Wonderstruck, author Brian Selnick

Connie Flannery
Fourth Grade Reading Comprehension

Common Core Standards:

Keys Ideas and Details:

RL.4.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.4.2 Determine a theme or central idea of a text and how it is conveyed through
particular details.
RL.4.3 Describe characters, settings, or events in a story; analyze how different
elements interact.
Craft and Structure:
RL.4.4 Determine the meaning of words and phrases as they are used in the text;
analyze the impact of specific word choices on meaning or tone.
RL.4.5 Analyze how the authors choices concerning specific parts of a story
contribute to its overall structure and meaning.
RL.4.6 Understand and compare the different points of view from which stories are
narrated and how point of view influences the way events are described; analyze
how and why the author develops points of view
Integration of Knowledge and Ideas:
RL.4.7 Explain how illustrations contribute to the meaning, tone, or beauty of a text;
compare a written story to its audio or film version.
RL.4.9 Compare and contrast the treatment of a topic in different stories; compare a
fictional portrayal to a historical account; analyze how an author draws from and
transforms source material in a particular work.

Production and Distribution of Writing:

W.4.6 With some guidance and support from adults, 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 one page in a single sitting.
W.4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4. 9a Apply grade 4 Reading standards to literature (e.g., "Describe in depth a
character, setting, or event in a story or drama, drawing on specific details in the
text [e.g., a character's thoughts, words, or actions].").
Comprehension and Collaboration:

SL.4.1a Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others' ideas and expressing their own clearly.
SL.4.1c Pose and respond to specific questions to clarify or follow up on information,
and make comments that contribute to the discussion and link to the remarks of
others.
SL.4.1d Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Lesson Summary:
Wonderstruck details the stories of Ben and Rose, both searching for a sense of belonging
and family in separate adventures set 50 years apart. Bens story is told through text and
Roses story is intertwine in picture format. By using this book, students will discover
alternate ways to tell stories and create mental images while reading. They will explore the
similarities and differences of the how characters and how the imagery impacts the stories.

Estimated Duration:
This lesson will be conducted within 6 day with option for an additional day for assignments
and presentations (45 minutes per day for 6+ days).
Commentary:

This lesson will be lengthy due to the length of this book and the many facets. I would
require out of class time (homework). It will be difficult to get the full extent of this lesson if
students are not willing to do out of class work.

Instructional Procedures:
Commentary: Students will be reading Wonderstruck in and out of class. They will be
responsible for creating there own story using Storybird incorporating setting, point of view,
imagery and the vocabulary.
Day 1:
Open discussion about the ways to tell a story. Have students brainstorm of different
ways that stories. Present book trailer in class prior to beginning reading.
( http://bcove.me/vr3z7zqk)As a class, read Bens story (first chapter pages 16-27). Set
students up in groups and introduce the Story Bird (https://storybird.com/create/). Have
students read Roses picture story p. 29-83 on their own.
Day 2:
First 10 minutes, review the first part of Bens story and ask for volunteers on telling Roses
story from previous day. Introduce the concept of setting and ask students to describe both
settings. As a class, read Bens story ( pages 84-99). Separate in group assigned and
brainstorm on story ideas for Story Bird and think about setting while deciding on creation.
Have students read Roses picture story p. 99-240 on their own.
Day 3:
First 10 minutes, review the parts of Ben and Roses stories and ask for volunteers on
telling Roses story from previous day. Introduce the concept of points of view and ask
students to discuss the two separate points of view. As a class, read Bens story ( pages
241-265). Separate in group assigned and work on story for Story Bird and focus on points
of view while creating your story. Have students read Roses picture story p. 266-307 on
their own.
Day 4:
First 10 minutes, review the parts of Ben and Roses stories and ask for volunteers on
telling Roses story from previous day. Introduce the vocabulary used thus far (see
supplement material). As a class, read Bens story ( pages 308-345). Separate in group
assigned and work on story for Story Bird. Have students read Roses picture story p. 346460 on their own.
Day 5:
First 10 minutes, review the parts of Ben and Roses stories and ask for volunteers on
telling Roses story from previous day. Review vocabulary and introduce second set of
words. Discuss imagery and how the author using the thunderstorms, blackouts and
museum in the story. As a class, read Bens story ( pages 461-505). Separate in group
assigned and work on story for Story Bird focusing on using imagery. Have students read

Roses picture story p. 506-588 on their own.

Day 6:
First 10 minutes, review the parts of Ben and Roses stories and ask for volunteers on
telling Roses story from previous day. Review vocabulary. As a class, read conclusion of
Ben and Roses stories ( pages (589-637). Discuss the decision to tell Bens story in words
and Roses in pictures and how that impacted the characters and setting. Separate in group
assigned and present the Story Bird projects.

Pre-Assessment:
Before introducing Wonderstruck have an informal Q&A. As a class, conduct an inquiry of
knowledge of setting, imagery and point of view. Discuss the style of writing of
Wonderstruck.
Scoring Guidelines:
Class participation will be used to set a baseline of knowledge. In class read alouds and
story recall will be factored in final grade. Group project contribution and cooperation will also
be graded.
Post-Assessment:
Class participation, vocabulary quiz and group story presentation will be used to calculate
final grade. Vocabulary assessment to be taking online at
Students group projects will be grade on the following criteria:
use of imagery
use of vocabulary
explanation of setting
use of point of view

Scoring Guidelines:
Students will be graded on the vocabulary quiz, completion of outside reading assignment,
participation and group project. Break down of the scoring is as follows:
20 pts - Online quiz
20 pts - Class participation
20 pts - reading assignments
40 pts - storybird presentation

100 pts total possible

Differentiated Instructional Support

For struggling reader vBookz will be provided for material covered in and out of class.
(http://vbookz.com/V1/vBookz_Voice_Readers.html) Students will be paired with a reading
buddy for support. Students will be re-visiting ideas covered in and out of class at anytime
during the lesson. Flash cards with be provided for vocabulary and concepts will be proved
to student in text form.
Advanced students will learn more about the importance of language and communication
and how some deal with barriers. They will use materials in the interdisciplinary area for
further research of how persons respond to these communication challenges.

Extension
Extra material available on the following link for standards addressed in this lesson.
http://www.k12reader.com/common-core-standard/ccss/ccss-4/
Student will look at innovations for hearing impairments and the impact of these to the deaf
culture.

Homework Options and Home Connections

Students can practice vocabulary with classmates at
https://www.vocabtest.com/vocabulary_word_test.php?tid=279288
Students are required to complete reading assignments prior to class.

Interdisciplinary Connections
Science
Take a virtual tour of the inspiration of Wonderstruck and explore the scientific realms
http://www.scholastic.com/teachers/collection/teaching-brian-selznick-including-virtual-fieldtrip
Social Studies
Compare description of museum from Wonderstruck to that of the actual museums. For the
Museum of Natural History go to www.khanacademy.org/partner-content/amnh. For the
Queens Museum visit www.queensmuseum.org.

 Diversity
Learn about the deaf culture by reading biographies about someone who is deaf.
Suggested readings:

El Deafo by Cece Bel

Helen Keller by Margaret Davidson

Compare that to what you read about Rose.

Visit http://wfdeaf.org/our-work/focus-areas/deaf-culture

Materials and Resources:

For teachers

Wonderstruck by Brian Selnick

Ipads for student groups
Smart boards (ELMO).

For
students

Wonderstruck by Brian Selnick

Ipads for student groups, smart boards, vBookz

Key Vocabulary
Setting, imagery, point of view, inferences and theme
Other terms to be familiar with are hearing impaired and deaf culture.

Additional Notes
sources:
http://www.teachingbooks.net/tb.cgi?tid=25731&s=n&a=1
http://www.scholastic.com/wonderstruck/
https://education.ohio.gov/getattachment/Topics/Special-Education/Students-withDisabilities/Students-With-Disabilities-(1)/OACS-E-English-Language-Arts.pdf.aspx