Auggie & Me by R.J.

Palacio
Problem Confronted: Disabilities and Deformities in Society
Stephanie Winslow
Readiness
I. Goals/Objectives/Standards
a. Goal – The students will be able to connect the actions and choices of characters
to relevance of the story.
b. Objective – The students will share feelings and motivations of characters,
sharing how it impacts other characters and parts of the story, and create personal
connections.
c. Standard – 3.RL.2.3 Describe characters in a story (e.g., their traits, motivations,
or feelings) and explain how their actions contribute to the plot.
II. Materials
a. The book, Auggie & Me by R.J. Palacio (The Julian Chapter: Ordinary & First
Look)
b. The book, We’re All Wonders by R.J. Palacio
c. Disability video
d. Pledge to Choose Kind bookmarks
e. Cut-out stars
f. Cut-out hearts
g. We’re All Wonders cards
h. Names of each student
III. Anticipatory Set
a. Have resource teacher come to talk with students about those with physical or
learning differences. In this discussion, bring up the topic of how they are
different, how we can help them to make them feel a sense of belonging.
i. If visiting guest is unable to make it, show video of individuals with
disabilities and how they experience life and the way in which they would
like to be treated. https://www.youtube.com/watch?v=3SzazN2OrsQ
(Display on TV)
IV. Purpose: “We are going to read part of the book, Auggie and Me by R.J. Palacio. I want
you to listen to what the characters are saying and thinking and how that impacts the
story.”

Plan for Instruction

I. Foundational Theory: Reader-response criticism is a school of literacy theory that focuses
on the reader (or “audience”) and their experience of a literary work, in contrast to other
schools and theories that focus attention primarily on the author or the content and form
of the work.
II. Adaptation to Diverse Students – for students who struggle with writing certain words, I
will put them on the board when asked
III. Lesson Presentation (Input/output)
a. Students will stay in their seats, but face the TV to watch video.
i. After video, in transition to reading the book, I will say to students, “From
what we saw in the video, I want you to think about what the characters in
this chapter say, and how they act. Does this show kindness?”
 b. We will then gather towards the front. I will read the book aloud and we will
discuss parts of it and the characters and how it impacts the story
c. I will send students back to their seats and have stars passed out to each student.
We will brainstorm ideas of how students with disabilities want to be treated. On
this star they will write what individuals with disabilities wish for and want
d. Students will also be given a heart and at their tables they should come up with
something they can do to be kind to someone else. I will call on students, and we
will write a few on the board, or they can write their own on the heart
e. I will pass out the Pledge to Choose Kind bookmarks
f. I will go back to front area to read “We’re All Wonders”
g. We will brainstorm ideas of what makes someone a Wonder. The last activity will
be the “We’re All Wonders” cards that the students will fill out. They will draw a
name and write something nice about that person.
IV. Check for Understanding.
a. What did you think of these chapters?
b. Did you like it?
c. Did you dislike anything?
d. What were some things the characters thought/said that stood out to you?
e. What consequences do you think the characters will experience?
V. Review Learning Outcomes/Closure – “These characters didn’t know how to act around
Auggie. Because of this, some hurtful things were said. I want you to always think of
ways you can show kindness to others.”

Plan for Assessment

I. Based on the reading, students will create ideas of how individuals with disabilities
would want to be treated, and how they could tangibly do these acts. As characters in the
book did not know how to act around Auggie, with their new knowledge, students will
brainstorm ideas. This assessment will be seen through the stars and hearts they created.

Reflection and Post-Lesson Analysis

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were there too many activities planned for this lesson?
8. Could the students make connections to their own life with this lesson?