- 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)
These are the CCS Standards addressed in this lesson:
- RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
- RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
- RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
- RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
- L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
- L.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
- L.3.5b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
- L.3.5c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Daily Learning Targets
Ongoing Assessment
- Close Reading Note-catcher: Peter Pan - Chapter 9 (RL.3.1, RL.3.3, RL.3.6)
Agenda
Agenda | Teaching Notes |
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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. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Strategically group students into triads for work throughout the lesson, with at least one strong reader per triad.
- Preview Close Reading Note-catcher: Peter Pan - Chapter 9 to familiarize yourself with the excerpts of text students will focus on and the questions they will answer (see supporting Materials).
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-2 to create anchor charts to share with families, to record students as they participate in discussions and protocols to review with students later and to share with families, and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.6, 3.I.B.7, 3.I.B.8, 3.II.A.1
Important points in the lesson itself
- The basic design of this lesson supports ELLs by continuing the reading routines established in earlier lessons, providing time to reread and dig deeper into the chapter during a close read, helping students think about characters' points of view and how the actions of characters move the story forward, and allowing space for diverse perspectives and responses to the text.
- ELLs may find it challenging to describe characters' points of view in the close read interview and independently answer the close read questions. Think about the language needs of your students and consider pairing them with a student of greater language proficiency (see levels of support, below, and the Meeting Students' Needs column).
Levels of support
For lighter support:
- Before providing sentence frames or additional modeling during Work Time A, observe student interaction and allow students to grapple. Provide supportive frames and demonstrations only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.
For heavier support:
- During the close read interviews, support students by providing a word bank that helps them describe their point of view and the point of view of their character.
- During Work Time A, consider working closely with a group of students to fill in the Close Reading Note-catcher: Peter Pan - Chapter 9 together.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to reinforce expectations that students read along silently in their heads as text is read aloud during the lesson.
- Multiple Means of Action and Expression (MMAE): In Work Time A, students provide written responses to Chapter 9 in Peter Pan. Continue to support a range of fine motor abilities and writing need by offering students options for writing utensils. Also consider supporting students' expressive skills by offering partial dictation of student responses. Recall that varying tools for construction and composition supports students' ability to express knowledge without barriers to communicating their thinking.
- Multiple Means of Engagement (MME): In this lesson, students interact with Chapter 9 of Peter Pan. To sustain engagement, continue to remind students of the learning goals and their value or relevance.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- probably, certainly, possibly (T)
Materials
- Character Traits anchor chart (begun in Lesson 6; added to in Work Time A)
- Peter Pan (from Lesson 1; one per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Close Reading Note-catcher: Peter Pan - Chapter 9 (one per student)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Close Reading Guide: Peter Pan - Chapter 9 (for teacher reference)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Close Reading Note-catcher: Peter Pan - Chapter 9 (example, for teacher reference)
- Character Traits anchor chart (example, for teacher reference)
- Analyzing Peter Pan anchor chart (begun in Lesson 1; added to during Work Time A)
- Analyzing Peter Pan anchor chart (example, for teacher reference)
- "Peter Pan: The Author and Historical Context" (from Lesson 2; one per student)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
"I can identify character traits of characters in Peter Pan." "I can compare my point of view to the point of view of the narrator or characters."
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B. Engaging the Reader: Peter Pan, Chapter 9 (15 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Close Reading: Peter Pan, Chapter 9 (35 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Making Connections between Chapter 9 and Historical Context (5 minutes)
"Who can explain why your classmate came up with that response? I'll give you time to think and write." (Responses will vary.)
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Homework
Homework | Meeting Students' Needs |
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A. Complete the Shades of Meaning Practice in your Unit 1 homework. |
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