SIOP ®​​ Lesson Plan #1
Teacher: Miss Hale Date: 3/11/2018
Unit/Theme: Narrative (Fiction)
Content Objective(s):
1. Students will be able to explain how an author
develops a first person point of view by reading
Wonder.
2. Students will be able to create a first-person
narrative based on the details and events that
happened from their reading of Wonder.
3. Students will be able to produce clear and
coherent writing in which the development,
organization, and style are appropriate to task,
purpose, and audience about their reading.
Grade/Class/Subject: 6th Grade, Language
Arts
Standards: 
CCSS.ELA-LITERACY.​SL.6.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their
own clearly.
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of
the narrator or speaker in a text.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in
a single sitting.
Language Objective(s):
I can statements for Language Objectives:
1. I can explain how an author develops the point
of view of the narrator or speaker in a text.
2. I can explain relevant ideas and information
from Wonder through an organized written
assignment and oral discussion.
3. I can write narrative stories with good
technique, appropriate detailed descriptions
and logical sequences.
4. I can produce clear writing with organization
and style according to my role, audience,
format, and topic.
5. I can collaborate through discussions to
express and expand upon other’s ideas.
KEY VOCABULARY: SUPPLEMENTARY MATERIALS: ​  
● ordinary ● Wonder by RJ Palacio
● cleft palate ● Wonder Preview #1
● hysterical ● Wonder Preview #2
● hindsight ● Wonder Website
● anomaly ● Google Classroom
● obnoxious ● Vocabulary definitions
● schlep ● Vocabulary Word Hunt Handout
● precept ● Anticipation Guide (Wonder Quotes)
● stampede ● Journal Questions
● mortality ● Google logins (their student emails)
● aversion ● Padlet
● first person narrative ● Feedback Visual
● context clues ● R.A.F.T. Handout
● R.A.F.T. Rubric

SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS

​Adaptation of content ​Modeling ​Whole class

​Links to background ​Guided practice ​Small groups

​Links to past learning ​Independent practice Partners

​Strategies incorporated ​Comprehensible input Independent

INTEGRATION OF PROCESSES APPLICATION ASSESSMENT

​Reading Hands-on ​Individual

​Writing ​Meaningful ​Group

​Speaking ​Linked to objectives ​Written

​Listening ​Promotes engagement ​Oral

LESSON SEQUENCE: ​     

DAY 1 (READING BLOCK):
Before Reading:
1. Introduce that we will be reading a fiction (meaning not real) novel called ​Wonder ​by R.J. Palacio.
2. Hand out physical ​Wonder​ books to students.
3. Project the ​first preview on Youtube​ to class.
4. Show ​second preview on Youtube​ to class.
5. Let students know that the purpose of reading this book is to read a story written in a first-person
perspective: a narrative. First person means, “when ​we​ talk about ​ourselves​, ​our​ opinions, and the
things that happen to ​us​, ​we​ generally speak in the first person. The biggest clue that a sentence is
written in the first person is the use of first-person pronouns: ​We, us, our,​and ​ourselves​ are all
first-person pronouns. Specifically, they are plural first-person pronouns. Singular first-person pronouns
include ​I, me, my, mine​ and ​myself​.” First-person is a way to get into a character’s thoughts and you get
to see the story through the character’s eyes.
6. Let the students know that throughout the book, the point of view of the story changes, which helps the
reader see the story through many different characters. Let students know that at the end each day, we
will be working with writing narratives through first person perspectives.
7. Ask each learner to get out their assigned laptop and pull up their Google Classroom.
8. On Google Classroom, ask students to click in the link that connects them to the ​Wonder website​.
9. Project the ​Wonder website​ on the board so learners can see the website on their screens as well as the
projector screen.
10. Instruct students that they will have a “website walk” to learn more about Wonder by R.J. Palacio. Ask
them to observe the opening page of the Wonder website. Once they have taken time to look at the
home page, ask them to discuss the following questions with a partner sitting next to them:
a. What do you see?
b. What do you notice about the art?
c. Make a prediction: How do you think the art relates to the story?
11. Ask students to click on the different links attached to home page. Model on the projector exactly where
they can find the following links:
a. The Books
b. The Characters
c. About R.J. Palacio
d. Choose Kind
12. Demonstrate on the projector how to enable text-to-speech on their Macbooks (if needed). These
instructions must be demonstrated slowly as I say each step. Do this two or three times and let students
practice with me if they want to. Walk around the room to make sure those students who need
one-on-one help with this have support. Let students know that they must follow along with the reading if
they need the text-to-speech.
a. Instructions for text to speech:
i. “If you need the computer to read to you, you need to first highlight the words you want
read.”
ii. “Then, click once with two fingers over the highlighted text.”
iii. “Next, scroll to where it says Speech.”
iv. “Finally, click Start Speaking.”
13. Allow students 5-10 minutes to go on their “website walks.”
14. Once students have finished their “website walk”, ask for volunteers to share out to the class what they
found on the website that they enjoyed or what they think from the website is a clue to what they will find
in the book. While they share what they found or enjoyed, project that part of the website so the class
can see what that student is talking about.
a. After each student share, say to the class,
i. “Thumbs up if you also enjoyed that part of the website.” or
ii. “Thumbs up if you agree with that prediction!”
15. Next, give students 5-10 minutes for a “book walk.” Ask them to look through the story to look for different
titles, chapters, how it is organized. Preview questions such as: What did you notice about the book? Are
there pictures? Who is the author? Where can they find information about the author? What is the book
about? How is the book organized? How can they tell this is written in first-person? What characters will
be speaking in first person? How do they know? These are all questions that should be previewed by the
class prior to the book walk and discussed with the class after they have completed the book walk.
16. Then, let students know that this time, they will focus on a small book walk focusing on Part 1: August.
This time, they will go for a vocabulary hunt (in groups of 2-3 people) to find the words listed below. They
will be given 2 sheets: First, a copy of the terms and definitions and allow them to draw the picture that
will help them remember the meaning of each word. As a class, we will review the definitions and
meaning of each word before they search for the terms in the book. Second, they will get a sheet with a
list of these terms where they need to write the sentence(s) that the word is in (from Part 1) and what
page they found it on. I will give them the page numbers ahead of time to save some time. After knowing
the definition of the word, they need to circle the word(s) in the sentence that act as a ​context clue​,
meaning, what words around the vocabulary term gives them a hint to the meaning of the word? What
 does it make them think of? Let students know that before each Part in the book, we will preview
vocabulary terms. The following are the vocabulary words they will focus on for Part 1:
a. ordinary - adj. - with no special or distinctive features; normal
b. cleft palate - n. - a congenital split in the roof of the mouth
c. hysterical - adj. - deriving from or affected by uncontrolled extreme emotion
d. hindsight - n. - understanding of a situation or event only after it has happened or developed
e. anomalies - n. - ​something that deviates from what is standard, normal, or expected.
f. obnoxious - adj. - extremely unpleasant
g. schlep - n. - a tedious or difficult journey
h. precept - n. - a general rule intended to regulate behavior or thought
i. stampede - v. - rush wildly in a sudden mass panic
j. mortality - n. - the state of being subject to death
k. aversion - n. - a strong dislike or disinclination
17. After vocabulary hunt, ask learners to complete the Wonder Anticipation Guide. This Anticipation Guide
lists quotes from the book such as “My family is my strength and my weakness.” There are 10 statements
total from the book. They will need to circle a number one (strongly disagree) through five (strongly
agree) and explain their opinion on why they agree or disagree with the quote.
18. Explain that prior to beginning they should practice some specific strategies as they read. Some
examples include: ​visualizing the text​, ​making connections​ [text to text- how this book reminds them
of another book; text to self- how this books reminds them of something personal in their own life
(example: This reminds me of a memory of a vacation I went on!); and text to world- how the text relates
to larger connections you have to the text relating to the world (example: In Wonder, he talks about Star
Wars and it reminds me of a time I watched the movie!)], ​asking questions​ about the text’s purpose
(why is this important?, why is this happening in the book?), making ​predictions ​(what do we think is
going to happen next?), and making ​inferences​ (reading in between the lines. “The author didn’t really
say ________, but I know________.”)
19. Finally, we will have a class discussion. I will ask the learners, “Are you looking forward to reading this
book? Why?” In their verbal response, I will ask them to respond in a complete sentence saying either,
“Yes, I’m looking forward to reading this book because…” or, “No, I am not looking forward to reading this
book because…” This will give me feedback on how I can gage each child’s motivation.
Day 2 (READING BLOCK):
Reflect on yesterday’s lesson as a class.
● What do they remember from the website walk and book walk?
● Review vocabulary words
● Review good reader strategies (visualizing the text, making connections, asking questions, making
predictions, and making inferences)
During Reading:
1. To get the class excited about the book, I want to start off the first chapter using the audiobook. Students
will need to follow along in their book as the audiobook reads.
2. Begin the audiobook. Stop after: Ordinary, Why I Didn’t Go to School, How I Came to Life, Christopher’s
House, Driving, Paging Mr. Tushman, Nice Mrs. Garcia, Jack Will, Julian, Charlotte, The Grand Tour,
and The Performance Space. Stop throughout these chapters to check comprehension. Ask the
following higher order thinking questions using the following formats that relate to each chapter. Students
should do this in turn and talk discussions.
a. What can you say about_____?
b. How would you summarize this chapter?
c. What is meant by _________?
d. If you were Auggie, questions would you ask during an interview with Mr. Tushman?
e. What is the relationship between (character) and (character/ place/ idea)?
f. Why do you think _________?
g. Suppose you could go on the tour with Auggie. What would you do?
h. Do you agree with the actions of Julian? Why?
i. What is your opinion of Jack Will? Charlotte? Julian? Mr. Tushman? Mrs. Garcia?
 3. Model the following good reader strategies out loud by saying a form of the following sentence, “I am
going to stop and think about what the text just said. Because when good readers read, they think about
(insert strategy). My (strategy) of this passage is about (share my thoughts out loud).”
a. Examples:
i. “I am going to stop and think about what Auggie just said. Because when good readers
read, they make connections with words. My connection with this passage is text to self.
When he said, ‘I know I’m not an ordinary ten-year-old kid. I mean, sure, I do ordinary
things. I eat ice cream. I ride my bike. I play ball. I have an XBox.’ it made me think that I
do all of those things too! Except, I have a PlayStation 4.”
1. Thumbs up if they made the same kind of connection (ask those to give their
examples of what they thought about)
2. Thumbs up if they made a different kind of connection: “Did anyone else make a
connection? Text to text, or text to world?” Ask them to give their examples as well.
3. Thumbs up if they practiced a different strategy.
4. For the students who had a thumbs up, ask them to teach a friend about the
strategy they used and how that strategy relates to the text. Walk around the room
to listen to conversations. This should be about a minute in between reading.
5. Ask those who taught a friend to share with the class the strategy they used and
how they used it.
ii. “I am going to stop and think about what Auggie just said. Because when good readers
read, they visualize what they are reading. How I visualize of this passage: “I don’t know
how long I was sleeping, but when I woke up, there was a full moon outside the car
window. It was a purple night, and we were driving on a highway full of cars...” I imagined
the sun setting and the sky looking how it does when there is pink, blue, and purple. I also
pictured being on the 5 freeway, the one right next to school, because that is also full of
cars. So in this passage, I am not only visualizing, but I am also doing another text to self
because I am thinking about things I’ve seen in real life.”
1. Thumbs up if they also visualized a part of the story (ask those to give their
examples of what they thought about)
2. Ask the students, “Did anyone else have another strategy they used for this story
so far? Thumbs up if they made a different kind of strategy (ask those to give
examples and explain thought process out loud)
3. Have them get into a pair-share about the strategy they used and how that
strategy relates to the text. Walk around the room to listen to conversations. This
should be about a minute in between reading.
iii. “I am going to stop and ask everyone to make a prediction. Who wants to share a
prediction they have about how Auggie’s tour around Beecher Prep is going to go with Mr.
Tushman?”
1. Have students give a thumbs up or thumbs down if they agree with the predictions.
Have them get into a pair-share about WHY they think that. Walk around the room
to listen to conversations. This should be about a minute in between reading.
4. Stop after The Performance Space. Have them make one last prediction about how they think “The Deal”
(the next chapter) is going to go, so it gets them excited to read the next day. Do they think Auggie is
going to end up going to school? How do they think Auggie is feeling after Julian’s comments? Why or
why not.
a. Ask student’s for a thumbs up or thumbs down if they agree with the individual predictions. Have
them get into a pair-share for WHY they think that. Walk around the room to listen to
conversations.

REFLECTIONS: ​     
After Reading:
● Ask class to write student composed questions. Each student will be need to think about their reading
from that day and write a question based on their reading. Not only will they be asked to write a question,
 but they will need to write the possible answers! Questions should require in depth answers (meaning
they should require more than one word answers). Let students know that their questions and answers
will be featured on tomorrow’s Quizizz to review their reading before continuing Wonder! This will help
student motivation.
DAY 2 (WRITING BLOCK):
Begin Quizziz using their questions and answers from the day previous. Review answers with class using details
from the text once activity is complete.
● After completing the quiz, ask students to reflect on what they read in a writing journal on Google
Classroom. In their writing journal, they will need to answer the following questions:
○ Describe the setting(s) and explain ​why​ you think it is important to the story.
○ Describe one of the characters in detail.
○ From what point of view is Wonder being told? How does the point of view affect the story? How
would the story change if it was told from a different point of view?
○ Quote a line from the text that stands out to you. Why did you choose this line?
○ List 5 events from Wonder in chronological order, using transition words (first, second, next, then,
finally). Briefly describe each event in your sequence chart (on their Google Document).
○ Predict what you think will happen next in the story. Explain your prediction.
● The second reflection will apply their knowledge of first-person narratives as well as transform their
knowledge from their reading into a different first person narrative. This will be a R.A.F.T. assignment
where learners will type in their Padlet account (using their student Gmail as their login information). I will
give them 2 options to choose from (allowing them the choice of more than one option to increase
motivation):
○ Assignment: Reread the chapter ​How I Came to Life​ again.
■ Role: Auggie’s doctor
■ Audience: Himself
■ Format: Diary Entry
■ Topic: Imagine that you are the doctor on duty during Auggie's birth. Include details of
what actually happened, and how you felt afterwards. Mention what was expected (“small
anomalies”), Auggie's actual appearance, the reaction of the nurses, and of Auggie's
parents. Include how you feel as a result of what happened to you, and any thoughts you
may have for Auggie and his family.
○ Assignment: Reread the chapters ​The Grand Tour​ and ​The Performance Space
■ Role: Charlotte or Julian
■ Audience: A friend (you can choose a name!)
■ Format: Email
■ Topic: Write an email to a friend in which you give details of how you became involved in
today's activities, your initial reaction to seeing Auggie, any thoughts or feelings meeting
him has evoked, and any thoughts relating to the other students who were with you today
and their reaction/behaviour towards Auggie.
DAY 3 (WRITING BLOCK):
● The final part of this assignment is for students to get in groups of 2-3. Group members will be assigned
by me. In their groups, they will be giving peer assessment, according to a rubric I have shared with
them. Each student must share their Padlets with groupmates using their student emails. Each student
needs to share their work using the “can write” tool. The “can write” tool allows students to view original
posts and add posts about other’s work. Groups must read Padlet R.A.F.T. assignments and give
feedback in the form of a compliment, suggestion, and correction. They will give feedback by adding a
comment to the Padlet page. Teacher needs to model for learners how to add a comment and what can
be included in comments (text, pictures, websites, videos, gifs, voice recording, drawings, maps, and
links to other Padlets). Explain that no matter how they choose to demonstrate their feedback, the
compliment, suggestion, and correction must be clearly provided for the reader. Also explain that,
“feedback is an important way for them to share their opinions with classmates while allowing them to
learn from others to guide their work. Sharing compliments, suggestions, and corrections about each
other’s work gives us the opportunity to revise and improve!” Their feedback should include:
 ■ One compliment (according to the rubric):
● What are some things that you liked about the author’s work?
● Tell the writer what part/area you think they did well.
■ One suggestion (according to the rubric):
● What are some specific ideas for making changes?
○ “Be honest but mindful of another’s feelings. Phrase your suggestion
positively!”
● Things you can comment about:
○ Organization of content
○ Use of details to explain
○ Purpose of work
○ Word Choice
○ Sentence length
○ Clarity of thoughts and ideas
■ One correction (according to the rubric):
● Corrections mean checking your peer’s work for:
○ Spelling mistakes
○ Grammar mistakes
○ Missing or incorrect punctuation
○ Incomplete or run-on sentences
The R.A.F.T. assignment has a rubric that will be shared and reviewed with the class prior to writing so they
know what to include in their assignment. They will have time to edit and revise their R.A.F.T. assignment prior
to submitting the final draft to me. They will edit their work using the feedback they receive from their
classmates. They may get more students to offer them feedback if they wish. Each student will be provided with
a feedback visual (includes the information above for compliments, suggestions, and corrections) and sentence
starters they can use for each compliment, suggestion, and correction.

Template adapted from Echevarria, Vogt, and Short (2008),​ Making Content Comprehensible for English Learners:
The SIOP ®​ ​ Model​.

Lesson Rationale:
This lesson is designed to focus on the following 6th-grade content standards:
CCSS.ELA-LITERACY.​SL.6.1​ Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly;​ ​CCSS.ELA-LITERACY.RL.6.6​ Explain how an author develops the point of view of
the narrator or speaker in a text; ​CCSS.ELA-LITERACY.W.6.3​ Write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;
and ​CCSS.ELA-LITERACY.W.6.4​ Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. This ​will support students’ literacy/language development
and content knowledge because it provides opportunities for peer discussions about the content, addresses how
an author develops a first-person point of view, and allows students to write in an organized structure that meets
6th-grade content objectives. ​I designed the lesson so that it incorporates 6th grade reading material as well as
writing, listening, and speaking assessments that address my language objectives for this lesson. This lesson is
meant to be completed over a 3 day period. Everyday, my 6th grade schedule has a one hour block of reading and
a one hour block of writing, so they will be completing these assignments according to the day and reading or
writing block. The reading block is where we will focus on the pre-reading and reading of Wonder. The writing
block is where students will be writing their fictional narrative according to their chosen R.A.F.T. writing assignment
and giving feedback.

Assessment Rationale:
After reviewing this lesson, there was a few assessments I wanted to include in the sections “during
reading” and “after reading”. Some of these changes focused on informal assessments. The first assessment I
wanted to include during reading was an informal assessment called “turn and talk”. Instead of asking questions as
a whole class discussion, I wanted students to do “turn and talk” so everyone had the chance to reflect on their
reading. In this exercise, both students have a chance to speak and I will have the opportunity to walk around and
listen. The second informal assessment that I decided to include was “teach a friend”. I thought this would be
helpful because it gives students the opportunity to educate others on their reading strategies. This gives me
feedback on how they are comprehending the stories as well as giving other students the ability to hear new
strategies they can possibly use in the future. The final informal assessment I wanted to include was having
students create their own “student composed questions”. For this activity, students are asked to write questions
about their reading as well as the possible answers. These questions need to be asked in a way that shows an in
depth understanding of the chapters we read in Wonder. When they finish creating these questions and answers,
they will need to hand them in to me. From this, I am able to then review their level of understanding from our
reading. By reusing these student composed questions for the next day’s Quizizz, I am creating motivation for
them to create questions that are well thought out. These three new informal assessments help me address and
support further the following language objectives:​ I can explain relevant ideas and information from Wonder
through an organized written assignment and oral discussion ​and​ I can collaborate through discussions to express
and expand upon other’s ideas.​ It also addresses the CCSS ELA Literacy Standard SL.6.1.
The revisions I included that focused on the formal assessment was through peer feedback. I felt it was
important to revise this aspect because I think it is important to give students a frame of reference when giving
feedback (so it doesn’t feel daunting or like too much pressure). By supplying them with a rubric to assess another
student, it allows them the ability to read another learners work and understand what they are looking for. They are
able to use the supplied rubric to give feedback that is meaningful and helps the author work towards attaining
their language goals for this assignment: ​I can write narrative stories with good technique, appropriate detailed
descriptions and logical sequences​ and ​I can produce clear writing with organization and style according to my
role, audience, format, and topic.​ It also addresses the CCSS ELA Literacy Standards W.6.3 and W.6.4.

Technology Rationale:
The technology integration in the beginning of the lesson (the Wonder “website walk”) enhances the
student’s learning experience by building their background knowledge. I am using this tool as another way to
increase motivation for the students. When students have pair-share discussions about what they see, what they
notice about the art, and how they think the art relates to the story, it allows them the ability to practice their
listening, and speaking skills with their classmates. They will also have the ability to use this introduction activity to
make a prediction about what they are going to come across in the book. Finally, by exploring different parts of the
website, they are able to read (with text-to-speech support if needed) parts of the website they are being exposed
to key information from the story. For example, in the Choose Kind tab, they are being pre-exposed to the theme of
the book. For the Character tab, they are “meeting” the multiple characters they will meet throughout the book,
read their descriptions, as well as see visuals for those characters.
The technology integration at the end of the lesson (using Padlet as a publication and feedback tool) is a
way for students to publish their work. By using Padlet, it allows buy-in from the students (especially because
feedback can include multiple media formats such as text, pictures, website links, videos, gifs, voice recording,
drawings, maps, and links to other Padlets). By making their post available for others to share, respond, and
comment, it falls into the modification category of the SAMR Model, which enhances deeper learning. This
assignment addresses the standard CCSS.ELA.Literacy.W.6.6 (​use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting). ​This assignment also provides further
access and mastery to language objective number 5: I can collaborate through pair-share discussions to express
and expand upon other’s ideas. Padlet is a social tool of learning that allows my students to share their R.A.F.T
narratives and respond to each other’s work focusing on specific feedback goals (one compliment, one suggestion,
and one correction). All students by the end of this activity should receive feedback on their assignments. They will
use this feedback to see what’s working in their writing and what should be edited or revised before turning in their
final draft to me. This allows them the ability to go through the writing process and understand how important
drafting is within literature.