Additional Materials

Day 1:
Pre-Reading Jumbled Poetry Activity (Adapted from Penny Kittle Book
Love)
We will be looking at We Are Many by Pablo Neruda and "On The Pulse of
Morning" by Maya Angelou
Double Notes Log Entry
This I Believe introductory activity scaffolding for Narrative Essay
a. Preview the NPR website
b. Show good examples of several This I Believe Essays
c. Give students time to work on their essays in class
Double entry log for note-taking strategy over Wonder
Mini-lesson over relevancy of genre and audience
a. Why does genre matter?
b. Do we really need to know who we are talking to?
c.
Day

2:
This I Believe grading criteria for short essay in-class writing
Page poetry activity
Small group discussion over themes in Wonder
Tying it all together Wrap up discussion

Day 3:
Pre-viewing film questions
o Have you ever been bullied? Do you know someone who has been
bullied? Are you a bully?
Post-viewing film activity
o Consider the rhyme, Sticks and stones may break my bones, but
words will never hurt me. Did you ever use it to ward off bullies?
Explain why you think this is or is not effective.
o What does the narrator mean when he says, Sometimes being
drug free has less to do with addiction and more to do with
sanity?
o The narrator paints a picture of a cast built around your broken
heart. Its signed by you, and it simply says, They were wrong!
Share a story about a time when everyone around you felt like a
bully, but you knew they were wrong. Explain why you signed
your cast, They were wrong!
o The narrator says, If you cant see anything beautiful about
yourself, get a better mirror. Look a little closer. Because theres
something inside you that made you keep trying despite everyone
that told you to quit. List five things you like about yourself, and
of those five, what do you consider to be your best quality?
Socratic Seminar
Day 4:
Reader Response activity

 Song Lyrics activity

Song Lyrics
Many chapters begin with song lyrics. Students will focus on the song lyrics
that are sprinkled throughout the book. Have students research the artists,
their era, and their type of music. I will ask students to interpret the meaning
of the song lyrics and why R.J. Palacio has referenced so many songs in the
book.
Day 5:
4 types of bullying overview
Small group activity
Novel Hunt
Find examples of your assigned type of bullying in the book. On your
computer, post examples in the class Padlet. Label the examples into the 4
different types of bullying.
o Relational
o Verbal
o Physical
o Cyberbullying
Discussion Leader Activity
(Adapted from Peter Smagorinsky)
The class will organize into 5 small groups with each group being responsible
for leading a discussion over at least a chapter of the novel. Each group will
be responsible for conducting a group discussion that will last 30 minutes
- Each group member should take a roughly equal part in leading the
discussion.
- You should make an effort to include each other class member in your
discussion.
- The questions you pose should not ask for factual information from the
story, unless those facts serve to help explore open-ended questions
(i.e., those without a single correct answer.
The questions you pose should include at least one of each of the
following categories:
o Inferences about characters or events within the text (e.g., How
does joining a gang affect Richards life?)
o Generalizations from the text to society at large (e.g., In what
ways is Auggies story relevant to todays society?)
o The effects of literary form or technique (e.g. Do you think that
the presentation of Auggies experiences is realistic?)
o The purpose of a particular event in terms of the texts meaning
o Evaluations of the literature (e.g., What parts of the story do you
like best and least? Why?)
o Emotions that students have in response to the story (e.g., How
did you feel when Jack betrayed Auggie?)
o Personal Connections to the story (e.g., What connections do
you feel when you read the scene where Auggie overheard Julian
talking about him?)
- During the discussion, students should try to elaborate on initial
comments

Day 6:
Researching Childhood Conditions
Research on Childhood Conceptions
I will brainstorm with students other illnesses or conditions that affect
children (from leukemia to Cleft palate to Aspergers Syndrome to autism),
causing them to act or look differently from others. I will then pass out some
short articles on these illnesses or conditions to groups of students. Have
these groups summarize the information and make a short presentation to
other students. These presentations should focus on understanding the
differences and treating others with kindness and respect. Additionally, I will
discuss with the class how society at different times has used different words
to describe students with differences. Have them examine the words used
by characters in the story. For example, Mrs. Albans uses the word
handicapped to describe Auggie. Discuss with your students how different
labels affect our attitudes and behaviors.
Quick-Write over how the research you conducted today made you
feel
Day 7:
Class discussion on themes of bullying and betrayal in Wonder
I will have students respond to the following prompts on the themes:
Bullying and betrayal. To follow up I will have students do a Think, Pair, Share.
They will write down responses to the questions, then students will pair up
and have a brief discussion to explain the reasoning behind their answers.
Bullying and Betrayal Discussion
Bullying
Kids that are different are almost always bullied in some way. How
does Auggie know the first time he meets Julian that he will be a bully? In
what subtle way does Julian bully Auggie? What purpose does Julian have in
bullying Jack? What power does Julian have to force the other students to join
in his cruelty toward Auggie and Jack? What prompts the seventh graders to
attack and bully Auggie? In general, what is Auggies response to the
bullying?
Betrayal
Auggie and Jack are great friends; they laugh together, they talk about
anything and everything, and they feel comfortable together. So why does
Jack betray Auggie by talking badly behind his back? How does Auggie feel
when he hears what Jack has said? At the same time Auggie is experiencing
betrayal by his friend, Via is also feeling betrayed by her two best friends,
Miranda and Ella. How do Miranda and Ella betray Via? What is Vias
response? How do Via and Auggie resolve their individual conflicts and cope
with the pain or betrayal?
Think, Write, Pair & Share
Write answers to these questions in your learning journal:
- How did the action of betrayal make August feel? Jack?
- How did it make the reader feel?

How does the author use these feelings to further communicate the
message to the reader?
Pair with a classmate to share your thoughts.
o Interview a character activity
o Art creation activity
Artistic Activity
New Book Cover
- Remember to include the author and the title
Illustrate a Favorite or Vivid Scene
- Write 1-2 sentences on the back to define the scene.
New Chapter Image
- Each chapter had a picture of the narrator. Choose any of the narrators
(besides Auggie) to draw a full character sketch of them.
Feelings Images
- Listen to the music that inspired the book (Wonder by Natalie
Merchant) and draw images that come to mind. This may be abstract
and your colors can convey your feelings.
Self-Portrait
- The fifth graders at Auggies school normally draw a self-portrait as
one of their art assignments. During the year Auggie attended Beecher
Prep, the assignment was changed to be a self-portrait as animal. Draw
either for yourself.
To earn full credit:
- Turn in neat work that follows the directions and demonstrates good
effort
- All artistic pieces must be in color
- Proofread all written work
- Convey enough detail in your work to demonstrate your understanding
of the book and characters.
Introduce Book Talk assignment due in 2 weeks
Day 8:
Lesson on the Revision Process Students will come up to the white
board and provide one example of good feedback versus examples of
bad feedback. This gets students out of their seats and involved in our
discussion.
The Revising Process and Developing Meta- Awareness
(Adapted from The ELL Writer: Moving Beyond Basics in the Secondary
Classroom)
Thinking About Revision
Write About what you do to revise your essays. How do you define revision
and what does it look like? Try to be as specific as possible and provide some
examples. I will use students responses to this question as a way to open a
discussion on drafting and revision.
Analyze the Assignment
Lets take a look at the assignment. Analyze the assignment for its purpose,
audience, and genre. Then, in pairs, summarize your analysis in a short

paragraph. What are some ideas that you have for this assignment? I will use
this writing prompt as a way for me to gauge how students are interpreting
my assignment. It is particularly useful when I work with ELL writers, because
I can get a sense of what is challenging for them, where I need to clarify, and
what they are planning to do. For ELL writers with limited writing experience, I
often use a graphic organizer or chart (with the categories of purpose,
reader/audience, and genre) so that they cab use shorthand/shorter
sentences to articulate their ideas, before we discuss the assignment as a
class.
Whats Our Progress?
Briefly describe how the writing/drafting is going for you. What area has been
really difficult/hard? What sections of this essay/writing assignment do you
feel the most proud of and why? What still needs some work? I may also
include some of the following questions in order to help students to plan
ahead for their next drafts or assignments: What revision strategies have
worked for you as you have been creating the draft? What is your plan over
the next few days as you think about your next steps with this assignment?
Answering the So What? Question
What do you want to communicate to your intended readers? I will usually
ask students to do this a few times throughout a given writing project, as a
way of having them check in on their own writing goals and intentions. The
goal is to help them see how their thinking and hopefully their writing has
deepened over time.
In-class workshop. Students peer review & take time to self-edit and
make corrections to their essay.
I will ask students to write down at least 3 questions they would like
their peer reviewer to address
Day 9:
Mini-lesson over phrases and clauses
Mini Lesson Topic
Phrases & Clauses
Materials
Various textual examples from Wonder
Connection
In the previous lesson we engaged in a lesson over the components of writing
a persuasive essay. Specifically we focused on ethos, logos and pathos. We
are preparing to write a memoir and these are helpful tools to understand
when considering language instruction.
Explicit Instruction
I created a PowerPoint that defines the terms phrase, clause, independent
clause, dependent clause, past participle, and present participle. The slides
have multiple examples that demonstrate for students how to identify the
difference between an independent clause and a dependent clause. It also
goes into detail about the difference between a clause and a phrase. Once
students have a basic understanding between the differences of a phrase and
clause we will do a whiteboard activity. For this activity students will each
have their own white board that they will write out the answer to my
questions on. This way they get practice writing both phrases and clauses so
it sticks with them more.

Guided Practice
I put together a handout for students to practice distinguishing between a
clause and a phrase as well as between an independent clause and a
dependent clause. Students are invited to use one another as a resource as
long as they are discussing the reasoning behind why they selected the
answer they did. I will be watching and listening to ensure students stay on
task and are not just copying one anothers work.
Independent Practice
As the ticket out the door for the day I will ask students to identify 3
examples from the mentor text weve been reading, A Long Way Gone:
Memoirs of a Boy Soldier. Students are welcome to reference the PowerPoint
and the notes theyve taken over what weve talked about.
Group Wrap-Up
After students have had time to examine the text and classify where in parts
of the text what is a clause and what is a phrase. I will call on a few students
randomly to share examples theyve identified as a phrase or a clause. I will
then ask students to provide reasoning as to why its important to understand
the difference between a clause and phrase in both your reading and writing.
Furthermore why is it important to know the specific types of clauses? Why
does it matter whether you choose to use a past participle or a present
participle? These questions will hopefully help students understand the
reasoning behind the thinking.
Fishbowl Discussion Wonder
o Who do you identify with in Wonder? Why?
Ticket out the door - review over phrases and clauses
Name: _______________________________________________________________Date:
___________________
Part 1 Directions: Choose whether each group of words is a clause or is not
a clause. You may pair up with one partner for this activity if you would like.
Examine your thinking behind why you make the selections you do. We will
go into a group activity after this so be prepared to share your reasoning for
your answers.
1. Because we left early
Clause / Not a clause
2. Under the bed or in the closet
Clause / Not a clause
3. Johnny wasnt listening in class today
Clause / Not a clause
4. The cottage looking over the valley
Clause / Not a clause
5. Four bald eagles soared over the river
Clause / Not a clause
6. After it had finished raining

Clause / Not a clause

7. With Anthony and Jesse and all their friends
Clause / Not a clause
8. When my new sneakers get dirty
Clause / Not a clause
9. Because of the weeds in the backyard
Clause / Not a clause
10. Listening to my new album on my phone
Clause / Not a clause
Part 2 Directions: Choose the correct answer whether each clause is
independent or dependent.
11.Every year, the elephants cross the desert in search of water
Independent / Dependent
12.While we were listening to the concert
Independent / Dependent
13.One car seemed to go much faster than the other
Independent / Dependent
14.Which proves that theory wrong
Independent / Dependent
15.When my dog finally stopped barking
Independent / Dependent
16.The red panda hid among the leaves and took a nap
Independent / Dependent
17.After I finish cleaning the kitchen
Independent / Dependent
18.The stoplight barely lit the intersection
Independent / Dependent
19.That pizza looks delicious
Independent / Dependent
20.That I found for a great price at a thrift shop
Independent / Dependent
Day 10:

 In-class writing activity: Rewrite a section of a chapter from the

perspective of Auggies Mom or Dad.
Poetry Activity
o I will have students write a poem of their choosing. They can
make the format however they want as long as the language
is relevant to Wonder.
Day 11:
Work time in class. Students will self-edit then peer review, they will
have the remainder of class to work independently on their Narrative
Essay
***See The Revising Process and Developing Meta- Awareness for the
process students will use during this workshop.
Day 12:
Extended definition activity
Extended Definition
(Adapted from Peter Smagorinsky)
I will ask students to write an extended definition of a particular kind of
discrimination. Throughout the unit we have considered the effects of the
discrimination, on both the person who discriminates and the person who is
being discriminated against. We have looked at questions of discrimination in
a variety of situations using examples from current events, from your
personal experiences and observations, and from literature. In some cases,
there has been disagreement on what counts as discrimination. Your task is
to write an essay in which you provide an extended definition of
discrimination of a particular kind, such as gender discrimination in the
workplace, racial discrimination in housing, religious discrimination in school,
age discrimination in hiring or any other sort that interests you.
To do so provide the following:
- A general introduction in which you provide an overview for your
definition
- A set of rules or criteria that state clearly what discrimination is and is
not
- For each criterion, an example from literature, current events, or your
personal experiences that illustrates the rule at work; at least half of
your examples must come from literature studied in class.
- For each criterion, a counterexample from literature, current events or
your personal experiences that appears to meet the conditions of the
rule yet that lacks some essential ingredient; at least half of your
counterexamples must come from the literature studied in class
- For each example and counterexample, a warrant that clearly explains
why the rule is or is not being met
- For your whole argument, a counterargument expressing the
viewpoint of someone who might disagree with you.
- For the counterargument, a rebuttal in which you defend your position
- Conventional grammar, spelling, punctuation and usage throughout
your essay

Evidence of having written at least one rough draft that has been
submitted for peer evaluation
Extended Definition Rubric
Category
A
B
C
D
Introductor The writer
The writer
The writer
The writer
y
clearly
identifies the identifies the includes an
Paragraph
identifies the topic and
topic and
opening
topic of the
summarizes
summarizes
paragraph
paper and
the criteria,
the criteria,
but does
summarizes
but one or
but both
not clearly
the criteria
the other
explanations explain the
in the
lacks clarity. are sketchy
topic or the
definition.
and/or
criteria.
worded
unclearly.
Criteria
Each
Most, but
Some, but
The writer
criterion is
not all, of
not all, of
makes an
worded so
the criteria
the criteria
effort at
that the
are worded
are worded
writing
reader
so that the
so that the
criteria, but
clearly
reader
reader
the wording
understands clearly
clearly
makes it
what is and
understands understands difficult to
is not
what is and
what is and
understand
included in
is not
is not
what is
the
included in
included in
included in
definition.
the
the
the
definition.
definition.
definition
and what is
not.
Examples
Each
Most, but
Some, but
The writer
example is
not all,
not all,
provides
explained in contrasting
examples
examples,
sufficient
examples
are
but its not
detail so
are
explained in clear how
that the
explained in sufficient
they are
reader
sufficient
detail so
related to
clearly sees
detail so
that the
the criteria.
how it
that the
reader
supports the reader
clearly sees
criterion.
clearly sees
how they
how they
support the
support the
criteria.
criteria.
Contrastin
Each
Most, but
Some, but
The writer
g examples contrasting
not all,
not all,
provides
example is
contrasting
contrasting
contrasting
explained in examples
examples
examples,
sufficient
are
are
but its not
detail so
explained in explained in clear how

F
There is no
introductio
n.

There are
few or no
criteria.

There are
few or no
examples.

There are
few or no
examples.

that the
reader
clearly sees
how it
supports the
criterion.
Warrants

Conclusion

Form

Mechanics,
Spelling,
Grammar,
Use

The writer
clearly
explains how
each
example and
contrasting
example
illustrates
the criterion
to which it is
related.
The
conclusion
both
summarizes
the
definition
and extends
it to provide
a new
insight
based on the
thinking that
has gone
into the
definition.
The writers
introduction,
each
criterion,
and
conclusion
are
separated
into different
paragraphs.
For the most
part, the
writing is
clear and
free of
problems.

sufficient
detail so
that the
reader
clearly sees
how they
support the
criteria.
The writer
explains how
most
examples
and
contrasting
examples
illustrate the
criteria to
which they
are related.
The
conclusion
summarizes
the
definition
but does
little to
extend it to
provide a
new insight
based on the
thinking that
has gone
into the
definition.
The writers
introduction,
each
criterion,
and
conclusion
and
separated
into different
paragraphs.
For the most
part, the
writing is
clear and
free of
problems.

sufficient
detail so
that the
reader
clearly sees
how they
support the
criteria.
The writer
explains how
some
examples
and
contrasting
examples
illustrate the
criteria to
which they
are related.
The
conclusion
summarizes
the
definition
but does not
extend it to
provide a
new insight
based on the
thinking that
has gone
into the
definition.

they are
related to
the criteria.

The writer
makes an
effort to
relate the
examples
and
contrasting
examples
to the
criteria, but
this
The writing
is all in one
paragraph
or the
paragraph
divisions
appear
arbitrary.

There are
few or no
warrants.

The writers
introduction,
each
criterion,
and
conclusion
are
separated
into different
paragraphs.
The writing
includes
some
problems
that impede
the readers

The writing
is all in one
paragraph
or the
paragraph
division
seems
arbitrary.

The writing
is all in one
paragraph
or the
paragraph
division
seems
arbitrary.

The writing
includes
many
problems
that
impede the

The writing
includes
many
problems
that
impede the

The writing
is all in one
paragraph
or the
paragraph
divisions
appear
arbitrary.

effort to
understand
what the
writer is
saying.

readers
effort to
understand
what the
writer is
saying.

readers
effort to
understand
what the
writer is
saying.

Small group rubric creation

Wrinkled-Wanda Self-Love activity
(Adapted from Adolescent Literature)
I will handout a premade blank cutout of a girl and boy to students. They will
follow the instructions below:
1. Students come up to the front and will write unkind, rude, and
disrespectful statements all over their outline.
2. These are statements that could be made to another person like,
Youre a loser, Nobody likes you, You are dumb.
3. Identify the drawing as a girl named Wanda.
4. After Wanda is completely filled with a variety of negative comments,
have the participants crumple the drawing, and then un-crumple it.
5. The leader will hold the crumpled piece of paper to the class.
6. Explain to the class that this drawing is an example of what negative
comments can do to a person who is bullied.
7. Bullying comments can destroy a persons self image and often leads
to a defeated body language in the victim.
8. Next, draw the same outline of a full body person on another piece of
flip chart paper.
9. This time write as many positive comments on the drawing as possible.
10.Statements like, You did such a nice job, or I enjoy your friendship,
you're great, you're smart"
11.Fill it with really nice statements.
12.Cut this drawing out, but dont wrinkle it.
13.Post this drawing in the room.
14.This person is now just called Wanda.
15.What is the difference between the two?

Day 13:
Exploring Precepts
To begin I plan to dress as Abraham Lincoln and talk about the value of truth
throughout the length of his life. I will proceed to ask students to think of
someone who they consider a hero in each of their lives. Then, Ill have
students choose a precept that helps show why you believe them to be a
hero.
Class collaboration on rubric for Narrative Essay
Rubric over Narrative Essay
Students and I will collaborate to create the grading criteria for this
assignment to be graded on.
Book talk over Wonder
Day 14:
Chalk Talk
Chalk Talk
Respond to these questions by writing your answer or responding to another.
o Why would the author title the book this way?
o What does it mean to be a wonder?
o Who was a wonder in this novel?
o What does wonder have to do with the theme of this novel?
Post-reading discussion activity
Post-Reading Discussion Activity
1. Dont judge a boy by his face
What do you think of the line Dont judge a boy by his face which appears
on the back cover of the book? Did this affect how much you were interested
in the story? How much did this line give away about the story you were
about to read?
2. Auggies appearance
Throughout Wonder, Auggie describes the way that people react to seeing his
face for the first time: by immediately looking away. Have you ever been in a
situation where you have responded like this to seeing someone different?
Having now read Wonder, how do you feel about this now? Auggies face is
not fully described until quite far on in the story, in Vias chapter August:
Through the Peephole. How close was this description to your own mental
picture of Auggie? Did you have a picture of his face in your mind while
reading the book? Did the description alter that picture?
3. Auggies personality
How would you describe Auggie as a person in the first few chapters of the
book? What about the final few chapters? Has he changed significantly? Are
there any experiences or episodes during the story that you think had a
particular effect on him? If so, how?
4. The Astronaut Helmet
In the chapter Costumes Auggie describes the astronaut helmet that he
wore constantly as a younger child. We later learn that Miranda was the one
to give Auggie the helmet, and is proud of the gift, but that it was Auggies
father who threw it away. What do you think the helmet signifies to each of
these characters and why do you think they all view it so differently?
5. Star Wars

Star Wars is one of Auggies passions. Why do you think this is?
Do you see any reasons for Auggie to identify with these characters, or to
aspire to be like them?
6. The use of humor in Wonder
Auggies parents bring Auggie around to the idea of attending school by
joking with him about Mr. Tushmans name, and telling him about their old
college professor, Bobbie Butt. To what extent is humor used as a tool
throughout Wonder to diffuse difficult or tense situations, or to convey a part
of the story that would otherwise be depressing or sad? Look at the chapter
How I Came To Life.
7. Via
What did you think of Via as a character? Did you empathize with her? Why
do you think Via was so angry to learn that Auggie cut off his Padawan braid?
Do you think Vias own attitude towards her brother changes throughout the
story?
8. Mrs. Albans
Look at the emails between Mr. Tushman, Julians parents and Jacks parents
in the chapter Letters, Emails, Facebook, Texts. Up to this point in the story
we have seen how the children at Auggies school have reacted to him. Is
Mrs. Albans attitude towards Auggie different? What do you make of her
statement that Auggie is handicapped? Do you think she is correct in saying
that asking ordinary children, such as Julian, to befriend Auggie places a
burden on them?
9. At the ice cream parlor
The author has explained that she was inspired to write Wonder after an
experience at a local ice cream parlour very similar to the scene described in
the chapter Carvel, where Jack sees Auggie for the first time. In this scene,
Jacks babysitter Veroncia chooses to get up and quickly walk Jack and his
little brother Jamie away from Auggie, rather than risk Jamie saying
something rude or hurtful. What do you think you would have done, if put in
that position?
10.
The Precepts (Rules to Live By)
- When given the choice between being right or being kind, choose
kind. -- Dr. Wayne Dyer
- Your deeds are your monuments. Inscription on ancient Egyptian
tomb
- Have no friends not equal to yourself. Confucius
- Fortune favors the bold. Virgil
- No man is an island, entire of itself. John Donne
- It is better to know some of the questions than all of the answers.
James Thurber
- Kind words do not cost much. Yet they accomplish much. Blaise
Pascal
- What is beautiful is good, and who is good will soon be beautiful.
Sappho
- Do all the good you can, by all the means you can, in all the ways you
can, in all the places you can, at all the times you can, to all the people
you can, as long as you ever can. John Wesley
- Just follow the day and reach for the sun. Polyphonic Spree

Everyone deserves a standing ovation because we all overcometh the

world. Auggie Pullman

Day 15:
***See The Revising Process and Developing Meta- Awareness for the
process students will use during this workshop.
Reflection
Final Precept You Will Carry Share Out
Pair and Share
Reflection is an essential component to many aspects of life, including the
writing process. I will have my students write a page or longer reflection on
the unit. What were your interest and difficulties? Did you find any of the
characters in Wonder relatable? If so, who? Finally I would like you to talk
about precepts in your reflection. What is your understanding of a precept?
What is one precept that you carry with you or plan to carry with you in
your life? Be prepared to share this last answer with the class.

Daily, Weekly, Monthly and Seasonally Assignment

Students can select any of the following options for homework:
Choose a career that you are interested in, then select a precept that
you will need to keep in mind in order to be successful in that line of
work.
Create a fable where the moral of the story is one of the precepts.
Students can pick a precept and interview five adults about what that
precept means to them
Reflective Commentary
During the creation of this unit, I learned the importance of scaffolding
lessons. Students can benefit immensely from having one lesson build off the
previous one, or preface learning that is still to come. In my Methods course,
we have reiterated the how imperative it is to teach what you love. I believe
this is the true key to student engagement; no one wants to learn about
content that is irrelevant to his/her own lives. Granted, there are some
necessary aspects in English language instruction and literature that students
will need to learn regardless of the level of likability. Nonetheless, each
selection I made for an activity, text or culminating text, I asked myself what I
would enjoy participating in as a student. My students funds of knowledge
will be expanded and developed through the writing process and completion
of the Narrative Knowing essay. Through varying language instruction I will
broaden my students vast arsenal of tools so they can utilize these
instruments to improve their writing. Furthermore I asked myself how I could
make my lessons all-inclusive to different types of readers and learners.
While creating my lesson plans I paid attention to the details to ensure every
decision made was with the final product in mind.