Title: Wonder Struck
Author: Brian Selznick
Copyright: 2011
Publisher: Scholastic Press
Reading Level:
Fountas and Pinnell: S
Lexile: 830 L
Accelerated Reader: 5.4
An artistic, beautifully crafted, and thought provoking
story about a heroic deaf boy told through magnificently drawn pictures and
even more beautifully written words.
Suggested Delivery: Independent Read
2 Electronic Resources to extend/support text:
This is the website that Brian Selznick created for the
book. It has a video compilation of many of the images found within the book as
well as essays written about it, information about the author, and links to
other websites that will help with comprehension during and after reading.
This is a website that Scholastic created to go along with
the book. Students can learn how to fingerspell their name, learn more about
the constellations, and watch a video of the author presenting to a group of
students. This website also gives students links to other books that Brian
Selznick has written so that they can read more if they are interested.
Key Vocabulary:
1. Dewey Decimal System- A system that the library uses to
organize books
using the numbers 000 to 999 and dividing books by their subject.
2. Ornate- Something that is made in a very detailed shape
or decorated with
complex patterns.
3. Indentation- A cut into the edge of something.
4. Panorama- A way of showing or telling something that
includes a lot of
information and multiple topics. It can contain words, pictures, dioramas,
and any other presentation style.
5. Curator- A keeper or custodian of a museum or other
collection.
6. Marvel- To be filled with wonder or astonishment.
Before Reading Strategy:
Before reading, discuss the structure of the book and how it
is set up as two different stories, one told by pictures and one told by words, that start in separate years but eventually meet up towards the end of the novel. It might be beneficial to have
students watch the video of Brian Selznick (http://www.wonderstruckthebook.com/home.htm) explaining how he wrote the book and why he chose to tell two stories in one novel.
During Reading Strategy:
While reading the story, have the students create a timeline
of both stories separately at first but then somehow make the timelines meet up when the two stories meet up in the novel. This can help them visualize what is going on in both stories
and help them to remember the different events in both stories.
After Reading Strategy:
Since the story discussed Ben’s museum box multiple
times throughout, have students create and bring in their own museum box that
includes 5 items that are important to them and that represent both their personality and experiences.
Then, have a show and tell day where each students discusses
the five items they picked, why they picked them, and how they represent their personality and experiences.
After the show and
tell process, have the students write a reflection about how their personal
museum box was similar to and different than Ben’s museum box from the story. Also have the students discuss what they
learned about Ben’s personality from the items in his museum box.
Writing Activity to demonstrate inferential comprehension:
In order to see what the students have inferentially
comprehended, have them pick their favorite picture sequence in the book and
write words to accompany the pictures. After they have written the story, have
them create their own video with the pictures and words just like the video
seen on the Wonderstruck website and post it to the class website or blog.
After students have completed the project, they should
reflect on their process by answering the following questions:
a) How did
you know what story the pictures were telling?
b) What
clues did the pictures give you to tell you exactly what was going on?
c) Did you
use any information from the written part of the story to help you
write?
d)
Would you ever consider writing a novel in pictures and words? Why or
why not?
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