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ELA G3:M3:U2

Writing Grounded in Evidence: An Opinion of 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.

View the unit overview

Lesson 1Comparing Stories: Peter Pan and Chapter 1 of Peter Pan in Kensington Gardens
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 12 (20 minutes)

2. Work Time

A. Reading and Recounting the Story: Peter Pan in Kensington Gardens, Chapter 1 (20 minutes)

3. Closing and Assessment

A. Comparing Chapter 1 of Peter Pan in Kensington Gardens with Peter Pan (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 meaning of unfamiliar Vocabulary in Peter Pan in Kensington Gardens. (RL.3.4, L.3.4)
  • I can identify similarities and differences between Peter Pan and Chapter 1 of Peter Pan in Kensington Gardens. (RL.3.1, RL.3.9)
  • Peter Pan in Kensington Gardens: Chapter 1 Glossary (RL.3.4, L.3.4)
  • Comparing Chapter 1 of Peter Pan in Kensington Gardens with Peter Pan (RL.3.1, RL.3.9)

Lesson 2Comparing Stories: Peter Pan and Chapter 2 of Peter Pan in Kensington Gardens
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 13 (20 minutes)

2. Work Time

A. Reading and Recounting the Story: Peter Pan in Kensington Gardens, Chapter 2 (25 minutes)

3. Closing and Assessment

A. Comparing Chapter 2 of Peter Pan in Kensington Gardens with Peter Pan (10 minutes)

4. Homework

A. Complete Language Dive I: Peter Pan in Kensington Gardens Practice in your Unit 2 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can recount Chapter 2 of Peter Pan in Kensington Gardens. (RL.3.2)
  • I can identify similarities and differences between Peter Pan and Chapter 2 of Peter Pan in Kensington Gardens. (RL.3.1, RL.3.9)
  • Comparing Chapter 2 of Peter Pan in Kensington Gardens with Peter Pan (RL.3.1, RL.3.9)

Lesson 3Comparing Stories: Peter Pan and Chapter 3 of Peter Pan in Kensington Gardens
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 14 (20 minutes)

2. Work Time

A. Reading and Recounting the Story: Peter Pan in Kensington Gardens, Chapter 3 (20 minutes)

3. Closing and Assessment

A. Comparing Chapter 3 of Peter Pan in Kensington Gardens with Peter Pan (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 meaning of unfamiliar Vocabulary in Peter Pan in Kensington Gardens. (RL.3.4, L.3.4)
  • I can identify similarities and differences between Peter Pan and Chapter 3 of Peter Pan in Kensington Gardens. (RL.3.1, RL.3.9)
  • Peter Pan in Kensington Gardens: Chapter 3 Glossary (RL.3.4, L.3.4)
  • Comparing Chapter 3 of Peter Pan in Kensington Gardens with Peter Pan (RL.3.1, RL.3.9)

Lesson 4Comparing Stories: Peter Pan and Chapter 4 of Peter Pan in Kensington Gardens
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 15 (20 minutes)

2. Work Time

A. Reading and Recounting the Story: Peter Pan in Kensington Gardens, Chapter 4 (25 minutes)

3. Closing and Assessment

A. Comparing Chapter 4 of Peter Pan in Kensington Gardens with Peter Pan (10 minutes)

4. Homework

A. Complete Language Dive II: Peter Pan in Kensington Gardens Practice in your Unit 2 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can recount Chapter 4 of Peter Pan in Kensington Gardens. (RL.3.2)
  • I can identify similarities and differences between Peter Pan and Chapter 4 of Peter Pan in Kensington Gardens. (RL.3.1, RL.3.9)
  • Comparing Chapter 4 of Peter Pan in Kensington Gardens with Peter Pan (RL.3.1, RL.3.9)

Lesson 5Comparing Stories: Peter Pan and Chapter 5 of Peter Pan in Kensington Gardens
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: Peter Pan, Chapter 16 (20 minutes)

2. Work Time

A. Reading and Recounting the Story: Peter Pan in Kensington Gardens, Chapter 5 (20 minutes)

3. Closing and Assessment

A. Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan (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 meaning of unfamiliar Vocabulary in Peter Pan in Kensington Gardens. (RL.3.4, L.3.4)
  • I can identify similarities and differences between Peter Pan and Chapter 5 of Peter Pan in Kensington Gardens. (RL.3.1, RL.3.9)
  • Peter Pan in Kensington Gardens: Chapter 5 Glossary (RL.3.4, L.3.4)
  • Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan (RL.3.1, RL.3.9)

Lesson 6Recounting the Story and Determining a Message: 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 17 (20 minutes)

2. Work Time

A. Recounting and Determining the Central Message in Peter Pan (25 minutes)

3. Closing and Assessment

A. Reviewing Homework (10 minutes)

4. Homework

A. Complete Recommending Peter Pan in your Unit 2 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can recount the story of Peter Pan. (RL.3.2)
  • I can identify a central message in Peter Pan and how it is conveyed through details in the text. (RL.3.1, RL.3.2)
  • Recounting the Story and Determining the Central Message: Peter Pan (RL.3.1, RL.3.2)

Lesson 7Mid-Unit 2 Assessment: Comparing Two Peter Pan Stories
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning End of Unit 1 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 2 Assessment: Comparing Two Peter Pan Stories (35 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 recount the story of Peter Pan in Kensington Gardens. (RL.3.2)
  • I can identify a central message in Peter Pan in Kensington Gardens and how it is conveyed through details in the text. (RL.3.1, RL.3.2)
  • I can identify similarities and differences between Peter Pan and Chapter 6 of Peter Pan in Kensington Gardens. (RL.3.1, RL.3.9)
  • Mid-Unit 2 Assessment: Comparing Two Peter Pan Stories (RL.3.1, RL.3.2, RL.3.4, RL.3.9, RL.3.10, L.3.1f, L.3.4)

Lesson 8Writing a Book Review: Analyzing a Model
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Model Book Review (15 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Analyzing a Model: The Painted Essay® (25 minutes)

3. Closing and Assessment

A. Research Reading Share (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can use the Painted Essay(r) structure to analyze a model. (W.3.1)
  • The Painted Essay(r) template (W.3.1)

Lesson 9Writing a Book Review: Drafting the Introduction
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. The Painted Essay®: Sorting and Color-Coding the Parts of an Introductory Paragraph (10 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Forming an Opinion (10 minutes)

B. Shared Writing: Writing an Introduction (20 minutes)

3. Closing and Assessment

A. Independent Writing: Writing an Introduction (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can write an introductory paragraph for my book review including a brief recount of the story. (W.3.1a)
  • Introduction to book review (W.3.1a)

Lesson 10Writing a Book Review: Drafting Proof Paragraph 1
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. The Painted Essay®: Sorting and Color-Coding the Parts of Proof Paragraph 1 (15 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Language Dive: Proof Paragraph 1 (15 minutes)

B. Guided Practice: Writing Proof Paragraph 1 (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. Complete Language Dive I: Model Book Review Practice in your Unit 2 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can write Proof Paragraph 1 of my book review using evidence from the text to support a reason for my opinion. (RL.3.1, W.3.1b)
  • Proof Paragraph 1 of book review (RL.3.1, W.3.1b)

Lesson 11Writing a Book Review: Drafting Proof Paragraph 2
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. The Painted Essay®: Sorting and Color-Coding the Parts of Proof Paragraph 2 (15 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Language Dive: Proof Paragraph 2 (15 minutes)

B. Guided Practice: Writing Proof Paragraph 2 (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. Complete Language Dive II: Model Book Review Practice in your Unit 2 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can write Proof Paragraph 2 of my book review using evidence from the text to support a reason for my opinion. (RL.3.1, W.3.1b)
  • Proof Paragraph 2 of book review (RL.3.1, W.3.1b)

Lesson 12Writing a Book Review: Drafting the Conclusion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Research Reading Share (15 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Guided Writing: Writing a Concluding Paragraph (20 minutes)

3. Closing and Assessment

A. Preparing for a Text-Based Discussion: Peter Pan in Kensington Gardens (20 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can write a concluding paragraph for my book review. (W.3.1d)
  • I can prepare for a text-based discussion by forming an opinion and identifying reasons and evidence. (RL.3.1, SL.3.1)
  • Conclusion to book review (W.3.1d)
  • Preparing for a Text-Based Discussion: Peter Pan in Kensington Gardens note-catcher (RL.3.1, SL.3.1)

Lesson 13Preparing for and Participating in a Text-Based Discussion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Participating in a Text-Based Discussion: Peter Pan in Kensington Gardens (30 minutes)

B. Reflecting on Discussion (10 minutes)

3. Closing and Assessment

A. Preparing for a Text-Based Discussion: Peter Pan (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • I can recognize the differences between written and spoken English. (L.3.3b)
  • I can follow discussion norms to participate in a productive discussion about my opinion of Peter Pan in Kensington Gardens. (SL.3.1)
  • I can prepare for a text-based discussion by forming an opinion and identifying reasons and evidence. (RL.3.1, SL.3.1)
  • Discussion Notes (SL.3.1)
  • Preparing for a Text-Based Discussion: Peter Pan note-catcher (RL.3.1, SL.3.1)

Lesson 14End of Unit 2 Assessment: Revising a Book Review and Participating in a Text-Based Discussion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 2 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson Review: Linking Words and Phrases (5 minutes)

B. End of Unit 2 Assessment: Revising a Book Review and Participating in a Text-Based Discussion (30 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 follow discussion norms to participate in a productive discussion about my opinion of Peter Pan. (SL.3.1)
  • I can revise my book review for linking words and phrases. (W.3.1c, W.3.5)
  • I can use Vocabulary strategies to revise spelling errors. (L.3.2e, L.3.2f, L.3.2g)
  • End of Unit 2 Assessment: Revising a Book Review and Taking Part in a Text-Based Discussion (RL.3.1, W.3.1c, W.3.5, SL.3.1a, SL.3.1d, L.3.2e, L.3.2f, L.3.2g, L.3.3b)
  • Tracking Progress: Collaborative Discussion (SL.3.1)

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