Wonder Book Project
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​                                     by:  Holly Petermen
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OVERVIEW:

This project involved reading the book Wonder as a class in 5th grade ELA, as well as, a variety of picture books regarding people with disabilities.  Students wrote and illustrated their own picture books showing how a character learns empathy.  Students learned how we need to take time hear people's stories to better understand them and build empathy for them.  These books were shared with other students in the elementary school grades through book buddies, the older students read their picture books to the younger students.  

• W.5.03 Write narratives using effective technique, details, and clear sequences.
• W.5.03a Establish a situation, introduce narrator and/or characters; organize naturally.
• W.5.03b Use narrative techniques, such as dialogue, description, and pacing.
• W.5.03c Use a variety of transitional words, phrases, and clauses.
• W.5.03d Use sensory details to convey experiences and events precisely.
• W.5.03e Provide a conclusion that follows from the narrated experiences or events.
• W.5.04 Produce writing which is appropriate to task, purpose, and audience.
• W.5.05 Develop writing by planning, editing, rewriting, or trying a new approach.
• SL.5.06 Adapt speech to a variety of contexts and tasks.

​How does knowing someone’s story help us to build empathy?

• ​On paper, each student made a sequencing Brain Frame to plot out their story first, and then added some details they wanted included.

• The empathy books were each individual to student’s own interests. Some were based on true experiences from their own lives. Each story was developed on a situation that they valued and wanted to spread awareness about to others.

• ​Each student made a hard covered book with their story, as well as doing their own illustrations.  They shared their books with elementary school students. A group also presented at the Youth Exhibition.

• ​Students were able to choose the topic they were interested in and how they would tell the story of the character building empathy. They chose how to do their final product (by hand or using technology). They also voted on how they would present to the younger students, alone or with a partner, also choosing their partner they could work with easily.

• Jessica VanderLaan, self-published author of children's book Mr. McMillian.​​​

• Anne Coyne - mother of a boy with special needs who is connected to various Autism organizations.
• Kristen Warren - a retired art teacher.

     "The books were very inspiring. The books helped me learn to think outside the box and to become a better writer."   ~RP Intermediate Student
                        
     "It was a great way to learn about empathy. I really enjoyed making books even though they took a lot of time."   ~RP Intermediate Student      
                     
     "For me, I feel that our books helped me further understand empathy."  ~RP Intermediate Student​

• ​​At completion of rough drafts, students did a self-assessment of “Stars & Wishes.” This pointed out the things they felt best about their story and things they feel they would like to improve.  Students also went through this process with 2-3 fellow students, having them give feedback to the “author.”​

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• Project Template​
• Narrative Writing Rubric
• Children's Book Checklist

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Meet the Educator:
Holly Petermen teaches 5th grade ELA and Social Studies at Reeths-Puffer Intermediate School. 

     "This project is one of my all time favorites. To watch the kids work through their struggles with building a story with a purpose, feeling frustrations, and finally pride. They feel empowered and successful! They practice listening, writing, and speaking skills, and it takes a lot of time—but is SO worth it!"