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A Work in Progress

By Jarrett Lerner

�Global Read Aloud

with Ms. Long

#GRAWork�#GRA23

This is the student digital notebook.

I used my student notebook from 2021 (The Barren Grounds) and 2022 (Thirst) to update for this year’s #GRAWork

I he also created a teacher guide and student work book for 2023 A Rover’s Story here

This is the teacher guide I am working on. It has more activities you may wish to add to this notebook or use with your class.

If you have recommendations for updates or inclusions, feel free to reach out:

@MsAmandaLong on Twitter or email amanda.long@ddsb.ca

You can see some other things I’ve compiled or created on my linktree

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About the Author

Author-illustrator Jarrett Lerner is the award-winning creator of the EngiNerds series of Middle Grade novels, the Geeger the Robot series of early chapter books, the activity books Give This Book a Title and Give This Book a Cover, The Hunger Heroes series of graphic novel chapter books, and the Nat the Cat series of early readers. Jarrett is also the creator of the illustrated novel in verse A Work in Progress, as well as several as-yet-unannounced projects. All of Jarrett’s books are published by Simon & Schuster. In addition to writing, drawing, and visiting schools and libraries across the country, Jarrett co-founded and co-organizes the #KidsNeedBooks and #KidsNeedMentors projects, and regularly spearheads fundraisers for various reading- and book-related causes. He is also the founder and operator of Jarrett Lerner’s Creator Club. He can be found at jarrettlerner.com and on Twitter and Instagram at @Jarrett_Lerner. He lives with his wife and daughters in Massachusetts.

LAND ACKNOWLEDGEMENT��The Durham District School Board acknowledges that many Indigenous Nations have long standing relationships, both historic and modern, with the territories upon which our school board and schools are located. ‎Today, this area is home to many Indigenous peoples from across Turtle Island. We acknowledge that the Durham Region forms a part of the traditional and treaty territory of the Mississaugas of Scugog Island First Nation, the Mississauga Peoples and the treaty territory of the Chippewas of Georgina Island First Nation. It is on these ancestral and treaty lands that we teach, learn and live.

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Here are some ideas for your weekly “notes”:�

  • Written notes
  • Character web
  • Setting description, drawing, images, sketch
  • Draw an important scene
  • Create a comic of an important scene
  • Word web, hexagonal thinking connections
  • Art submission

To make a copy of any slide click the slide on the left in edit mode. Press CTRL+C to COPY then CTRL+V to PASTE.

Things to Know:

  • Each week we will read the assigned chapters together as a class�
  • We will communicate weekly with our global connection class using flipgrid and other technology�
  • You will submit your weekly “notes” every Friday under CLASSWORK. You can use this notebook to jot down ideas, insert images and thoughts throughout the week to use in your submission�
  • Friday is for Kahoots and Google Form quizzes to help review, summarize and consolidate weekly readings�
  • At the end of novel you will have your choice of a culminating activity�
  • We will have STEM challenges some weeks for cross-curricular connections.

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Reading Schedule

WEEK 1

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WEEK 5

SCHEDULE

WEEK 6

READING CALENDAR

Week 1: October 2-6 - p.1-48

Week 2: October 10-13 - p.48-105

Week 3: October 16-20 - p.106-173

Week 4: October 23-27 - p.174-225

Week 5: Oct. 30-November 3 - p.226-285

Week 6: November 6-10 - p.286-end

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

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A Work in Progress Predictions

Study the cover of the novel and make predictions about what you think will happen.

Consider:

  • What do you notice about the character? Who do you think they are? What are they doing?
  • What is the meaning of the title? Can you make any inferences about it’s meaning?
  • What do you notice about the lines? What does this make you wonder about ?

Write these questions and anything else you notice about the cover. Be sure to include what you think the novel will be about.

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A Work in Progress�Synopsis

A young boy struggles with body image in this poignant middle grade journey to self-acceptance told through prose, verse, and illustration.

Will is the only round kid in a school full of this ones. So he hides…in baggy jeans and oversized hoodies, in the back row during class, and anywhere but the cafeteria during lunch. But shame isn’t the only feeling that dominates Will’s life. He’s also got a crush on a girl named Jules who knows he doesn’t have a chance with—string beans only date string beans—but he can’t help wondering what if?

Will’s best shot at attracting Jules’s attention is by slaying the Will Monster inside him by changing his eating habits and getting more exercise. But the results are either frustratingly slow or infuriatingly unsuccessful, and Will’s shame begins to morph into self-loathing.

As he resorts to increasingly drastic measures to transform his appearance, Will meets skateboarder Markus, who helps him see his body and all it contains as an ever-evolving work in progress.

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Wonders and Noticings on the Cover

What might “A Work in Progress” mean? What could this book be about? Use clues from the cover picture to infer. Read the synopsis. Consider any other predictions you might make based on the synopsis.

I see…

I wonder...

I think….

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Anticipation Guide

8

How you look defines who you are.

Agree

Disagree

Friends have most things in common.

Agree

Disagree

You can control what you eat and when you eat.

Agree

Disagree

You are a work in progress.

Agree

Disagree

We all have something we are good at.

Agree

Disagree

How we dress tells the world who we are.

Agree

Disagree

Who you are now is who you always will be.

Agree

Disagree

Practice makes perfect.

Agree

Disagree

Directions: Read each statement, then drag an oval to agree or disagree.

Think about why you chose what you did. Be prepared to explain your reasoning.

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Jarrett Lerner reads first few poems from the book

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Pre-Reading

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WEEK 1

Theme:

WEEK 1

Week 1: Oct. 2 – 6 : Pages 1 - 48

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WEEK 6

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WEEK 1

Theme:

WEEK 1

Week 1: Oct. 2 – 6 : Pages 1 - 49

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WEEK 6

Reflection Questions:

Pick on quote and discuss in your group what it means to you and it’s significance in the story so far:

  • “You become your own bully and you do the job better than anyone else possibly could” p.11�
  • “They didn’t argue with that” p.24�
  • “It was what I wanted because it was what I needed” p.30

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WEEK 1

WEEK 1

Activities:

On page 27, Will talks about how he ruined all his clothes and then went and asked his parents to take him shopping for new clothes - clothes he could hide in. Use your creativity and compassion and design a hoodie for Will that would help feel comfortable but encouraged.

On page 45, Will describes what it feels like to squish into his desk and how they aren’t meant for all students. The desk makes him feel out of place and unwelcome. Think about the variety of kids who are in a school and all the needs they may have. Some kids are tall, some are very short, some are larger and some are smaller. Some students have mobility needs. Design a better desk that will make ALL students feel like they belong in the classroom. Do some research on what kinds of desks most schools have, what kinds of new desks have been developed and then see what you can come up with.

WEEK 1

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WEEK 6

Prompts:

  • Where did you find meaning?
  • What is unclear or an area you might need to learn more about?
  • What connections can you make to this week’s reading?
  • What predictions can you make?
  • What are some new words you learned?
  • What titles might you give these chapters/this section of the book? Why?
  • What questions do you have so far?
  • What parts were most interesting to you? Why?

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WEEK 1

Theme:

WEEK 1

Week 1: Oct. 2 – 6 : Pages 1 - 48

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

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Excerpt

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WEEK 6

Reflection Questions:

On pages 6-7, Will is stunned by what has happened, and then a friend tries to help Dave “break the spell”, and then Will flees the hallway. Loo at the way the words are written. How do the images and lettering tie in with what is happening on the page? Why are the letters that way? Why is WIll so small? How does this make you feel?

Reflection Questions:

Looking at the illustration on page 5, what different emotions do you see on the faces drawn there? How do the fonts and word size impact the meaning and feeling of what you see?

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Vocabulary

Scowling, p.2

Barrelled, p.13

Sneer, p.23

Committed, p.4

Stall, p.13

Grateful, p.26

Stunned, p.6

Cramped, p.13

Oblivious, p.26

Fled, p. 7

Relieved, p.15

Drift, p.32

Permanently, p. 8

Incident, p.16

Former, p.33

Inferior, p.10

Downer, p.18

Linger, p. 44

Consideration, p.10

Generous, p.18

Dawdle, p.44

Hurling, p.11

Disgust, p. 21

Hunch, p. 46

Week 1: Oct. 2 – 6 : Pages 1 - 48

I will add visual glossary links as classes around the world create them.

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Reflections

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WEEK 6

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RESPONSE:

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

TASK:

Instructions here

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WEEK 2

Theme:

Week 2: Oct. 10 – 13: Pages 48-105

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WEEK 4

WEEK 5

WEEK 6

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WEEK 2

Theme:

WEEK 1

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WEEK 6

Reflection Questions:

  • Think about the school cafeteria or where you eat lunch at school. How would you describe it? Is it similar or different to how WIll’s cafeteria is described? Is there a spot where kid’s who don’t have a lunch group “hide”? To eat their lunch? How do you think schools could change lunch time to be more inclusive and make all kids feel more comfortable? Draw or draft a letter proposal for your lunch space plan.
  • Describe Jules. How is she similar to the other characters introduced in the story? How is she different?
  • WIll used to be close with Dave but now he is not. How do friendships change over time? Why?
  • Will wants to have a drawing club. WHat club would you create at your school?

Prompts:

  • Where did you find meaning?
  • What is unclear or an area you might need to learn more about?
  • What connections can you make to this week’s reading?
  • What predictions can you make?
  • What are some new words you learned?
  • What titles might you give these chapters/this section of the book? Why?
  • What questions do you have so far?
  • What parts were most interesting to you? Why?

Week 2: Oct. 10 – 13: Pages 48-105

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Vocabulary

Squirm, p.48

Linger, p.63

Grate, p. 78

Scrawled, p.49

Crook (of arm), p.69

Fastened, p.80

Starving, p.50

Sloggin, p.72

Overwhelm, p.85

Protectively, p.57

Flicking, p.76

Pathetic, p.86

Clumsy, p.62

Bulges, 77

Blissful, p.87

Fascinated, p.63

Shrunk, p.77

Surrounded, p.97

Week 2: Oct. 10 – 13: Pages 48-105

Here is a visual glossary created by the KOA class at WCS

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Reflections

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WEEK 6

Author Quote:

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RESPONSE:

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

TASK:

Instructions here

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WEEK 3

Theme:

Week 3: Oct. 16 – 20: pages 106 - 173

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WEEK 6

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WEEK 3

Theme:

WEEK 1

WEEK 2

WEEK 3

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WEEK 5

WEEK 6

Reflection Questions:

  • Who is Jules? What do we know about her?
  • What is meant by the phrase, “when it rains, it pours” (p. 106)?
  • On page 113, we see another black scribble. This time it’s even larger and even darker. What do you think that means?
  • Discuss the adjectives Will uses on pages 114-115. Can you identify alliteration? What else do you notice about these descriptors?
  • On page 138, the scribble almost overtakes the page. Were you surprised by this? Were your predictions correct?
  • On page 152-163, Will is having what appears to be a discussion. We see two different fonts and an tell a conversation is going on. Who do you think Will is talking to? What makes you think that? Describe the differences between the two fonts and their speakers. Does the bolder one make you sense an emotion? What about the other font?

Prompts:

  • Where did you find meaning?
  • What is unclear or an area you might need to learn more about?
  • What connections can you make to this week’s reading?
  • What predictions can you make?
  • What are some new words you learned?
  • What titles might you give these chapters/this section of the book? Why?
  • What questions do you have so far?
  • What parts were most interesting to you? Why?

Week 3: Oct. 16 – 20: pages 106 - 173

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Vocabulary

Winced, p.109

Verging, p.128

Obliterated, p.153

Off-kilter, p.111

Humongous, p.137

Auditorium, p. 155

Glanced, p. 121

scraped, p.146

Suspicious, p. 159

Devour, p.122

Clenching, p. 152

gulps , p. 161

Squirmed, p.127

Squinching, p.152

Ramming, p. 162

Bland, p.128

Distract, p.152

Wardrobe, p. 170

Week 3 : October 23 - 27, 2023: Pages 106-173

I will add a visual glossary link created by a GRA class once it is created during October.

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Reflections

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WEEK 5

WEEK 6

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RESPONSE:

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

TASK:

Instructions here

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WEEK 4

Theme:

Week 4: Oct. 23 – 27: Pages 174- 225

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WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

ENGAGE

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WEEK 4

Theme:

Week 4: Oct. 23 – 27: Pages 174- 225

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WEEK 6

Reflection Questions:

  • Describe Markus. He seems different from other people we’ve met in the tory. How do you think Markus might be different from Will’ old friends or the other kids at school?
  • Why do you think Markus felt so comfortable telling his story to Will, a kid he just let? Would you be tha topen with someone you just met? Why or why not?

Prompts:

  • Where did you find meaning?
  • What is unclear or an area you might need to learn more about?
  • What connections can you make to this week’s reading?
  • What predictions can you make?
  • What are some new words you learned?
  • What titles might you give these chapters/this section of the book? Why?
  • What questions do you have so far?
  • What parts were most interesting to you? Why?

Class activity:

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Vocabulary

Skittering, p. 175

Dumbfounded, p. 202

Clacked, p. 178

Dumbfounded, p.203

Soaring, p. 182

Peer, p. 218

Confident, p. 183

Grimacing, p. 223

Swerving, p. 193

Legit, p.201

Week 4 : October 23 - 27, 2023: Pages 174-225

Visual Glossary Link will go here

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Reflections

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WEEK 3

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WEEK 5

WEEK 6

ENGAGE

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RESPONSE:

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

TASK:

Instructions here

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WEEK 5

Theme:

Week 5: Oct. 3o – Nov. 3: Pages 226 - 285

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WEEK 4

WEEK 5

WEEK 6

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WEEK 5

Theme:

WEEK 1

WEEK 2

WEEK 3

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WEEK 5

WEEK 6

Reflection Questions:

  • Beginning on page 267 we see Will start to spiral and then start to go in and out of consciousness. Over the next several pages, how does the author use the word space, the white space, and the black space to walk us through what is happening? Would the scene have the same impact if the authour had used regular spacing and a regular erse format to tell us this part of the story? Why or why not?

Prompts:

  • Where did you find meaning?
  • What is unclear or an area you might need to learn more about?
  • What connections can you make to this week’s reading?
  • What predictions can you make?
  • What are some new words you learned?
  • What titles might you give these chapters/this section of the book? Why?
  • What questions do you have so far?
  • What parts were most interesting to you? Why?

Week 5: Oct. 3o – Nov. 3: Pages 226 - 285

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Vocabulary

Glared, p. 226

Teeters, p. 244

Week 5 : October 30 - November 3, 2023: Pages 226-285

Here is a visual glossary created by the KOA class at WCS

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Reflections

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WEEK 3

WEEK 4

WEEK 5

WEEK 6

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RESPONSE:

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

TASK:

Instructions here

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WEEK 6

Theme:

Week 6: Nov. 6 – 10: Pages 286 - end

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WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

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WEEK 6

Theme:

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

Reflection Questions:

  • On page 301, will says, “like I’d been sitting in a burning building for the past few years and I’d finally called for help” What does this mean?
  • Have you ever met someone you clicked with? Will describes meeting Markus like, “meeting someone and just know in your body, in your bones - that they’re someone you want in your life” (p. 317)
  • At the end of the book, Will learns that he’s “a work in progress.” What does that phrase mean to you? Do you see yourself like that? Do you think there will ever be a point when you are all done - a finished product?

Prompts:

  • Where did you find meaning?
  • What is unclear or an area you might need to learn more about?
  • What connections can you make to this week’s reading?
  • What predictions can you make?
  • What are some new words you learned?
  • What titles might you give these chapters/this section of the book? Why?
  • What questions do you have so far?
  • What parts were most interesting to you? Why?

Week 6: Nov. 6 – 10: Pages 286 - end

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Vocabulary

Wobble, p. 309

Ecstatic, p. 312

Consumed, p. 354

Week 6 : November 6-10, 2023: Pages 286 - end

Here is a visual glossary created by the KOA class at WCS

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Reflections

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

ENGAGE

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RESPONSE:

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

TASK:

Instructions here

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Culminating Task

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

Resources compiled by @MsAmandaLong

ENGAGE

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This activity and more are in the free teacher guide �I have created for 2023 #GRARover - ENJOY!

Compiled by @MsAmandaLong

More on my LinkTree

Click FILE then MAKE A COPY to have your own editable version in your Google Drive

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This activity and more are in the free teacher guide I have created for 2022 #GRAThirst - ENJOY!

Compiled by @MsAmandaLong

More on my LinkTree

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This activity and more are in the free teacher guide �I have created for 2021 #GRABarren - ENJOY!

Compiled by @MsAmandaLong

More on my LinkTree

Click FILE then MAKE A COPY to have your own editable version in your Google Drive

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This activity and more are in the free teacher guide �I have created for 2023 #GRAWork - ENJOY!

Compiled by @MsAmandaLong

More on my LinkTree

Click FILE then MAKE A COPY to have your own editable version in your Google Drive

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