We’re all wonders

book cover

Author(s): R. J. Palacio


Social Justice focus: Bullying based on facial differences

Synopsis: This story is about Auggie, who stands out because he doesn’t look like an ordinary kid even though he does all of the same things other kids do. The message of the story is that he is not the only person who is different, but everyone is unique in their own way. Auggie tries to get everyone else to see that as well. It is a story designed to spread kindness and inclusivity.

Lesson Plan: Teodora Prostran

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: We’re all Wonders

Grade: 6

Lesson: The focus of the lesson is to have the students develop an understanding of various perspectives. The lesson will focus around listening, and identifying the importance of inclusion/kindness in the school, and in their daily lives.

Curriculum Areas: What are possible connections to other curricular areas?


Curriculum Expectations: What Overall and Specific Expectations will be addressed?


2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;


2.2 explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding

2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

Curriculum Expectations:

Overall Expectations


  1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;


  1. Generate, gather and organize ideas and information to write for an intended purpose and audience
  2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

Specific Expectations


1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives


1.1 Identify the topic, purpose, and audience for a variety of writing forms

2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and expression if appropriate

Learning Goal(s): 

Students are expected to…

Apply critical analysis process to reflect on the artwork in the picture book to communicate feelings, ideas, and messages that the story conveys.

Use their knowledge of reading to understand the “we’re all wonders” picture book, and make connections with experiences similar to theirs,

Identify the point of view in the story, as well as their own point of views to write a letter to Auggie, as well as understand Auggie’s point of view.

Success Criteria: How will students know they have met the learning goal?   I can….

Use my knowledge of the elements and principles of design to find the meaning of “we’re all wonders” and the artwork used in the story.

Using Auggie’s and their own point of view, students will write an inclusive and kind letter to Auggie, as well as identify the purpose and audience of the story as well as their letter. .

Use reading strategies to understand the picture book by making connections through personal experiences to create a letter of kindness for Auggie.

MODIFICATIONS / ACCOMMODATIONS How will I meet the needs of my students? Have I addressed any IEPs?

  • Provide writing prompts to put ideas down
  • Assistive technology – if students prefer to type their letter rather than write.
  • Provide writing prompts to write letter to Auggie
  • Print off cover art for the students to have their own to analyze


Minutes: 10 Minutes

Task: Think pair and share with partner/table

Discuss the cover art and what they observe/notice, and any predictions they might have about the book (Art). What do you think the story will be about?

Assessment: Through conversation/Provide with a sticky note to write their own thoughts, and then add on anything after discussion with partner/class


Minutes: 30 minutes

Task: Independent work/Writing task

After reading the story aloud, have the students jot down on a piece of paper what they think the story is about. Once they have completed this, have the students write a paragraph (4/5 sentences) written to Auggie inviting him play/join in during recess, or during an after-school activity. This will be independent work.

Examples of writing prompts for differentiation: Who/What/When/Where/How – Refer to Appendix for handout

Assessment: I will collect the jot notes after the story reading, and the paragraph, or if they are typing it they can email it to me, and I will  assess the paragraph using a rubric for writing. I will use the notes to assess their thinking/critical literacy about the story to determine comprehension.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 10 minutes 

Task: Application/Creative thinking

Come up with 2 wishes that Auggie (The main character of the story) might have after they have read the book. This will develop perspective of the main character of the book,

Examples to show: I wish for more people to invite me to play…              

Assessment: Write it on two stars and hang it up on a bulletin board in the classroom as a reminder to be kind/inclusive 

MATERIALS What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

  • Picture book
  • Photo copies of the cover art
  • Paper for the letter titled “Dear Auggie…”, which includes writing prompts as well to organize ideas
  • Sticky notes for exit passes
  • Stars for the wish board
  • Assistive technology if necessary

REFLECTION: Questions to determine the success of your lesson:

  • Were my students successful in meeting the learning goals and success criteria? How do I know?
  • Did my instructional decisions meet the needs of all students? If not, what are my next steps?
  • What worked well and why?
  • What will I do differently in the future when teaching this lesson? For the subsequent lesson?
  • What are the next steps for my professional learning?


Dear Auggie,

Ideas: What are you inviting Auggie to do? How excited are you to play with him?

Organize ideas – Feel free to use these questions, or come up with your own!

Who are you writing this letter to?

Who will all be playing?

How will you invite them?

What will you be doing?

When will you be playing?

Where will you be going?


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Social Justice Picture Books Copyright © 2019 by Ruth McQuirter, editor and Gurbinder Kaur, contributing editor is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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