- 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)
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.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
- 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.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
- 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.
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
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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. |
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 pairs for work throughout the lesson, with at least one strong reader per pair.
- Review Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan (example, for teacher reference) to familiarize yourself with the similarities and differences students can be expected to identify.
- 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.
- Work Time A: Each pair may need a timer that shows the countdown of seconds.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.6, 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 same routines as in previous lessons. This gives students the opportunity to apply the knowledge they have accumulated over the course of the unit to the new learning they do in this lesson, which can help build their confidence in approaching new texts and concepts.
- ELLs might find it challenging to follow the plot of Peter Pan in Kensington Garden, as Chapter 5 introduces two new characters and is fantastic in its descriptions. To support comprehension, consider previewing the text with students before the lesson and encourage them to discuss the meaning of the chapter in home language groups.
Levels of support
For lighter support:
- During Work Time A, encourage students to explore shades of meaning by explaining why each word in the glossary is the most precise word to use to convey the meaning of the story. Invite them to expand their knowledge of each word by comparing the words to synonyms.
- During the Mini Language Dive in Work Time B, challenge students to generate questions about the sentence before asking the prepared questions.
For heavier support:
- During Work Time B, consider working with a group of students to fill in Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan as a shared or interactive writing experience.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students interact with Chapter 5 of Peter Pan in Kensington Gardens before comparing this text with Peter Pan. Comparing similarities and differences of these texts supports students' comprehension. Some may need additional support with organization of this information for maximum understanding. Consider copying the text so that there is only one paragraph or section on each page, with an organized space for recording the gist and meanings of the unfamiliar words on that page.
- Multiple Means of Action and Expression (MMAE): In the Closing, students write similarities and differences as they compare Chapter 5 of Peter Pan in Kensington Gardens with 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): Throughout this lesson, students have opportunities to share ideas and thinking with classmates. Continue to support those who may need it with expressive language by providing sentence frames to help them organize their thoughts.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- impressed, mood, grumbled, immediately, politely, though (T)
Materials
- Peter Pan (from Unit 1, Lesson 1; one per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Analyzing Peter Pan anchor chart (from Unit 1, Lesson 1; added to during Opening B; see supporting Materials)
- Analyzing Peter Pan anchor chart (example, for teacher reference)
- Peter Pan in Kensington Gardens: Chapter 5 (one per student)
- Peter Pan in Kensington Gardens: Chapter 5 Glossary (one per student and one for display)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Peter Pan in Kensington Gardens: Chapter 5 Glossary (example, for teacher reference)
- Analyzing Peter Pan in Kensington Gardens anchor chart (begun in Lesson 1; added to during Work Time A; see supporting Materials)
- Analyzing Peter Pan in Kensington Gardens anchor chart (example, for teacher reference)
- Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan (one per student and one to display)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan (example, for teacher reference)
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 determine the meaning of unfamiliar Vocabulary in Peter Pan in Kensington Gardens." "I can identify similarities and differences between Peter Pan and Chapter 5 of Peter Pan in Kensington Gardens."
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B. Engaging the Reader: Peter Pan, Chapter 16 (20 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading and Recounting the Story: Peter Pan in Kensington Gardens, Chapter 5 (20 minutes)
"Based on what you know from reading the chapter, what do you think will happen next and why?"
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"Can you say which began to shrink immediately instead? Why or why not?"
"Now what do you think this sentence means?" "How does your understanding of this sentence add to your understanding of the chapter?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan (15 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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