- 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.3.5: 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
- Peter Pan: Text-Dependent Questions - Chapter 10 (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 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. |
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 in pairs for work throughout the lesson, with at least one strong reader per pair.
- Review the Questions We Can Ask during a Language Dive anchor chart from Lesson 7.
- Preview:
- Language Dive Guide: Peter Pan, Chapter 10 and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting Materials). Select from the questions and goals provided to best meet your students' needs.
- Peter Pan: Text-Dependent Questions - Chapter 10 to familiarize yourself with the questions (see supporting Materials).
- Provide feedback on students' Mid-Unit 1 Assessments in preparation for returning them in the next lesson.
- 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.8, 3.II.A.1, 3.II.B.5
Important points in the lesson itself
- The basic design of this lesson supports ELLs by continuing the reading routines begun early in the unit, providing the opportunity to analyze the function of adverbials in sentences via a whole-class Language Dive, nurturing a classroom culture of respect for diverse perspectives, and making connections between the chapter and the historical context of the book.
- ELLs may find it challenging to describe Peter's point of view and independently fill in the note-catcher. 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:
- Consider inviting an enthusiastic, high-achieving ELL to lead part of the Language Dive, for example by identifying each of the subjects and its actions in the sentence.
For heavier support:
- During Work Time B, consider working with a group of students who need heavier support to complete Peter Pan: Text-Dependent Questions - Chapter 10 together.
Universal Design for Learning
- Multiple Means of Representation (MMR): In Opening B, students again engage with Peter Pan. Before students follow along as Chapter 10 is read aloud, support comprehension by activating prior knowledge. Consider a brief review of the previous chapters to highlight relevance and scaffold connections for students. Additionally, provide questions visually as well as verbally. (Example: Display questions on a chart or board during the discussion of the text in pairs.)
- Multiple Means of Action and Expression (MMAE): In this lesson, students again respond to Peter Pan by answering text-dependent questions from Chapter 10. Continue to consider offering pre-written sentence frames in advance on the Peter Pan: Text-Dependent Questions - Chapter 10 sheet as scaffolding for student expression and communication. (MMAE)
- Multiple Means of Engagement (MME): Foster community and support students as they share with a partner. Before students share, discuss strategies for how to give a compliment or ask questions about their partner's ideas to further understanding.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- character traits, point of view, fantasy (L)
Materials
- Character Traits anchor chart (begun in Lesson 6; added to during Work Time B)
- Peter Pan (from Lesson 1; one per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Language Dive Guide: Peter Pan, Chapter 10 (for teacher reference)
- Questions We Can Ask during a Language Dive anchor chart (begun in Lesson 7; added to during Work Time A)
- Language Dive Chunk Chart: Peter Pan, Chapter 10 (for teacher reference)
- Language Dive Note-catcher: Peter Pan, Chapter 10 (one per student and one to display)
- Language Dive Sentence Strip Chunks: Peter Pan, Chapter 10 (one to display)
- Peter Pan: Text-Dependent Questions - Chapter 10 (one per student)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Peter Pan: Text-Dependent Questions - Chapter 10 (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 B)
- Analyzing Peter Pan anchor chart (example, for teacher reference)
- "Peter Pan: The Author and Historical Context" (from Lesson 2; one per student)
- Language Dive II Practice (one per student; completed for homework in Lesson 9; see Unit 1 homework)
- Language Dive II Practice (answers, for teacher reference; see supporting Materials)
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 10 (15 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Language Dive: Peter Pan, Chapter 10 (15 minutes)
"What additional questions should we add to our Questions We Can Ask during a Language Dive anchor chart?" (Responses will vary.)
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B. Text-Dependent Questions: Peter Pan, Chapter 10 (20 minutes)
"Do you agree or disagree with what your classmate said? Why? I'll give you time to think and write." (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Making Connections between Chapter 10 and Historical Context (5 minutes)
"Who can add on to what your classmate said? 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 Language Dive III Practice in your Unit 1 homework. |
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