Wonder End of Novel Projects

Write an original precept modelled on the ones collected at the end of the novel and explain in a paragraph what it means personally

Compose a chapter in the voice of a Wonder character who has no narrated section, keeping that character's perspective consistent with events already in the book

Summarise a chosen scene in two or more paragraphs and give reasons for choosing it

Gather information on craniofacial deformities from online sources and present it across at least six slides, naming a credible source in a Works Cited slide

Select at least eight major events from a year-long plot, place them in order and write about each in detail

Students circle their choice on the sheet, so collecting the sheets before work begins gives an instant record of who is doing which project

The six options call for very different materials — the diorama and the timeline need craft supplies and colour, while the chapter and the presentation both need a keyboard and access to Google Slides

Option 4 is the only one that leaves the novel; agree in advance what counts as a credible source on craniofacial differences and preview the sites students will land on

Option 1 depends on having finished the book, since it starts from the precepts mailed in to Mr. Browne in the closing section

Every option states its floor — three paragraphs, two paragraphs, six slides, eight events — which makes one shared rubric workable across all six choices

Perspective-taking in writing — students pick a character with no narrated part and write a chapter of at least three paragraphs in that character's voice.

Research and source citation — the presentation option requires online research into craniofacial deformities and a Works Cited slide naming a credible source.

Summarising and justifying a choice — the diorama option asks for two or more paragraphs on what happened in the chosen scene and why it is the student's favourite.

Sequencing a novel's plot — the timeline option requires at least eight major events from Auggie's fifth-grade year, ordered and written about in detail.

Turning a theme into a personal statement — students write their own precept after reviewing the ones collected at the end of the book, then explain its meaning in a paragraph.