• With books closed, ask students to close their eyes. Tell them you are going to say a phrase, and they must write down the first word or idea that comes into their head. Tell them not to think too much, but just write their first idea. Say the word reaction, and ask students to open their eyes and write down their first word or thought. • Write students’ ideas on the board in a word cloud, writing items that are mentioned several times in bigger letters. Point to the word cloud on the board and ask: How do you react when you meet someone for the first time? What is important when we meet someone for the first time? How do people react to someone who looks or sounds different? Elicit a few ideas, then ask: What problems can people who are perceived as “different” face in everyday life?

• Students open their books. Teach or elicit wonder (= (verb) to think about something and try to decide what is true, what will happen / (noun) a feeling of surprise and admiration when you experience something unusual or unexpected). Ask: What is the opposite of “fit in”? (stand out). • Point to page 7 and ask: What can you see in the picture? Elicit where students think the picture comes from. • Elicit the meaning of empathy (= the ability to understand another person’s feelings, experiences, etc.). You could tell students the saying “to put yourself in someone else’s shoes,” and ask: Is there a similar saying in your language? Discuss their predictions of what the article is about, based on the pictures.

• Ask students to read the reading strategy, or read it aloud to the class. Elicit some different non-fiction text types, e.g., review, article, book cover, advertisement for a movie. Discuss how different text types vary in layout, style, and purpose. Ask: What sort of texts do you find interesting? What sort do you react negatively to? • Ask students to read the questions. Point out that to answer the questions, students need to read the text carefully and think about what they have read. • Play the audio for students to listen and read, and answer the questions. • Check answers.

• Ask students to read the questions. Point out that they need to use their own words for the answers. • Put students in pairs to compare answers and opinions. Encourage them to explain their answers. Elicit answers. READING TEXT QUESTIONS • Point to the questions next to the text on page 7. Encourage students to scan the text to find the relevant parts, then read these carefully to answer the questions. • Discuss the answers with the class, encouraging students to refer back to the text to justify their answers. • Read aloud the first noun, reaction, and ask students to find it in the article (Question 2). Ask students what they think the verb form is (react). • Students then complete the chart. They can refer to the article to find some of the answers. Check answers. • Ask students to make pairs of sentences using each form, e.g., Some people react in a way that embarrasses Auggie. People’s reactions sometimes embarrass Auggie. Invite individual students to share their sentences with the class. • Alternatively, ask students to read aloud their sentences in pairs, but not to say the word. They take turns guessing the correct word and correct form.

• Read aloud the task and the example beginning. Encourage students to imagine being in Auggie’s shoes for a day. Ask: How do you feel? What are you worried about? What would make you feel comfortable? • Prompt students to make a list of the things students have to do on their first day at a new school. Then ask them to imagine how Auggie might feel doing these things. Remind them to use the nouns and verbs from exercise 4, e.g., My teacher didn’t seem to notice my appearance. She treated me very kindly and made me feel comfortable. • Allow students time to write their journal entries. • Students can work in pairs and read extracts from their journals to each other. Encourage them to ask each other questions, e.g., How did you feel when that happened? Check the words are formed correctly. Talking points CRITICAL THINKING • Students can discuss the questions in pairs or small groups. Allow students time to read the questions and think about their answers first, and encourage them to think of reasons and examples to support their ideas. Discover more • Remind students that they should use the exact search term in the task. They can do it in class if they have internet access. Alternatively, they can do it for homework. • Encourage students to find out as much as possible about World Kindness Day (November 13) in their country, and to find or think of examples of acts of kindness. • After the research or at the beginning of the next lesson, discuss the students’ findings as a class.