Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G3:M3:U3

Reading Like a Writer: Revising Scenes from 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 1Preparing to Write: Determining the Characteristics of the Format

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Research Reading Share (15 minutes)

B. Reviewing Performance Task and Learning Targets (10 minutes)

2. Work Time

A. Reading for Gist: Revised Scene from Peter Pan in Kensington Gardens (15 minutes)

B. Analyzing a Model (10 minutes)

3. Closing and Assessment

A. Choosing a Scene to Revise from Peter Pan (10 minutes)

4. Homework

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

  • I can use a model to generate criteria for a revised scene in a story. (W.3.3, W.3.4, W.3.5)
  • I can identify a scene from Peter Pan to revise. (W.3.3, W.3.4, W.3.5)
  • Narrative Planning graphic organizer (W.3.3, W.3.4, W.3.5)

Lesson 2Writing Narrative Texts: Planning a Revised Scene

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Recounting the Revised Model Narrative (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Independent Writing: Mapping Out an Original Scene (15 minutes)

B. Independent Writing: Planning a Revised Scene (20 minutes)

C. Peer Critique: Narrative Plan (10 minutes)

3. Closing and Assessment

A. Revising Narrative Plan (5 minutes)

4. Homework

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

  • I can plan a revised scene of Peter Pan. (W.3.3, W.3.4, W.3.5)
  • I can critique my partner’s narrative plan and provide kind, helpful, and specific feedback. (W.3.5)
  • Narrative Planning graphic organizer (W.3.3, W.3.4, W.3.5)
  • Stars and steps on sticky notes (W.3.5)
  • Peer Critique

Lesson 3Writing Narrative Texts: Drafting a Revised Scene of Peter Pan – Part I

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Independent Writing: Drafting a Revised Scene of Peter Pan (35 minutes)

B. Mini Lesson: Capitalizing Appropriate Words in Titles (15 minutes)

3. Closing and Assessment

A. Partner Share: Revised Scene of Peter Pan (5 minutes)

4. Homework

A. Complete the Capitalizing Appropriate Words in Titles Practice in your Unit 3 homework.

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

  • I can draft a revised scene of Peter Pan. (W.3.3, W.3.4, W.3.5, W.3.6, L.3.2a)
  • I can capitalize the appropriate words in a title. (L.3.2a)
  • Draft Peter Pan scenes (W.3.3, W.3.4, W.3.5, W.3.6, L.3.2a)

Lesson 4Writing Narrative Texts: Drafting a Revised Scene of Peter Pan – Part II

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Independent Writing: Drafting a Revised Scene of Peter Pan (25 minutes)

B. Language Dive: Possessives (25 minutes)

3. Closing and Assessment

A. Partner Share: Revised Scene of Peter Pan (5 minutes)

4. Homework

A. Complete Language Dive I: Model Narrative: Possessives Practice in your Unit 3 homework.

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

  • I can draft a revised scene of Peter Pan. (W.3.3, W.3.4, W.3.6, L.3.1e, L.3.1f, L.3.2d)
  • I can form and use possessives correctly in my revised scene. (L.3.d)
  • Draft Peter Pan scenes (W.3.3, W.3.4, W.3.6, L.3.1e, L.3.1fL.3.2d)

Lesson 5Writing Narrative Texts: Revising for Dialogue and Description

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Analyzing a Model (15 minutes)

B. Mini Lesson: Punctuating Dialogue (10 minutes)

C. Revising My Scene: Dialogue and Description (20 minutes)

3. Closing and Assessment

A. Peer Critique: Dialogue and Description (10 minutes)

4. Homework

A. Complete Punctuating Dialogue Practice in your Unit 3 homework.

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

  • I can use dialogue and description to show rather than tell the feelings of characters in my scene of Peter Pan. (W.3.3b, L.3.2c)
  • I can punctuate dialogue correctly. (L.3.2c)
  • I can critique my partner’s revised scene and provide kind, helpful, and specific feedback. (W.3.5)
  • Revised Peter Pan scenes (W.3.3b, L.3.2c)

Lesson 6Writing Narrative Texts: Revising for Temporal Words and Word Choice

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Temporal Words and Phrases (15 minutes)

B. Language Dive: Choosing Words and Phrases for Effect (30 minutes)

3. Closing and Assessment

A. Peer Critique: Word and Phrase Choice (10 minutes)

4. Homework

A. Complete Language Dive II: Model Narrative: Choosing Words and Phrases for Effect Practice in your Unit 3 homework.

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

  • I can use temporal words and phrases to show when things happen in my revised Peter Pan scene. (W.3.3c, W.3.5)
  • I can choose words and phrases for effect. (W.3.5, L.3.3a)
  • I can critique my partner’s revised scene and provide kind, helpful, and specific feedback. (W.3.5)
  • Revised Peter Pan scenes (W.3.3b, W.3.3c, L.3.3a)

Lesson 7Mid-Unit 3 Assessment: Narrative Writing: Revising a Scene from Peter Pan

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 3 Assessment: Narrative Writing: Revising a Scene from Peter Pan (45 minutes)

3. Closing and Assessment

A. Tracking Progress (10 minutes)

4. Homework

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

  • I can draft a revised scene of Peter Pan. (W.3.3, W.3.4, W.3.6, W.3.10, L.3.2a, L.3.2c, L.3.2d, L.3.3a)
  • I can answer questions about word choice, capitalization, and punctuation. (L.3.2a, L.3.2c, L.3.2d, L.3.3a)
  • Mid-Unit 3 Assessment: Narrative Writing: Revising a Scene from Peter Pan (W.3.3, W.3.4, W.3.6, W.3.10, L.3.2a, L.3.2c, L.3.2d, L.3.3a)
  • Tracking Progress: Narrative Writing (W.3.3)

Lesson 8Preparing a Presentation: Prompt Cards – Structure

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing the Performance Task Anchor Chart (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Analyzing a Model: Structure and Presentation (20 minutes)

B. Preparing a Presentation: Structure (10 minutes)

3. Closing and Assessment

A. Practicing Reading Fluency (20 minutes)

4. Homework

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

  • I can plan the structure of an effective presentation about my revised scene. (SL.3.4)
  • I can read a new excerpt of text fluently. (RF.3.4)
  • Structure outlined on Presentation prompt cards (SL.3.4)

Lesson 9Preparing a Presentation: Prompt Cards – Key Points

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Performance Task Anchor Chart and Learning Targets (5 minutes)

2. Work Time

A. Preparing a Presentation: Key Points (40 minutes)

3. Closing and Assessment

A. Practicing Reading Fluency (15 minutes)

4. Homework

A. Practice reading your revised Peter Pan scene in preparation for the performance task.

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

  • I can identify the key points to talk about in my presentation. (SL.3.4)
  • I can read a new excerpt of text fluently. (RF.3.4)
  • Key points on Presentation prompt cards (SL.3.4)

Lesson 10Practicing a Presentation – Part I

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Performance Task Anchor Chart and Learning Targets (5 minutes)

2. Work Time

A. Practicing Our Presentations (25 minutes)

B. Peer Critique: Presentations (15 minutes)

3. Closing and Assessment

A. Reading Fluency Practice (15 minutes)

4. Homework

A. Practice reading your revised Peter Pan scene in preparation for the performance task.

B. Use your prompt cards to practice your presentation for the performance task.

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

  • I can effectively perform my presentation. (SL.3.4, SL.3.6, L.3.3b)
  • I can critique my partner’s presentation and provide kind, helpful, and specific feedback.
  • I can read a new excerpt of text fluently. (RF.3.4)
  • Student presentations (SL.3.4, SL.3.6, L.3.3b)

Lesson 11End of Unit 3 Assessment: Reading a New Text Aloud for Fluency

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 3 Assessments (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Reading Aloud a New Text for Fluency (95 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 effectively perform my presentation. (SL.3.4, SL.3.6, L.3.3b)
  • I can read a new excerpt of text fluently. (RF.3.4)
  • Student presentations (SL.3.4, SL.3.6, L.3.3b)

Lesson 12End of Unit 3 Assessment: Reading a New Text Aloud for Fluency

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 3 Assessments (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Reading Aloud a New Text for Fluency (95 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 effectively perform my presentation. (SL.3.4SL.3.6L.3.3b)
  • I can read a new excerpt of text fluently. (RF.3.4)
  • Student presentations (SL.3.4SL.3.6L.3.3b)

Lesson 13Performance Task: Presentations

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Target (10 minutes)

2. Work Time

A. Delivering Our Presentations (45 minutes)

3 Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. N/A

  • I can effectively deliver my presentation. (SL.3.4, SL.3.6)
  • Student presentations (SL.3.4, SL.3.6)

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