We read the following 5 chapters aloud as a class- a lot of what is written in these next five chapters allowed for great conversation and discussion.
Chapter 16: Lamb to the Slaughter
This chapter provides key information into the character of Julian. My class and I had a lengthy discussion about Julian's public conversation with August about Star Wars (p.44)- we discussed what Julian meant by asking whether August liked the character of Darth Sidious ("In Star Wars Episode III: Revenge of the Sith, Darth Sidious's face gets burned by Sith lightning and becomes totally deformed. His skin gets all shriveled up and his whole face just kind of melts" (44). When I asked my students to look back into the text for information about Julian, we used this conversation, as well as his interactions with August on the tour, to draw our own conclusions about Julian's personality (see homework assignments). This is a great chapter to read aloud and discuss.
Chapter 17: Choose Kind
This is another great chapter to read aloud and discuss in a reading group, or as a whole class.
I stopped the kids after the second paragraph, when August describes Jack Will: "I could tell Jack was the kind of kid other kids like. He had a lot of friends. He made people laugh." We recorded August's first impressions of Jack and discussed what led August to feel this way about Jack.
We also talked about Mr. Browne and his introduction of precepts:
"PRECEPTS = RULES ABOUT REALLY IMPORTANT THINGS!"
We then entered into a discussion about Mr. Browne's September precept:
"WHEN GIVEN THE CHOICE BETWEEN BEING RIGHT OR BEING KIND. CHOOSE KIND." - We talked about different situations and scenarios where we would be faced with this type of decision, and why it might be more important to choose kind over being right.
Our discussion led to the homework assignment (see Homework Assignments page), where my students were asked to write about Mr. Browne's September precept, and what it meant to them.
Chapter 18: Lunch
As we read aloud this chapter, we envisioned what it would be like to be in August's shoes. We imagined our daily lunch routine and how it would feel to be August, coming into a new cafeteria and not knowing anyone.
Chapter 19: The Summer Table
After reading this chapter, we did a 'character sketch' of Summer- we talked about what her actions (moving from the lunch table of girls to August's table) told us about her. We also questioned whether Summer's table was really crowded, or whether she was using it as an excuse to sit with August.
It was amazing to see my students' reaction at this point- many of them were relieved and excited to see that another student was being so kind to August. As my 4th graders are reading this book, they are living vicariously through August- I love how August's voice engages my readers and entices even the most quiet of students to join in conversation and discussion.
Chapter 20: One to Ten
We read this chapter aloud as well- the one main point of discussion was how we could relate to August's treatment of his mom, after his first day of school:
As soon as we crossed the street and were away from the crowd, Mom said: 'Who was that, Auggie?'
'Summer.'
'Is she in your class?'
"I have lots of classes.'
'Is she in any of your classes?' Mom said.
'Nope.'
Mom waited for me to say something else, but I just didn't feel like talking (55).
1). Look at the conversation between August and his mom on page 55- can you relate to August? Do you sometimes give one-word responses to your parents, when they ask you about school? Why?
2). As August is walking home from school with his mom, he admits: "I honestly don't know why I was kind of mad at Mom, but I was" (55). Why do you think August is 'mad' at his mom? Is he really mad at her or at someone/something else?
Our discussion led to the homework assignment (see Homework Assignments page), where my students were asked to write about Mr. Browne's September precept, and what it meant to them.
Chapter 18: Lunch
As we read aloud this chapter, we envisioned what it would be like to be in August's shoes. We imagined our daily lunch routine and how it would feel to be August, coming into a new cafeteria and not knowing anyone.
Chapter 19: The Summer Table
After reading this chapter, we did a 'character sketch' of Summer- we talked about what her actions (moving from the lunch table of girls to August's table) told us about her. We also questioned whether Summer's table was really crowded, or whether she was using it as an excuse to sit with August.
It was amazing to see my students' reaction at this point- many of them were relieved and excited to see that another student was being so kind to August. As my 4th graders are reading this book, they are living vicariously through August- I love how August's voice engages my readers and entices even the most quiet of students to join in conversation and discussion.
Chapter 20: One to Ten
We read this chapter aloud as well- the one main point of discussion was how we could relate to August's treatment of his mom, after his first day of school:
As soon as we crossed the street and were away from the crowd, Mom said: 'Who was that, Auggie?'
'Summer.'
'Is she in your class?'
"I have lots of classes.'
'Is she in any of your classes?' Mom said.
'Nope.'
Mom waited for me to say something else, but I just didn't feel like talking (55).
1). Look at the conversation between August and his mom on page 55- can you relate to August? Do you sometimes give one-word responses to your parents, when they ask you about school? Why?
2). As August is walking home from school with his mom, he admits: "I honestly don't know why I was kind of mad at Mom, but I was" (55). Why do you think August is 'mad' at his mom? Is he really mad at her or at someone/something else?
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