. Select and review examples of opinion writing (from students or sample texts) to model effective feedback.

3. Arrange classroom seating to facilitate pairs or small groups for peer review sessions.

4. Prepare a mini-anchor chart with sentence starters for giving feedback (e.g., “I like how you…”, “Can you add more details about…?”, “I wonder if you could explain…?”).

5. Create a checklist or rubric aligned with learning targets to guide students’ feedback and revisions.

Lesson Procedure

1. 10 min - Begin with a brief review discussing the importance of empathy and courage in Wonder and how these ideas are expressed in students' opinion pieces about true friendship.

2. 10 min - Introduce the peer feedback process and model using sentence starters with a sample opinion paragraph. Show examples of constructive feedback versus vague comments.

3. 15 min - Distribute peer feedback graphic organizers and sentence starters. Pair or group students and guide them as they read each other’s opinion drafts, providing feedback focused on clarity, use of evidence, and supporting opinions about friendship.

4. 20 min - Students review the feedback they received and begin revising their opinion pieces. Encourage them to add or clarify evidence from Wonder and improve explanation of empathy and courage.

5. 10 min - Conduct a whole-class reflection on how the feedback process helped improve their writing and deepen their understanding of the characters’ struggles and true friendship.

6. 5 min - Collect revised drafts and feedback forms for assessment and to prepare for next lessons on storyboard presentations.

Discussion Questions

• How can giving feedback help you better understand the characters’ experiences with empathy and courage?

• What makes feedback helpful and respectful when working with a partner?

• How can adding specific examples from Wonder strengthen your opinion about true friendship?

Teacher Notes

Encourage a positive and safe classroom environment where students feel comfortable sharing and receiving feedback. Provide additional scaffolds such as sentence starters and graphic organizers for students who need support. Allow students to express feedback through drawing or oral explanations if writing is challenging. Adapt pacing as needed to ensure all students can engage meaningfully. Emphasize that feedback is about helping each other grow, not criticism. Use this lesson to build a foundation for collaborative presentations planned for upcoming lessons.

Assessment

Formative assessment occurs by observing students’ participation during peer feedback, reviewing completed feedback organizers for thoughtful comments, and evaluating revised opinion pieces for improved clarity, use of textual evidence, and alignment with the driving question. Teacher notes on student collaboration and communication skills also inform progress.

Week 3 Lesson Plans

Lesson 9: Drafting Opinion Pieces

Overview

In this lesson, Grade 5 students will draft opinion pieces that answer the driving question by analyzing the struggles and responses of multiple characters in R.J. Palacio's novel Wonder. Using writing frames and graphic organizers, students will support their opinions about what makes someone a true friend with specific textual evidence. This activity builds on prior comprehension and character analysis work and prepares students to share their insights through writing and later presentations. The lesson integrates explicit scaffolds for developing writers and encourages multi-modal expression to meet diverse learning needs.

Driving Question Connection

This activity directly engages students in answering the driving question—'What lessons about empathy and courage can we discover by analyzing the struggles and responses of multiple characters in Wonder, and how can we use evidence from the story to support our opinions about what makes someone a true friend?'—by guiding them to draft opinion pieces that identify lessons learned from the characters and use text-based evidence to justify their views on true friendship.

Learning Objectives

• Students will determine central themes of empathy and courage in Wonder by analyzing character challenges and responses.

• Students will write opinion pieces supporting a view of what makes someone a true friend using textual evidence.

• Students will collaborate effectively to discuss ideas and use writing frames and graphic organizers to structure their opinions.

Materials Needed

• Copies of graphic organizers for character analysis and opinion writing

• Writing frames with sentence starters for opinion pieces

• Excerpts or summaries of key sections from Wonder

• Anchor charts defining opinion writing and use of text evidence

• Peer review checklist templates

• Drawing supplies (colored pencils, crayons, markers)

Preparation Steps

1. Prepare copies of graphic organizers that prompt students to identify character struggles, responses, lessons learned, and supporting textual evidence.

2. Print writing frames with sentence starters tailored for opinion writing (e.g., 'I believe that...', 'One example from the story is...', 'This shows that...').

3. Select age-appropriate excerpts or summaries from Wonder focusing on key characters and events relevant to empathy, courage, and friendship.

4. Arrange classroom seating to facilitate small group collaboration and discussion.

5. Prepare visual aids (anchor charts) that define opinion writing components and model using text evidence.

Lesson Procedure

1. 10 min - Begin with a brief whole-class review of key characters and their struggles in Wonder. Use a visual anchor chart to recall examples of empathy and courage demonstrated by characters.

2. 15 min - Introduce the graphic organizer and writing frames. Model how to use the graphic organizer to gather ideas and find supporting text evidence. Use a think-aloud strategy with a sample character to show how to fill in each section.

3. 20 min - In small groups, have students discuss their ideas about what makes someone a true friend based on the characters they analyzed. Encourage them to cite specific events or character responses from the text.

4. 25 min - Students individually draft their opinion pieces using the writing frames and graphic organizers as scaffolds. Allow students to include drawings as part of their drafts to express ideas multimodally.

5. 10 min - Peer review in pairs: students exchange drafts and use a simple checklist to provide feedback on clarity of opinion, use of text evidence, and organization.

6. 10 min - Whole-class reflection discussion: invite volunteers to share their opinion drafts and discuss how their writing answers the driving question. Emphasize lessons about empathy and courage from their writing.

7. 5 min - Wrap up by setting expectations for next steps where drafts will be revised and prepared for storyboard presentations.

Discussion Questions

• Which character’s response to a struggle showed the most courage, and why?

• How can we use examples from Wonder to explain what it means to be a true friend?

• Why is it important to support our opinions with evidence from the story?

Teacher Notes

Differentiate support by providing more scaffolded writing frames for students needing extra help and offering extension opportunities for advanced writers to include multiple characters or counterarguments. Allow students to express ideas through drawings or oral explanations if writing is a challenge. Monitor group dynamics to ensure all students participate. Remind students consistently to refer back to the text for evidence and encourage use of sentence starters to build confidence in writing opinions.

Assessment

Formative assessment will be conducted through observation of group discussions, review of graphic organizers and writing frames for completeness and understanding, and evaluation of the opinion drafts for clear expression of a viewpoint supported by textual evidence. Peer review feedback and participation in reflection discussions will also inform progress.

Lesson 10: Designing Storyboards and Posters

Overview

In this lesson, students collaborate in small groups to design visual storyboards or posters that integrate text and imagery to represent key themes of empathy, courage, and true friendship as illustrated by characters' struggles and responses in the novel Wonder. This creative activity encourages students to analyze specific character challenges, compare responses, and use textual evidence to support their opinions. By visually summarizing chapters and key events, students deepen comprehension and prepare to present their insights to peers, further developing oral communication skills within the PBL unit focused on discovering lessons about empathy and courage.

Driving Question Connection

This activity directly supports the driving question by having students analyze multiple characters’ struggles and responses within Wonder and express the lessons about empathy and courage through visual storytelling. By using evidence from the text to design storyboards or posters, students articulate what makes someone a true friend and demonstrate their understanding in a way that connects to the overall inquiry of the unit.

Learning Objectives

• Determine central themes of Wonder by analyzing character challenges and responses.

• Compare and contrast key characters and events using specific details from the text.

• Summarize chapters and sections of Wonder to demonstrate comprehension.

• Write opinion pieces supporting views of what makes someone a true friend with textual evidence.

• Collaborate effectively in groups to research, plan, and design a storyboard or poster presentation.

• Present findings clearly using visual and oral communication tools.

• Reflect on lessons about empathy and courage found in the novel and their own learning process.

Materials Needed

• Wonder novel excerpts or chapter summaries

• Graphic organizers for analyzing characters and themes

• Storyboard and poster templates

• Sentence starter handouts for opinion writing

• Poster boards, markers, colored pencils, crayons

• Scissors, glue sticks, tape

• Digital devices (optional) for printing images or digital storyboard creation

Preparation Steps

1. Prepare graphic organizers and storyboard/poster templates with sections for text captions and images to scaffold student work.

2. Select and provide age-appropriate excerpts or chapter summaries from Wonder focusing on key character struggles and responses.

3. Prepare sentence starters and writing prompts to support opinion writing about true friendship.

4. Arrange classroom seating to facilitate small group collaboration and provide materials such as markers, colored pencils, poster boards, and digital devices if available.

5. Review criteria for effective visual storytelling and presentation expectations with students.

Lesson Procedure

1. 10 min - Begin with a brief whole-class review of previously analyzed character struggles and central themes in Wonder, using a graphic organizer to recap key points.

2. 15 min - In small groups, students select 2-3 characters or key events to focus on for their storyboard or poster. Groups use provided excerpts and notes to discuss and decide how to visually represent character struggles, responses, and lessons about empathy and courage.

3. 20 min - Groups collaboratively draft their storyboard or poster using templates, integrating short text captions (with sentence starters as needed) and drawings or printed images. Teachers circulate to support scaffolding, encourage use of textual evidence, and assist with multi-modal expression.

4. 10 min - Groups refine their designs, ensuring that each panel or section clearly connects to the theme of true friendship and includes evidence from the story to support their opinions.

5. 10 min - Groups practice presenting their visual projects aloud, focusing on clear explanations of how their work answers the driving question.

6. 10 min - Conduct group presentations to the class, followed by peer questions and positive feedback emphasizing understanding of empathy, courage, and friendship.

7. 10 min - Conclude with an individual reflection activity where students write or draw about one new lesson they learned about empathy or courage from the project and how their understanding of true friendship has grown.

Discussion Questions

• How do the struggles faced by different characters help us understand what empathy means?

• What actions or responses show courage in the story, and how do they affect friendships?

• What qualities do you think make someone a true friend, based on the characters’ experiences in Wonder?

Teacher Notes

Provide sentence starters and graphic organizers to support students needing extra scaffolding. Encourage multi-modal expression by allowing students to draw, write, or use digital tools. Break down tasks into manageable steps and monitor group dynamics to ensure equitable participation. Adapt texts and materials for students in grades 3-5 by simplifying language or providing additional visual aids. Emphasize that there is no single 'right' way to represent empathy and courage visually, fostering creativity alongside textual accuracy.

Assessment

Formative assessment occurs through teacher observation of group discussions, review of completed storyboards/posters for accurate use of textual evidence and theme representation, evaluation of oral presentations for clarity and connection to the driving question, and individual reflections demonstrating personal insights about empathy and courage.

Lesson 11: Practicing Oral Presentations

Overview

In this lesson, students will practice delivering oral presentations based on their group storyboards analyzing character struggles, empathy, and courage in the novel Wonder. Using prepared note cards and visual prompts, students will rehearse clear, confident communication of their opinions about true friendship supported by textual evidence. This activity develops speaking and listening skills, reinforces comprehension, and prepares students to share their meaningful findings with peers, advancing their understanding of the unit's driving question.

Driving Question Connection

This lesson directly supports students in answering the driving question by giving them a platform to articulate and communicate the lessons about empathy and courage they have discovered through analyzing multiple characters' challenges and responses in Wonder. Presenting their opinions with evidence helps solidify their understanding of what makes someone a true friend.

Learning Objectives

• Students will practice organizing and using note cards or visual prompts to deliver oral presentations effectively.

• Students will demonstrate clear communication of their group’s analysis of character struggles and lessons about empathy and courage in Wonder.

• Students will collaborate and provide constructive feedback to peers to improve presentation skills.

Materials Needed

• Completed storyboards or graphic organizers from previous lessons

• Blank note cards for speaking prompts

• Pens or pencils

• Presentation skills checklist or rubric

• Visual prompts or images related to Wonder characters (optional)

Preparation Steps

1. Prepare and distribute graphic organizers or storyboard templates completed by each group from previous lessons to serve as reference material for presentations.

2. Provide students with blank note cards and guidance on how to create effective speaking prompts, including sentence starters related to empathy, courage, and friendship.

3. Arrange the classroom seating to facilitate small group rehearsals and whole-class presentations.

4. Prepare a checklist or rubric highlighting key oral presentation skills (e.g., eye contact, volume, use of evidence, clarity) for peer and self-assessment.

Lesson Procedure

1. 10 min - Begin with a short mini-lesson reviewing effective oral presentation techniques, emphasizing the use of note cards and visual prompts to stay organized and support memory.

2. 15 min - In groups, students collaboratively prepare their note cards or select visual prompts from their storyboards. Provide sentence starters such as 'I believe a true friend is someone who…' or 'A character showed courage when…' to scaffold their speaking notes.

3. 20 min - Groups take turns practicing their oral presentations within small groups. Encourage peers to listen attentively and use the rubric to provide constructive feedback focused on clarity, use of evidence, and engagement.

4. 10 min - Regroup as a class and invite several groups to present their work to the whole class. After each presentation, facilitate a brief reflection on how the speaker used evidence to support their opinions about empathy and friendship.

5. 5 min - Conclude with individual self-reflection where students write or draw about what they learned about empathy, courage, or friendship through this presentation practice.

Discussion Questions

• How did using note cards or visual prompts help you remember what to say during your presentation?

• What examples from the story helped you explain what makes someone a true friend?

• How can showing empathy and courage change the way characters interact and grow in the story?

Teacher Notes

Adapt support by providing sentence starters or partially completed note cards for students needing additional scaffolding. Allow multi-modal presentations (drawing alongside speaking) for diverse learners. Encourage positive peer feedback focused on content and delivery. For younger or less confident students, allow paired presentations. Emphasize the connection between oral communication practice and building deeper understanding of the novel’s themes.

Assessment

Formative assessment will occur through observation of students during group rehearsals and whole-class presentations, using the rubric to evaluate clarity, use of textual evidence, and engagement. Peer and self-assessments will provide additional insight into students’ speaking skills and understanding. Teacher notes from discussions and reflections will help assess comprehension of the themes of empathy, courage, and friendship.

Lesson 12: Draft Review and Targeted Feedback

Overview

In this lesson, the teacher conducts individual and small-group draft reviews of students’ written opinion pieces and storyboard presentations focused on the themes of empathy, courage, and true friendship in the novel Wonder. The goal is to provide targeted, constructive feedback that helps students deepen their analysis of character struggles and responses, strengthen use of textual evidence, and improve clarity and organization in their writing and presentations. This lesson supports students in revising their work so they can more effectively answer the driving question and prepare for final presentations.

Driving Question Connection

By reviewing drafts and receiving focused feedback, students refine their ability to analyze multiple characters’ experiences and responses in Wonder, and support their opinions about what defines true friendship with clear evidence from the text. This directly advances their capacity to answer the driving question with thoughtful, evidence-based insights about empathy and courage.

Learning Objectives

• Students will identify strengths and areas for improvement in their draft writings and presentations related to character analysis and themes.

• Students will use teacher feedback to revise and clarify their opinions on what makes someone a true friend using specific textual evidence.

• Students will demonstrate increased understanding of empathy and courage as shown through character struggles and responses in Wonder.

Materials Needed

• Student draft opinion pieces and storyboard outlines

• Teacher feedback notes and comment sheets

• Graphic organizers related to character analysis and text evidence

• Revision checklist templates

• Sentence starters for writing and revisions

• Writing materials (paper, pencils, markers)

• Projector or chart paper for modeling feedback

Preparation Steps

1. Collect all student draft opinion pieces and storyboard presentation outlines submitted prior to the lesson.

2. Prepare individualized feedback notes for each student, focusing on use of textual evidence, clarity of opinion, connections to empathy and courage, and organization.

3. Arrange the classroom space to facilitate one-on-one or small-group conferences, ensuring accessibility of graphic organizers and writing materials for on-the-spot revisions.

4. Prepare sentence starters and revision checklists to scaffold students’ revision process.

5. Set up a feedback recording sheet for students to track comments and plan their revisions.

Lesson Procedure

1. 10 min - Introduction and goal setting: Begin by reminding students of the driving question and how their writing and presentations help answer it. Explain the purpose of draft reviews and how feedback will support their learning and revisions.

2. 15 min - Model feedback: Project a sample student draft (anonymized) and demonstrate how to identify strengths and suggest improvements, focusing on text evidence and theme connections. Use sentence starters and graphic organizers to show revision strategies.

3. 20 min - Individual/small-group conferences: Meet with students individually or in small groups to review their drafts. Provide specific, positive, and constructive feedback using prepared notes. Encourage students to ask questions and reflect on their work.

4. 10 min - Guided revision planning: After feedback, help students complete a revision plan using a checklist and sentence starters to organize their next steps for improving their opinion pieces and storyboards.

5. 5 min - Reflection: Facilitate a brief whole-class discussion where students share what feedback helped them most and what they plan to focus on during revision.

6. 5 min - Closing and next steps: Remind students of upcoming deadlines for final drafts and presentations and encourage them to use the feedback carefully during their revision work.

Discussion Questions

• How does using specific examples from Wonder help support your opinion about what makes a true friend?

• What challenges did you notice characters face, and how do their responses show empathy or courage?

• How can feedback help you make your ideas clearer and stronger for your audience?

Teacher Notes

Ensure feedback is balanced with positive recognition to motivate students. Use graphic organizers and sentence starters especially for students needing scaffolding. Allow students to express understanding multimodally if writing is challenging (e.g., adding drawings to explain ideas). For students in grades 3 and 4, provide more guided questioning and simplified feedback language. Maintain a supportive tone to encourage risk-taking and growth in analytical thinking. Schedule follow-up lessons for final draft submission and presentations.

Assessment

Formative assessment occurs through observation during conferences, reviewing students’ revision plans, and noting how well students incorporate feedback into their revised drafts. Teacher notes document individual progress in understanding theme development, use of evidence, and clarity of opinion.

Week 4 Lesson Plans

Lesson 13: Revising Storyboards and Written Reflections

Overview

In this lesson, Grade 5 students will engage in revising their written opinion pieces and visual storyboards based on constructive peer and teacher feedback. This revision process encourages students to deepen their analysis of character struggles and responses in the novel Wonder, refine their use of textual evidence, and improve their visual storytelling. The activity culminates in preparing polished presentations that articulate their understanding of empathy, courage, and true friendship. By collaborating and critiquing thoughtfully, students enhance both their comprehension and communication skills in this final refinement stage of the project-based learning unit.

Driving Question Connection

This activity directly supports students in answering the driving question by guiding them to critically evaluate and strengthen their interpretations of empathy and courage through multiple characters’ experiences in Wonder. Revising with feedback helps students clarify how evidence from the text supports their opinions about what makes a true friend, making their final presentations more meaningful and persuasive.

Learning Objectives

• Students will analyze peer and teacher feedback to improve their written opinion pieces with stronger textual evidence.

• Students will enhance their visual storyboards to better represent key character struggles and themes of empathy and courage.

• Students will collaborate effectively to share constructive critiques and incorporate suggestions into their final presentations.

Materials Needed

• Wonder novel excerpts or summaries

• Student draft written opinions and storyboards

• Peer critique graphic organizers with sentence starters

• Sticky notes and pens/pencils

• Colored pencils/markers for storyboard revisions

• Teacher feedback notes

Preparation Steps

1. Collect and organize all students’ draft written opinions and storyboards prior to class.

2. Prepare peer critique guidelines and graphic organizers to scaffold constructive feedback (including sentence starters).

3. Arrange the classroom to facilitate small group work and peer sharing sessions.

4. Prepare teacher feedback notes on each student’s work, focusing on content accuracy, use of evidence, and clarity of ideas.

5. Make available writing and drawing supplies for revisions, including graphic organizers, colored pencils, and sticky notes.

Lesson Procedure

1. 10 min - Introduction: Begin the lesson by reviewing the driving question and learning targets. Explain the importance of revision and how feedback helps deepen understanding and improve communication. Model how to use the critique guidelines with an example.

2. 15 min - Peer Review: Students form small groups (3-4 peers). Each student shares their draft written opinion and storyboard. Peers use graphic organizers and sentence starters to provide specific, kind, and helpful feedback focused on evidence from the text and clarity of ideas.

3. 20 min - Teacher Conferences: While groups continue peer discussions, the teacher meets briefly with each student to offer targeted feedback and answer questions about revising their work.

4. 25 min - Revision Time: Students revise their written opinion pieces and storyboards, incorporating peer and teacher suggestions. Encourage use of multi-modal expression (adding drawings or captions) and scaffold writing with sentence starters if needed.

5. 10 min - Reflection and Sharing: Students share one change they made and explain how it improved their work. Facilitate a whole-class discussion reflecting on lessons about empathy and courage discovered through the revision process.

6. 5 min - Closing: Remind students of the upcoming presentations and encourage continued practice in preparation.

Discussion Questions

• How did the feedback help you see your work in a new way?

• What part of your storyboard or writing best shows empathy or courage? How can you make that clearer?

• Why is it important to use examples from the story when explaining what makes someone a true friend?

Teacher Notes

Provide sentence starters and graphic organizers tailored to varying skill levels to support all learners. Encourage students to express ideas through drawings if writing is challenging. Monitor group dynamics to ensure respectful, constructive feedback. Use teacher conferences to address individual needs and scaffold next steps. Emphasize the value of revision as a normal and important part of learning and communicating ideas.

Assessment

Formative assessment through observation of peer review discussions, teacher-student conferences, and the quality of revisions made to written opinions and storyboards. Look for stronger use of text evidence, clearer explanations of empathy and courage, and improved visual storytelling that supports students’ opinions on friendship.

Lesson 14: Rehearsing and Refining Group Presentations

Overview

In this lesson, students will work in small groups to rehearse their presentations that explore the central themes of empathy, courage, and true friendship as portrayed through character struggles in the novel Wonder. The purpose is to practice clear communication, engagement strategies, and effective collaboration to prepare for sharing their findings and opinions with the class. This rehearsal helps students refine their use of textual evidence and visual aids while building confidence in oral presentation skills.

Driving Question Connection

This activity directly supports students in answering the driving question by having them articulate and share what lessons about empathy and courage they discovered through analyzing multiple characters in Wonder, as well as what evidence supports their ideas about true friendship. Rehearsing presentations encourages them to organize and express their understanding clearly, deepening their comprehension and connection to the text.

Learning Objectives

• Students will collaborate effectively in small groups to practice delivering their storyboard presentations.

• Students will use clear and engaging oral communication strategies to share their analysis of character challenges and responses.

• Students will provide and incorporate peer feedback to improve the clarity and impact of their presentations.

Materials Needed

• Student-created storyboards and presentation outlines

• Peer feedback forms or checklists with prompts about communication and engagement

• Graphic organizers or sentence starter cards to support verbal expression as needed

• Classroom seating arranged for small group work

• Audiovisual equipment (optional, depending on presentation format)

Preparation Steps

1. Review each group's storyboard and presentation outline to ensure alignment with the driving question and learning targets.

2. Prepare a simple peer feedback form or checklist that focuses on clear communication, use of evidence, and audience engagement.

3. Arrange the classroom seating to facilitate small group rehearsals and peer feedback sessions.

4. Prepare any audiovisual equipment needed for presentations (e.g., projector, speakers).

Lesson Procedure

1. 10 min - Begin with a brief whole-class review of the driving question and learning targets, emphasizing the importance of clear communication and engagement in presentations.

2. 15 min - In small groups, students take turns rehearsing their parts of the presentation, focusing on speaking clearly, using their storyboard visuals effectively, and engaging their peers.

3. 10 min - After each group member presents, group peers provide constructive feedback using the peer feedback form, highlighting strengths and suggesting improvements.

4. 15 min - Groups discuss the feedback and collaboratively decide on adjustments to improve clarity and engagement, rehearsing revised sections as needed.

5. 10 min - Teacher circulates to offer targeted coaching and encouragement, supporting groups that need extra help with communication or collaboration.

6. 5 min - End with a brief whole-class reflection where students share what strategies helped them communicate more clearly and how they plan to apply feedback in their final presentations.

Discussion Questions

• How did practicing your presentation help you better understand the lessons about empathy and courage in Wonder?

• What strategies did you find most effective to keep your audience interested and engaged?

• How did the feedback from your peers help improve your group's presentation?

Teacher Notes

Be mindful of varying student comfort levels with public speaking—offer sentence starters and allow multimodal expression (e.g., including drawings in presentations). Scaffold peer feedback by modeling constructive language and focusing on positive, specific comments. For students needing extra support, assign roles such as visual aid handler or note-taker to foster participation. Encourage all groups to practice active listening during rehearsals to build collaboration skills. Adjust timing as needed based on group size and pacing.

Assessment

Formative assessment will occur through observation of group rehearsals, review of peer feedback forms, and teacher notes on students' ability to communicate ideas clearly and use evidence effectively. The quality of revisions made after feedback will also indicate progress toward learning targets.

Lesson 15: Showcasing Empathy and Courage

Overview

In this culminating lesson of the unit, students present their collaboratively created storyboards or posters that analyze the struggles and responses of key characters in Wonder, highlighting lessons about empathy, courage, and true friendship. This activity provides an authentic audience opportunity—classmates, other grades, and parents—to share their insights and opinions supported by textual evidence. It encourages clear oral and visual communication, reflection on their learning journey, and reinforcement of central themes through peer and community engagement.

Driving Question Connection

By presenting their storyboards and posters, students demonstrate what they have discovered about empathy and courage through analyzing multiple characters’ challenges and responses in Wonder. Their presentations require them to use evidence from the story to support their views on what makes someone a true friend, directly addressing the driving question and allowing them to share these meaningful insights with an authentic audience.

Learning Objectives

• Students will determine the central themes of Wonder by analyzing character challenges and responses.

• Students will compare and contrast key characters and events using specific text details.

• Students will present their findings and opinions clearly using visual and oral communication tools.

Materials Needed

• Completed storyboards or posters prepared by student groups

• Markers, poster boards, digital devices (optional)

• Presentation rubric/checklist for students

• Graphic organizers and sentence starter sheets

• Notebooks or reflection journals

Preparation Steps

1. Arrange the classroom seating to create presentation space for groups and audience seating for classmates, other grade students, and parents.

2. Ensure all groups have completed their storyboards or posters; provide access to any necessary presentation materials (e.g., poster boards, markers, digital devices if applicable).

3. Prepare a simple presentation rubric or checklist focused on clarity, use of textual evidence, collaboration, and engagement to share with students beforehand.

4. Notify parents and other grade teachers in advance to invite them to the presentations and provide logistical details.

5. Prepare graphic organizers or sentence starter sheets to support any students who may want to use notes during presentations.

Lesson Procedure

1. 10 min - Introduction: Begin by reviewing the unit’s driving question and the importance of sharing their discoveries about empathy, courage, and true friendship. Explain the presentation format and expectations using the rubric/checklist.

2. 15 min - Group Preparation: Give student groups time to rehearse their presentations, practice using sentence starters or notes, and finalize their visual materials. Circulate to support groups needing guidance or scaffolding.

3. 30 min - Presentations: Groups take turns presenting their storyboards/posters to the audience. Encourage the audience to listen respectfully and take notes on what they learn about empathy, courage, and friendship from each group’s perspective.

4. 10 min - Audience Feedback: Invite audience members (classmates, parents, other grade students) to ask questions or share reflections on the presentations to deepen understanding and engagement.

5. 10 min - Reflection: Lead a whole-class discussion or have students write/draw in journals about what they learned from others’ presentations and how their own thinking about empathy, courage, and friendship has changed or grown.

6. 10 min - Self and Peer Assessment: Have students complete a brief reflection or checklist on their group collaboration and presentation skills, including what went well and what they would improve.

Discussion Questions

• How did hearing other groups’ presentations change or deepen your understanding of empathy and courage in Wonder?

• What examples from the story helped you decide what makes someone a true friend, and why?

• How did working together on your presentation help you see the characters’ struggles from different points of view?

Teacher Notes

Adapt presentations for students with varying skills by allowing multimodal expression—drawing, oral explanations, or digital slides. Provide sentence starters for those needing writing support and encourage use of graphic organizers for organizing ideas. For younger or developing students (grades 3-4), consider smaller group presentations or paired presentations to reduce anxiety. Emphasize a supportive environment focused on growth and learning rather than competition. Be prepared to prompt students for evidence during presentations and model respectful audience behavior. Use this lesson as an opportunity to celebrate students’ learning and foster a classroom culture of empathy and courage.

Assessment

Formative assessment will occur through observation of group collaboration and rehearsal, use of textual evidence in presentations, clarity of oral communication, and engagement with the audience. The presentation rubric/checklist will guide assessment of students’ ability to analyze character struggles, support opinions with evidence, and communicate effectively. Reflection responses and peer/self assessments will provide insights into students’ metacognitive growth and understanding.

Lesson 16: Reflecting on Empathy, Courage, and True Friendship in Wonder:

Overview

In this culminating lesson of Week 4, Grade 5 students will complete reflection journals to synthesize their learning about empathy, courage, and friendship as explored through the characters’ struggles and responses in the novel Wonder. This activity enables students to consolidate their insights and support their opinions with textual evidence. Additionally, students will prepare and present their group storyboard projects that highlight the themes identified throughout the unit. The lesson aims to deepen comprehension and critical thinking while fostering clear written and oral communication skills aligned with the unit's driving question.

Driving Question Connection

This activity directly engages students in reflecting on the key lessons about empathy and courage uncovered by analyzing multiple characters in Wonder. By supporting their opinions about true friendship with evidence from the text and sharing these ideas through presentations, students actively answer the driving question: 'What lessons about empathy and courage can we discover by analyzing the struggles and responses of multiple characters in Wonder, and how can we use evidence from the story to support our opinions about what makes someone a true friend?'

Learning Objectives

• Students will determine the central themes of Wonder by analyzing character challenges and responses.

• Students will write opinion pieces that support their views on what makes someone a true friend using textual evidence.

• Students will reflect on and articulate the lessons about empathy and courage found in the novel through journal writing and presentations.

Materials Needed

• Reflection journal templates with sentence starters

• Graphic organizers for theme and character analysis

• Storyboards created by student groups

• Markers, chart paper, or digital presentation tools

• Copies of age-appropriate excerpts or summaries from Wonder for reference

Preparation Steps

1. Prepare reflection journal templates with sentence starters to scaffold writing for all learners (e.g., 'One lesson I learned about empathy is...', 'A moment in Wonder that showed courage was...').

2. Gather and organize students’ storyboard materials and ensure presentation equipment (projector, chart paper, markers) is ready.

3. Create or adapt graphic organizers that help students compare and contrast characters and summarize thematic lessons.

4. Arrange seating to facilitate both independent reflection and group collaboration during presentations.

Lesson Procedure

1. 10 min - Begin with a brief whole-class discussion reviewing key themes of empathy, courage, and friendship identified so far. Use guiding questions to activate prior knowledge.

2. 15 min - Distribute reflection journal templates. Guide students through completing their journals by prompting them to write about lessons learned and cite specific examples from Wonder. Provide sentence starters and allow multimodal expression (e.g., drawing alongside writing) for students who benefit from it.

3. 20 min - In small groups, have students rehearse their storyboard presentations, focusing on clearly explaining their analysis and supporting opinions with evidence. Encourage the use of visuals and oral communication strategies.

4. 25 min - Groups present their storyboards to the class. Encourage respectful listening and peer feedback focused on content and clarity.

5. 10 min - Facilitate a closing reflection discussion on how the presentations and journals helped deepen understanding of the driving question. Prompt students to share new insights or remaining questions.

Discussion Questions

• What examples from the story helped you understand what it means to be empathetic or courageous?

• How did different characters show friendship, and what made some friendships stronger than others?

• How did working together to create and present your storyboard help you see the story in new ways?

Teacher Notes

Differentiate writing supports by providing additional sentence starters or word banks for emerging writers. Allow students to express reflections through drawings or oral explanations if writing is a barrier. For students needing extra scaffolding, review key text excerpts prior to reflection. Encourage positive, constructive peer feedback during presentations. Use formative assessment to inform any needed reteaching or extension in subsequent lessons.

Assessment

Assess students’ reflection journals for understanding of key themes, ability to support opinions with textual evidence, and depth of personal insight. Evaluate group presentations for clarity, accurate use of evidence, collaboration, and connection to the driving question. Use observation and peer feedback during presentations to gauge comprehension and communication skills.

Worksheets & Assessments

Rubrics & Tools

Exit_Ticket_Worksheet_Grade5.pdf

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Exit_Ticket_Students_summarize_the_theme.pdf

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Storyboard_Presentation_Rubric.pdf

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Guided_Research_on_Empathy_and_Courage_t_Worksheet_Grade5.pdf

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Character_Response_Description.pdf

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Analyzing_and_Comparing_Character_Traits_Worksheet_Grade5.pdf

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