Objectives

• Analyse how Palacio constructs Auggie's voice in Part One (Ch.1) to position the reader's sympathy from the opening pages.
• Explain how the shift from Auggie's narrator to Via's narrator in Part Two (Ch.2) reframes the reader's understanding of family sacrifice.
• Evaluate how Palacio uses Jack's perspective in Part Four (Ch.4) to present moral choice as a process rather than an event.
• Identify and analyse the language techniques — including metaphor, free indirect discourse, and sentence structure — Palacio uses to convey characters' inner lives across at least three narrative sections.
• Write a structured analytical paragraph using the Point–Evidence–Explain method, embedding quotation from the novel to support an argument about identity, courage, or belonging.
• Construct a sustained essay arguing how Palacio uses multiple narrators and language choices to develop the theme of moral courage across the novel as a whole.

The sequence

1. Lesson 1: Auggie's World: Constructing a Voice in Part One

   55 min · ch. 1

   Do now

   On the whiteboard is the opening line of the novel: 'I know I'm not an ordinary ten-year-old kid.' Without opening your book, jot down three questions that this sentence raises for you. Then, write one word that captures the narrator's tone, and in a single sentence, explain why you chose that word.

   Teacher input

   Model a close reading of the passage in Chapter 1 where Auggie shares his thoughts on looking in the mirror: "I won't describe what I look like. Whatever you're thinking, it's probably worse." Use the visualiser to annotate: (1) the intentional omission of a physical description and how this compels the reader to engage; (2) the direct address "you're thinking" and how it involves the reader in Auggie's experience; (3) the short, punchy rhythm of the sentences that reflects a child who has rehearsed this speech. Highlight for students that Palacio’s decision not to provide a description is a deliberate technique in itself.

   Independent task

   Students read the passage in Chapter 1 where Auggie describes his first day at Beecher Prep — starting from "The first day of school was a blur" to the moment he takes his seat in homeroom and hears the sound of chairs being pushed back as other kids move away from him. Afterward, they write an analytical paragraph (at least eight sentences) addressing the question: How does Palacio use Auggie's first-person perspective to convey the feeling of isolation in that moment? Students should include at least two quotations, identify the techniques used in each, and explain how these choices impact the reader. The paragraphs are due at the end of the lesson.

   Exit ticket

   Write one sentence that completes this stem without using the word 'shows': 'Palacio withholds a physical description of Auggie's face in order to…' Your sentence must refer to the reader's experience, not just to Auggie.

2. Lesson 2: The Sibling in the Shadow: Via's Perspective in Part Two

   55 min · ch. 1, 2

   Do now

   Read the two sentences on the board — the first from Ch.1 (Auggie's voice) and the second from Ch.2 (Via's voice): 'I know I'm not an ordinary ten-year-old kid' and 'The universe was not kind to Auggie Pullman.' Note two differences in tone, word choice, or what each narrator appears to value. You have four minutes and don’t need to write in complete sentences.

   Teacher input

   Model on the passage in Chapter 2 where Via states: "I have never once in my life considered Auggie the way others do. I see him only as my brother." Project the passage and annotate: (1) note the repetition of "I have never," which emphasizes a defensive stance against an unvoiced accusation; (2) highlight the contrast between Via's personal loyalty and the public invisibility she mentions earlier in the chapter; (3) discuss how Palacio utilizes Via's perspective to express what Auggie’s own narration cannot — the impact of loving him on those around him.

   Independent task

   Students should re-read the part of Chapter 2 where Via recounts the moment her parents forgot to pick her up from school due to Auggie’s medical emergency — from "There have been times when I've had to be the one to remind them" to "I know that's selfish. I know." After this, students will write a comparison paragraph that contains at least ten sentences. In this paragraph, they need to address the question: How does Palacio utilize Via's narration to portray family love as complex and at times painful? Students must include quotes from both Chapter 1 and Chapter 2, use the word "whereas" or "however" at least once to help structure their comparison, and underline each embedded quotation before submitting their paragraph.

   Exit ticket

   In two full sentences, explain why Palacio needed a narrator other than Auggie to tell the story of the Pullman family. Your answer must refer to something specific that Via tells us that Auggie could not have told us himself.

3. Lesson 3: The Moment of Betrayal: Jack's Moral Choice in Part Four

   55 min · ch. 1, 4

   Do now

   On the board is this question: Can you be a good person and still do something cruel? Take three to five sentences to write your response, using an example from your own experiences, another book, or from Wonder if you've read ahead. Remember, there are no wrong answers — sharing is completely up to you.

   Teacher input

   Model on the passage in Chapter 4 where Jack recalls the Halloween hallway conversation with Julian, during which he describes Auggie's face as looking like 'a melted candle.' Project the passage and annotate: (1) Palacio's use of free indirect discourse — we are immersed in Jack's memory, which means the cruelty is softened by his feelings of shame looking back; (2) the simile 'melted candle' and how its vivid imagery intensifies the cruelty compared to a more generic insult; (3) the decision to reveal this moment in Chapter 4, after we've already spent three chapters growing fond of Jack — and the effect this timing has on our perception of him. Consider: why does Palacio allow us to connect with Jack before leading us to criticize him?

   Independent task

   Students will read the section from Chapter 4 where Jack punches Julian in the mouth, starting from the line "I don't know why I did it" up to the point where he is sent to Mr. Tushman's office. They will then write an analytical paragraph that includes at least eight sentences, addressing the question: How does Palacio portray Jack's act of violence as a form of moral growth instead of a moral failure? Students should quote the phrase "I don't know why I did it," discuss what this indicates about Jack's self-awareness, and present their perspective on whether they agree with Palacio's interpretation. The paragraph should conclude with the student's own evaluative judgment expressed in their own words.

   Exit ticket

   Write one full sentence explaining what the structural choice to tell Jack's story in Part Four — rather than at the beginning of the novel — adds to the reader's experience of the Halloween betrayal. Your sentence must use the word 'because.'

4. Lesson 4: Borrowed Identity: Miranda's Voice and the Ethics of Empathy in Part Seven

   55 min · ch. 6, 7

   Do now

   On the board: Miranda shares with her summer camp friends that she has a little brother with a facial difference — but that's not accurate. While some might argue that she wanted to fit in and connect with her friends, others could say that telling a lie can cause harm and mistrust. The truth is more complicated because it reflects her struggle for acceptance and the ways we navigate social dynamics.

   Teacher input

   Model on the passage in Chapter 7 where Miranda shares her reasons for lying at camp: "I just wanted to be someone else for a little while." Project and annotate: (1) note the simplicity of the sentence and how its plainness enhances its emotional impact compared to a more complex explanation; (2) highlight the irony that Miranda adopts Auggie's identity — the very aspect that makes him feel least like himself — to feel more interesting; (3) analyze how Palacio uses Miranda's section to add complexity to the novel's moral landscape: Miranda is neither a villain nor a hero, and her chapter avoids easy judgment. Connect this to the novel's broader theme that identity is fluid and not fixed.

   Independent task

   Students read the section from Chapter 7 where Miranda watches the school play from the wings and spots Auggie in the audience with the Pullman family — from "I could see him from where I was standing" to the chapter's conclusion. They then write a structured paragraph (at least ten sentences) addressing the question: How does Palacio use Miranda's perspective at the end of Chapter 7 to develop the theme of identity and belonging? Students are required to: incorporate at least two quotations; identify one language technique in each quotation; and explain how Miranda's outsider viewpoint reveals something about Auggie that isn’t conveyed in his own chapters. Finally, students submit their paragraphs.

   Exit ticket

   Write a full sentence answering this question: What does Miranda's chapter add to our understanding of Auggie that his own two chapters (Ch.1 and Ch.6) cannot provide — and why does that matter for the novel's argument about identity?

5. Lesson 5: The Henry Ward Beecher Medal: Moral Courage and the Novel's Argument in Part Eight

   60 min · ch. 1, 2, 4, 7, 8

   Do now

   On the board is Mr. Tushman's speech from Ch.8: 'Courage. Kindness. Friendship. Character. These are the qualities that define us as human beings and propel us, on occasion, to greatness.' I think Palacio wants the reader to feel inspired and reflective about the importance of these values because they resonate deeply within our experiences. However, I wonder if the ending feels too neat or easy, as it may overlook the complexities of real-life situations.

   Teacher input

   Model on the final paragraph of Ch. 8, where Isabel reflects on Auggie: "I know he’s not perfect, and I recognize that he still has many challenges ahead. But I also believe he is, without a doubt, a wonder." Annotate on the visualizer: (1) note the intentional echo of the novel's title in the last word 'wonder' — this is how Palacio completes a structural loop; (2) consider the tension in 'I know he's not perfect' — Isabel's acknowledgment of imperfection adds depth to the ending, making it feel genuine rather than overly sentimental; (3) observe the transition from Auggie's first-person perspective back to a parent's third-person reflection, which positions Auggie as the recipient of love instead of the focus of his own story — a careful choice about where the emotional impact lies.

   Independent task

   Using your annotations from all five lessons, craft a comprehensive essay of four to six paragraphs (approximately 450–600 words) addressing the following question: How does Palacio utilize multiple narrators and specific language choices to convey that moral courage is a choice available to everyone? Your essay should: begin with a clear thesis statement that identifies at least two narrators and the theme of moral courage; contain one paragraph discussing Auggie's voice in Chapter 1, analyzing the technique of withheld description; include one paragraph focusing on Jack's narration in Chapter 4, examining the 'melted candle' simile and the structural delay; feature one paragraph on either Via (Chapter 2) or Miranda (Chapter 7), analyzing how a secondary narrator alters the reader's perspective; and conclude with an evaluative paragraph expressing your own opinion on whether Palacio's argument is persuasive, supported by at least one quotation from Chapter 8. Ensure that every quotation is woven into a sentence — no quotation should stand alone — and follow each quotation with an explanation of its impact. This essay is to be submitted by the end of the lesson.

   Exit ticket

   Write one full sentence — your thesis — that you would place at the very start of an essay on Wonder: it must name Palacio, name the technique of multiple narration, name the theme of moral courage, and make a clear, arguable claim about how the two are connected.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can articulate the effect of withheld description on the reader, rather than simply identifying it as a technique.
• Lesson 2 exit ticket: checks whether students understand why multiple narrators are structurally necessary — specifically, what Via's perspective reveals that Auggie's cannot.
• Lesson 3 independent paragraph: checks whether students can hold two ideas in tension — that Jack's violence is wrong and that it represents moral growth — and resolve that tension in an evaluative sentence.
• Lesson 4 independent paragraph: checks whether students can connect Miranda's outsider perspective to the novel's theme of identity, using at least two embedded quotations with named techniques.
• Lesson 5 opening thesis sentence (exit ticket): checks whether students can synthesise five lessons of learning into a single arguable claim before the essay is marked.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• RL.11-12.6 — Analyse a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature and support it with evidence from the text.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including connotation, metaphor, and simile.
• Narration (NAR-1) — Explain the function of point of view in a narrative, including how a narrator's reliability, knowledge, and perspective shape meaning.
• Structure (STR-1) — Explain the function of structure in a text, including how the sequence and arrangement of parts contribute to the whole.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style; develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.

Edexcel

• AO1 — Develop an informed response to a text; use textual evidence to support interpretation; write in an appropriate register.
• AO2 — Explain how language, structure and form contribute to writers' presentation of ideas, themes and settings.
• AO4 — Explore connections across texts, informed by interpretation of theme, character and context.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the work studied, including how meaning is constructed through narrative voice and structural choice.
• Criterion B — Analyse the effects of the writer's choices of language, technique, and form on the reader.
• Criterion C — Develop a focused line of argument supported by relevant and well-chosen textual evidence.