Palacio, R. (2012). Wonder. New York, NY: Random House, Inc.
Age Range: 8 – 12 years
Grade Level: 3 – 7
Lexile Measure: 790L
Response
Millions have agreed, this novel is a pure delight to read and an emotional revelation for the reader. It is not everyday we are submerged into the perspective of a young boy who is living with a facial deformity that is noticed by every person he encounters. I was intrigued by Auggie’s, the protagonist, emotional and psychological responses to the rude looks, whispers, repulsion, and judgment experienced in his daily life. Every time Auggie noticed a stare or negative reaction to his physical appearance, I began to think about what it might feel like to be Auggie and if I have ever been that staring eye to someone. The feelings of being self-conscious, defensive, or judged by appearance are all ones with which we can identify; but not many have experienced the level of attention Auggie receives in the story.
The subject of disablilities and physical deformities can be challenging subjects to explore with students. The story of Wonder touches on the insensitivity and reactions people can have towards differences in physical appearances or abilities. This novel is an amazing tool to: introduce the subject of physical diversity; be an example of how people’s reactions can be harmful or helpful; how to be a more empathetic and accepting person; and, to consider the perspectives of people involved within a diverse life experience.
Critique
The story follows the trials and tribulations of Auggie while attending school. I loved how Auggie was a multi-dimensional personality that displayed bravery and admitted his fears. Each character has their role in supporting Auggie in his endeavor of being a first-time student. Some figures act as Auggie’s opposition, which also helps him overcome his worries and gain self-confidence. Auggie’s friends (Jack & Summer), sister, parents, educators, and classmates take action to ensure Auggie succeeds.
Wonder is distinctive from other novels because it has separate chapters where different characters provide their perspective on the events. We have the opportunity to see how each character views the main character, Auggie, and how they feel and view the current situation. The story is told primarily by the main character, Auggie, but it is a pleasure to read from the point of view of several people within the novel. This allows the reader to gain a broader understanding of what life feels like for someone that is close to a person with a physically diverse appearance.
Lesson Idea
Objective: After reading Wonder, students will exhibit their understanding of the themes and content of the story by writing three poems where each poem highlights a different character, writing a precept such as Mr. Browne’s, and by performing a scene from the story.
POEMS: Instruct students to write 3 poems; each poem is written about or from the perspective of a different character.
PRECEPT: After discussing the precepts throughout the novel, ask the students to write their own precept and share with the class.
PERFORMANCE: Working in small groups of 2-5 students, each group will select a scene from the story, decide who will play which character, practice for 2-3 days, and then perform the scene for the class.
Common Core Standards- Reading Literature: Key Ideas and Details: RL.5.1 and RL.5.3; Speaking and Listening: Comprehension and Collaboration: SL.5.1; Language: Conventions of Standard English:L.5.1.
Common Core State Standards- Writing: Text Type and Purposes W.5.1
Discussion Questions:
What are the qualities of a good friend? Which characters were a good friend to Auggie and why? Which characters were not and why?
What challenges did the characters face and how were they able to overcome these challenges? Consider how you might react if you were Auggie? Via? Jack? Julian?
Resources
Give the class an overview of Treacher-Collins Syndrome using information from the following website: https://ghr.nlm.nih.gov/condition/treacher-collins-syndrome
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