Unit-at-a-Glance Detail | EL Education Curriculum

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ELA G3:M3:U1

Analyzing Author’s Craft: Character Development in Peter Pan

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Discovering Our Topic: Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Infer the Topic (15 minutes)
B. Introducing the Performance Task and the Module Guiding Questions (10 minutes)
C. Engaging the Reader: Peter Pan, Chapter 1 (20 minutes)

3. Closing and Assessment

A. Recounting the Story: Peter Pan, Chapter 1 (10 minutes)

4. Homework

A. Read and reflect on the guiding questions for the module. Talk about them with someone at home. How do the questions make you feel? Why? What do they make you think about? What are some literary classics you and your family are familiar with (this may include literary classics from other countries)? You can sketch or write your reflections.
B. Bring in literary classics, stories that were written long ago and are still enjoyed today, that are meaningful to you and your family to share with the class.

    • I can explain how an illustration contributes to the text. (RL.3.7)
    • I can recount Chapter 1 of Peter Pan. (RL.3.1, RL.3.2)
  • I Notice/I Wonder note-catcher (RL.3.1, W.3.8)
  • Oral recountings of Peter Pan (RL.3.1, RL.3.2)
  • Infer the Topic

Lesson 2Reading for Gist: “Peter Pan: The Author and Historical Context”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reflecting on Module Guiding Questions and Sharing Literary Classics (10 minutes)
B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading for Gist and Unfamiliar Vocabulary: “Peter Pan: The Author and Historical Context” (25 minutes)
B. Making Connections between Chapter 1 and Historical Context (5 minutes)

3. Closing and Assessment

A. Launching Independent Research Reading (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can determine the gist and the meaning of unfamiliar Vocabulary in “Peter Pan: The Author and Historical Context.” (RI.3.4, L.3.4)
  • I can make connections between Chapter 1 of Peter Pan and the historical context. (RI.3.1)
  • Oral recountings of Peter Pan (RL.3.1, RL.3.2)
  • Gist statements and unfamiliar Vocabulary in “Peter Pan: The Author and Historical Context” (RI.3.4, L.3.4)

Lesson 3Close Reading: Chapter 2 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)
B. Engaging the Reader: Peter Pan, Chapter 2 (20 minutes)

2. Work Time

A. Text-Dependent Questions and Recounting the Story: Peter Pan, Chapter 2 (30 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 2 and Historical Context (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can recount Chapter 2 of Peter Pan. (RL.3.2)
  • I can explain how Chapter 2 of Peter Pan builds on Chapter 1. (RL.3.5)
  • Peter Pan: Text-Dependent Questions – Chapter 2 (RL.3.1, RL.3.2, RL.3.4, RL.3.5, L.3.4, L.3.5a)

Lesson 4Close Reading: Chapter 3 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)
B. Engaging the Reader: Peter Pan, Chapter 3 (20 minutes)

2. Work Time

A. Text-Dependent Questions and Recounting the Story: Peter Pan, Chapter 3 (30 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 3 and Historical Context (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can explain how Chapter 3 of Peter Pan builds on Chapters 1 and 2. (RL.3.5)
  • I can explain how an illustration contributes to the text. (RL.3.7)
  • Peter Pan: Text-Dependent Questions – Chapter 3 (RL.3.1, RL.3.2, RL.3.4, RL.3.5, L.3.4)

Lesson 5Mid-Unit 1 Assessment: Answering Questions about a Literary Text

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 1 Assessment: Answering Questions about a Literary Text (35 minutes)

B. Making Connections between Chapter 4 and Historical Context (5 minutes)

3. Closing and Assessment

A. Tracking Progress (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can explain how Chapter 4 of Peter Pan builds on Chapters 1–3. (RL.3.5)
  • I can explain how an illustration contributes to the text. (RL.3.7)
  • Mid-Unit 1 Assessment: Answering Questions about a Literary Text (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RL.3.7, RL.3.10, L.3.4a, L.3.4b, L.3.4c, L.3.4d)

Lesson 6Close Reading: Chapter 5 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

B. Engaging the Reader: Peter Pan, Chapter 5 (15 minutes)

2. Work Time

A. Close Reading: Peter Pan, Chapter 5 (30 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 5 and Historical Context (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can compare my own point of view to the point of view of characters in the text. (RL.3.6)
  • I can identify character traits of characters in Peter Pan. (RL.3.3)
  • Close Reading Note-catcher: Peter Pan – Chapter 5 (RL.3.1, RL.3.3. RL.3.6, L.3.5a)

Lesson 7Close Reading: Chapter 6 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

B. Engaging the Reader: Peter Pan, Chapter 6 (15 minutes)

2. Work Time

A. Language Dive: Peter Pan, Chapter 6 (15 minutes)
B. Text-Dependent Questions: Peter Pan, Chapter 6 (15 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 6 and Historical Context (5 minutes)

4. Homework

A. Complete Language Dive 1 Practice in your Unit 1 homework.
B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can determine the meaning of figurative language. (L.3.5a)
  • I can identify character traits of characters in Peter Pan. (RL.3.3)
  • Peter Pan: Text-Dependent Questions – Chapter 6 (RL.3.1, RL.3.3, L.3.5a)

Lesson 8Close Reading: Chapter 7 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 7 (15 minutes)

2. Work Time

A. Close Reading: Peter Pan, Chapter 7 (35 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 7 and Historical Context (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can identify character traits of characters in Peter Pan. (RL.3.3)
  • I can compare my point of view to the point of view of the narrator or characters. (RL.3.6)
  • Close Reading Note-catcher: Peter Pan – Chapter 7 (RL.3.1, RL.3.3. RL.3.6, L.3.5b)

Lesson 9Close Reading: Chapter 8 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 8 (15 minutes)

2. Work Time

A. Language Dive: Peter Pan, Chapter 8 (15 minutes)

B. Text-Dependent Questions: Peter Pan, Chapter 8 (20 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 8 and Historical Context (5 minutes)

4. Homework

A. Complete Language Dive II Practice in your Unit 1 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can identify character traits of characters in Peter Pan. (RL.3.3)
  • I can compare my point of view to the point of view of the narrator or characters. (RL.3.6)
  • Peter Pan: Text-Dependent Questions – Chapter 8 (RL.3.1, RL.3.3, RL.3.6, L.3.5a)

Lesson 10Close Reading: Chapter 9 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 9 (15 minutes)

2. Work Time

A. Close Reading: Peter Pan, Chapter 9 (35 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 9 and Historical Context (5 minutes)

4. Homework

A. Complete Shades of Meaning Practice in your Unit 1 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can identify character traits of characters in Peter Pan. (RL.3.3)
  • I can compare my point of view to the point of view of the narrator or characters. (RL.3.6)
  • Close Reading Note-catcher: Peter Pan – Chapter 9 (RL.3.1, RL.3.3, RL.3.6)

Lesson 11Close Reading: Chapter 10 of Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 10 (15 minutes)

2. Work Time

A. Language Dive: Peter Pan, Chapter 10 (15 minutes)

B. Text-Dependent Questions: Peter Pan, Chapter 10 (20 minutes)

3. Closing and Assessment

A. Making Connections between Chapter 10 and Historical Context (5 minutes)

4. Homework

A. Complete Language Dive III Practice in your Unit 1 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can identify character traits of characters in Peter Pan. (RL.3.3)
  • I can compare my point of view to the point of view of the narrator or characters. (RL.3.6)
  • Peter Pan: Text-Dependent Questions – Chapter 10 (RL.3.1, RL.3.3, RL.3.6)

Lesson 12End of Unit 1 Assessment: Analyzing Characters in Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 1 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 1 Assessment: Analyzing Characters in Peter Pan (30 minutes)

B. Making Connections between Chapter 11 and Historical Context (5 minutes)

3. Closing and Assessment

A. Tracking Progress (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can identify character traits of characters in Peter Pan. (RL.3.3)
  • I can compare my point of view to the point of view of the narrator or characters. (RL.3.6)
  • End of Unit 1 Assessment: Analyzing Characters in Peter Pan (RL.3.1, RL.3.3, RL.3.4, RL.3.6, RL.3.10, L.3.5)

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