A comprehensive six-week English Language Arts curriculum for high school freshmen centered on R.J. Palacio's 'Wonder'. This unit analyzes how shifting narration, point of view, and multi-perspective characterization impact reader empathy and character development, culminating in evidence-based thematic essays on kindness and identity.
Because August is incredibly observant, we trust his descriptions. But as a teenager facing extreme social anxiety, can we trust his interpretations?
1
Physical Cues
August is hyper-aware of shoes and facial expressions, noticing non-verbal cues others miss.
2
Social Blindspots
His deep fear of rejection may lead him to project hostility or assume negative intentions.
3
The Mask Effect
August's mask hides his identity, granting him objective access to how peers speak in private.
Slide 5 of 8 Perspective Alignment
Orbiting Wonder
Skill Foundation
What is Reading Comprehension?
Reading is not merely decoding symbols on a page—it is a cognitive act of dynamic meaning-construction.
Active Meaning-Making: Real comprehension happens when text details crash into your personal life experiences to form unique mental schemas.
1
Literal Level
Understanding what the text says directly on the page (explicit facts).
2
Inferential Level
Reading between the lines to draw logical conclusions (unstated truths).
3
Evaluative Level
Critically judging the content, style, and thematic real-world applications.
Slide 6 of 8 Cognitive Processing
Orbiting Wonder
Self-Improvement
Active Self-Monitoring Strategies
Comprehension is a muscle. Build yours using these four self-monitoring habits while reading.
Question the Text
Ask: *Why did they do that?* or *What does this symbolize?* Keep searching.
Visualize the Scene
Direct a "mental movie." Visualize Beecher Prep or August's expressions.
Monitor & Repair
Pause if confused. Never scan past sections you don't fully understand.
Summarize & Connect
State main events in one sentence. Link August's feelings to your life.
Slide 7 of 8 Daily Habits
Orbiting Wonder
Thematic Synthesis
Mr. Browne's September Precept
"When given the choice between being right or being kind, choose kind."
Why does Mr. Browne introduce this specific precept at the very beginning of the school year? How does this rule shift the gravity of everyday student behaviors at Beecher Prep?
Slide 8 of 8 Discussion Challenge
Shifting Narrative: Relaying narrators to illustrate secondary struggles.
Build initial thesis & draft outline using the "Woods Crucible" graphic organizer.
Literary Focus
Narrative Climax: How physical peril dismantles established socio-political boundaries.
Resolution Metaphors: Orbit restoration.
Week 6
Universal Impact (Thematic Synthesis)
Novel Synthesis
Daily Lesson Pacing
Day 26: Theme Selection. Distribute Universal Impact Essay Guide.
Day 27: Outline drafting and textual citation integration.
Day 28: Peer Editing Lab: Thesis statement logic check.
Day 29: Essay Finalization. Synthesize shifting viewpoints.
Day 30: Adaptation review & Universal Impact Quiz. Use Cinematic Comparison Worksheet.
Vocab & Worksheets
Weekly Vocabulary: Synthesis, Theme Integration
★ FINAL SUBMISSION:
Unit Synthesis Essay Submission & Final Quiz completion.
Literary Focus
Thematic Allegory: Connecting specific characters' growing empathy to real-world perspectives.
Critical Thesis Writing.
Instructional Scaffolding & Integration
Reading Companions (Wks 1-5): Have students complete these continuously during class or silent reading to scaffold complex shifting structures prior to daily discussions.
Thematic Syntheses (Wks 5-6): Utilize the Universal Impact Essay Guide and bi-weekly assessments to solidify structural comprehension before essays.
Part E: Shifting Gravities — The Halloween Incident
On Halloween, August disguised himself in a Bleeding Scream costume and overheard his close friend, Jack Will, speaking cruelly about him to Julian to fit in with the popular crowd.
Prompt: Explain how this painful incident shifts our narrative view of Jack's character (reconciling his genuine kindness vs. social peer pressure) and analyze how it will ultimately alter August's emotional security and trust in others:
☀️ 2. Draft a Cosmic Metaphor: Describe August's protective astronaut helmet or his relationship with his home space using a direct comparison (do not use "like" or "as").
Orbiting Wonder: 6-Week ELA Unit Page 2 of 2 August Pullman's Universe
social agency
Active Lesson (30m): Read "The Summer Table" and "One-to-Ten." Compare Summer's choice to sit with August with Jack Will's mandated tour. Why does Summer resist peer pressure so easily? How does her voice sound distinct from Via's or August's?
Day 4: The 'Plague' and Social Contagion
ANALYSIS
Daily Objective: Students will examine how the "Plague" represents the dehumanization of August and analyze Summer's refusal to participate.
Instructional Hook (10m): Display historical and literary examples of "social stigma" or "the playground touch game." Why do these games exist?
Active Lesson (30m): Read "The Plague." Focus on Summer's explanation of how the game works. Guide students to outline the social mechanism of exclusion and write an analytical response on how Summer defends August.
Day 5: Synthesis - Protective vs. Active Empathy
SYNTHESIS
Daily Objective: Students will write a comparative paragraph contrasting Via's family-grounded empathy with Summer's peer-oriented empathy.
Instructional Hook (10m): Brainstorm types of empathy: protective (protecting from harm) versus active (joining in solidarity).
Active Lesson (30m): Students draft a comparative paragraph using their Week 2 Reading Companion. Focus on paragraph structure, using transitions to contrast the two female narrators.
Discussion Starters
How does Via's guilt about not wanting August at her high school affect her narration?
Why does Summer feel she can relate to August's experience of grief?
In what ways do the parents of Beecher Prep reinforce the social division?
Differentiation Guides
For Scaffolding: Provide sentence frames for the solar-system extended metaphor (e.g., "August represents the sun because _______, whereas Via feels like _______ because _______.")
For Extension: Have students analyze the literary choices Palacio makes in changing paragraph lengths between Part 2 (academic, detailed) and Part 3 (conversational, casual).
Curriculum Guide • Orbiting Wonder Page 2 of 2
10. The Plague Analogy: The "Plague" playground game relies on the physical fear of touching August. How does this game act as an extended metaphor for the emotional isolation and social exclusion of people who are "different"?
Curriculum: Orbiting Wonder Page 2 of 2
External
Biological & Physical Limits
A struggle against environmental elements, extreme weather, wilderness, biological realities, genetics, illness, or physical boundaries beyond human control.
Make Your Connection
Classroom Discussion
Think about physical, genetic, or environmental elements.
How do biological limitations or physical genetics create a concrete challenge in a character's life?
Focus: Character vs. Nature Slide 6 of 8
Character vs. Technology & Supernatural
External
Technology
Struggling against complex machinery, computer networks, clinical medical systems, or technical tools that are difficult to master.
Prompt: Can you identify medical or clinical systems in the story?
Supernatural
Struggling against unexplainable, magical, alien, or mysterious cosmic luck forces that exist outside the laws of standard science.
Prompt: What represents "the lottery of the universe's cards"?
Focus: Technology & Supernatural Slide 7 of 8
Cosmic Reflection
Active Seminar
Classroom Synthesis
How does conflict drive empathy?
When an author shifts narrative voices, they reveal different types of conflict that characters deal with behind the scenes. How does analyzing multiple conflicts make us more empathetic readers?
Ready for Workbook: Conflict Mapping Assignment Slide 8 of 8
Active Lesson (30m): Read "Olivia's Brother" and "Valentine's Day." Point out Justin's use of lowercase and theatrical script-like structures. Discuss how his musical background (playing the fiddle/zydeco) influences his stream-of-consciousness perspective.
Day 4: Overcoming the Social Stigma
THEME
Daily Objective: Students will analyze how Justin deals with Julian's gang and his active protection of Jack Will.
Instructional Hook (10m): What are the non-verbal ways we can show protection or support to someone who is being bullied?
Active Lesson (30m): Read "Lady Bug" and "The Bus Stop." Analyze Justin's intervention when he sees Julian's friends making fun of Jack Will. Why does Justin carry his fiddle case "like a gun case"? How does this performative threat protect Jack?
Day 5: Style & Voice Comparison Lab
LAB
Daily Objective: Students will write a comparative paragraph analyzing how Jack's conversational voice contrasts with Justin's typographical stream of consciousness.
Instructional Hook (10m): Contrast two brief excerpts side-by-side on the board: Jack's text and Justin's text.
Active Lesson (30m): Students complete Page 2 of their Week 3 Reading Companion, matching structural choices to character psychology.
Discussion Starters
Why does Jack punch Julian instead of explaining himself verbally?
Does Justin's lack of punctuation make him harder or easier to read and connect with?
What do the parent emails reveal about the parents' own insecurities?
Differentiation Guides
For Scaffolding: Read Justin's part aloud, encouraging students to clap out the rhythm of his sentences to feel the conversational beat.
For Extension: Challenge students to rewrite a short passage from Jack's perspective using Justin's stream-of-consciousness typography.
Curriculum Guide • Orbiting Wonder Page 2 of 2
Think & Discuss
How does August's natural resilience against his biological conditions prepare him for social challenges?
Medical History Focus
Slide 5 of 8 Biological Realities
Character vs. Technology
Type 5: External Conflict
Man & Machine
A clash with machinery, technological creations, systems, or scientific tools that present friction, change our habits, or create new barriers.
Context in Wonder: August's intense physical and sensory struggle with his new high-tech hearing aids—coping with mechanical whistling and sensory overload.
Think & Discuss
How can scientific tools (like hearing aids) simultaneously act as a physical challenge and an avenue for empowerment?
Part 6: Hearing Updates
Slide 6 of 8 Sensory Adjustments
Character vs. Fate
Type 6: External Conflict
The Cosmic Lottery
A conflict against circumstances completely out of a character's control, such as luck, genetic inheritance, destiny, or raw coincidence.
Context in Wonder: The Pullman family addressing genetic chance. Via describes the universe as a massive lottery where some get luckier cards than others.
Think & Discuss
Is "fate" something we must passively accept, or can we actively choose how we navigate the cards we've been dealt?
Part 2: Via's Chapters
Slide 7 of 8 Existential Fate
Orbiting Wonder
Thematic Synthesis
Class Discussion Challenge
How do internal conflicts shape external orbits?
When Jack Will resolves his Character vs. Self conflict (by choosing loyalty over popularity), he triggers a major Character vs. Character war with Julian. Why does doing the right thing often invite brand new external conflicts?
Slide 8 of 8 End of Week 3 Lesson
PART C
Shifting Stars (Questions 9-10)
9. Socioeconomic War: In Part 4, Julian launches a "war" of social isolation against Jack Will. How does Julian use his wealthy background and parental influence to alienate Jack from the school community?
10. Empathetic Observers: Justin is deeply empathetic (sensitive, understanding, and caring) when he interacts with August and defends Jack Will. Contrast his empathetic character with his descriptions of his parents' cold, distant attitude towards his life:
Curriculum: Orbiting Wonder Page 2 of 2
Active Lesson (30m): Read "Camp" and "School." Break down Miranda's isolation (parents' divorce, mother's neglect) and show how August's loving family was a beacon of security that she missed so much she claimed it as her own.
Day 4: Subjective Truth vs. Shared Reality
ANALYSIS
Daily Objective: Students will compare how Via and Miranda describe the breakdown of their friendship, evaluating narrator bias.
Instructional Hook (10m): When a friendship drifts, is there always one person who is "wrong"? Define narrator bias.
Active Lesson (30m): Contrast Miranda's description of their distance with Via's description in Part 2. Guide students to complete the "Eclipsed Truths" comparison chart on page 2 of their worksheet, finding the intersection of emotional truth.
Day 5: The Understudy Climax
CLIMAX
Daily Objective: Students will write an analysis of Miranda's sacrifice at the theater, explaining how stepping down is her ultimate act of kindness.
Instructional Hook (10m): Discuss the spotlight. Why is giving up the spotlight to someone else sometimes the hardest thing a teenager can do?
Active Lesson (30m): Read "Our Town" and "The Performance." Trace Miranda's motivation. She sees August's family in the audience and realizes that Via has her parents and August there, while she has no one. She fake-sicknesses to let Via shine, repairing their relationship.
Discussion Starters
Why does Palacio transition to Miranda's perspective right after Via's medical family dynamic has been established?
How does Miranda's choice at the play challenge the idea that teenage friendships are petty or superficial?
In what ways does the play "Our Town" represent the themes of the book?
Differentiation Guides
For Scaffolding: Use a split character-card to map out Miranda's camp lies on one side and her home reality on the other.
For Extension: Direct students to write a brief director's note from Miranda's perspective, explaining her choice to step down from the role of Emily.
Curriculum Guide • Orbiting Wonder Page 2 of 2
PART C
Shifting Stars (Questions 9-10)
9. Hearing Aid Shields: Discuss how August's astronaut helmet (as a child) and his new headband hearing aids represent physical "shields" for him. How does his attitude toward these devices show his growth?
10. Ruminating on Lies: Miranda spends long hours ruminating (deeply thinking, meditating, or pondering) on the lies she told at camp and her broken bond with Via. Why does she choose Via's family structure as her fantasy, and what does this show about her own identity needs?
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Active Lesson (30m): Read "Voices in the Dark" and "The Woods Climax." Focus on the actions of Amos, Miles, and Henry. They risk injury to defend August and Jack Will from the older bullies from another school, shifting their alignment permanently.
Day 4: Loss, Grief, and Emotional Maturity
EMOTIONAL GROWTH
Daily Objective: Students will analyze how the loss of Daisy the dog acts as a catalyst for August's emotional maturity and resilience.
Instructional Hook (10m): How do pets function in families? How does losing a pet change a child's relationship with their own independence?
Active Lesson (30m): Read "The Bear" and "Under the Stars." Unpack the quiet moments after the nature retreat. Highlight how August deals with the grief of Daisy's passing and takes on a more adult sense of accountability for his own emotional well-being.
Day 5: The Graduation Ovation & The Medal
RESOLUTION
Daily Objective: Students will write a thesis statement summarizing the core thematic message of the graduation ceremony.
Instructional Hook (10m): What is a medal? What is the difference between a medal given for grades or athletic talent versus a medal given for "character and heart"?
Active Lesson (30m): Read "The Graduation" to "The Standing Ovation." Analyze Mr. Tushman's graduation speech (about kindness and courage). Guide students to outline their thematic thoughts, preparing for the Week 6 literary analysis essay.
Discussion Starters
Why does the confrontation in the woods completely end Julian's social war?
What makes the Henry Ward Beecher medal a fitting resolution to August's year?
How does the loss of August's astronaut helmet symbolize his growth?
Differentiation Guides
For Scaffolding: Create a sequencing storyboard for the woods confrontation, showing the cause-and-effect flow of the defense.
For Extension: Write a letter from Mr. Tushman to Julian's parents explaining his decision to award the medal to August and defending inclusion.
Curriculum Guide • Orbiting Wonder Page 2 of 2
10. The Graduation Epiphany: Why does August experience a deep epiphany (a sudden moment of clarity and insight) during the graduation ceremony as the crowd gives him a standing ovation? What does this mean for his path forward?
Curriculum: Orbiting Wonder Page 2 of 2
Instructional Hook (10m):
M
E
A
L
Active Lesson (30m): Break down the structure of an academic introduction (Hook, Context, Thesis). Guide students through organizing their main body arguments on Page 2 of their essay guide.
Day 4: Drafting & Peer Editing Workshop
DRAFT & EDIT
Daily Objective: Students will draft their essays and conduct a peer editing workshop using a structured feedback checklist.
Instructional Hook (10m): Discuss constructive feedback. How do you tell a classmate their thesis is unclear in a helpful and kind way?
Active Lesson (30m): Pair students up. Provide them with a colored editing pencil. Instruct them to check their partner's essay for: (1) presence of a thesis, (2) integrated quotes, and (3) MLA citations.
Day 5: Unit Debrief & Final Re-Entry
SUBMISSION
Daily Objective: Students will complete final revisions, turn in their essays, and participate in a reflective circle on the unit's core message.
Instructional Hook (10m): Reflect on how your own perception of difference and kindness has evolved over these 6 weeks.
Active Lesson (30m): Collect the final essays. Run a restorative circles style unit debrief: ask each student to share one "precept" or rule for life they will take away from August's story.
Discussion Starters
What makes writing an essay a different form of self-expression compared to our weekly class discussions?
How does structured evidence make an argument about kindness more convincing?
If you could add a ninth narrator to the novel, who would it be and why?
Differentiation Guides
For Scaffolding: Provide a sentence-by-sentence essay outline template for students who struggle with five-paragraph structural pacing.
For Extension: Require advanced students to incorporate at least one counter-argument from Julian's perspective, analyzing and refuting his motives.
Curriculum Guide • Orbiting Wonder Page 2 of 2
Claim (Main Idea):
Evidence (Integrated Quote & Page):
Phase 4: Pre-Flight Editing Checklist
Before completing your final draft, exchange essays with an editing partner and check off each flight requirement.
Thesis
Thesis is clearly written at the end of the intro, with an arguable point and three reasons.
Quotes
Every body paragraph includes at least one direct quote integrated using a transition and MLA page citation.
Voice
No first-person "I feel" or "I think" statements. Analysis uses objective, formal literary voice.
Orbiting Wonder • ELA 9 Essay Portfolio Page 2 of 2
