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ELA G3:M3A

A Study of Peter Pan

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: How Authors Capture Readers’ Imaginations: A Study of Peter Pan

Instructional FocusLong-Term TargetsAssessments
  • Launching the Classic Starts Edition of Peter Pan
  • Identifying Character’s Traits, Motivations, and Actions
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can ask questions to deepen my understanding of a literary text. (RL.3.1)
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can determine the meaning of words using clues from the story. (RL.3.4)
  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
  • Identifying Character’s Traits, Motivations, and Actions
  • Analyzing How Characters Move a Story Forward
  • Discussing and Developing an Opinion about the Central Characters

  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can distinguish between my point of view and the author’s point of view. (RL.3.6)
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)
  1. I can introduce the topic of my opinion piece.
  2. I can identify reasons that support my opinion.
  • I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)

  • Mid-Unit 1: Character Analysis: Peter Pan’s Traits, Motivations, and Actions that Contribute to a Sequence of Events in the Story (RL.3.3)
  • End of Unit 1: Opinion Writing about Wendy’s Actions (RL.3.6, W.3.1, L.3.6)

Weeks 4-6 Unit 2: Reading Like a Writer: Crafting Imagined Scenes of Peter Pan

Instructional FocusLong-Term TargetsAssessments
  • Reading Like a Writer: Unpacking Author’s Craft
  • Writing Imagined Scenes of Peter Pan
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)
  1. I can establish a situation.
  2. I can introduce the narrator and/or characters of my narrative.
  3. I can organize events in an order that makes sense in my narrative.
  4. I can use dialogue to show the actions, thoughts, and feelings of my characters.
  5. I can use descriptive words to show the actions, thoughts, and feelings of my characters.
  6. I can use transitional words and expressions to show passage of time in a narrative text.
  7. I can write a conclusion to my narrative.
  • Revising Scenes for Dialogue and Action
  • Editing and Publishing Scenes
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)
  1. I can establish a situation.
  2. I can introduce the narrator and/or characters of my narrative.
  3. I can organize events in an order that makes sense in my narrative.
  4. I can use dialogue to show the actions, thoughts, and feelings of my characters.
  5. I can use descriptive words to show the actions, thoughts, and feelings of my characters.
  6. I can use transitional words and expressions to show passage of time in a narrative text.
  7. I can write a conclusion to my narrative.
  • With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)
  • Mid-Unit 2 Assessment: Writing a New Scene from Peter Pan (W.3.3 and W.3.4)
  • Reading Scripts of Peter Pan
  • Readers Theater Practice with Peter Pan Script
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can read third-grade level texts accurately and fluently to make meaning. (RF.3.4)
  • End of Unit 2 Assessment: Fluency: Reading a Monologue from Peter Pan (RL.3.3 and RF.3.4)

Weeks 7-8 Unit 3: Writing Like a Reader: Developing Opinion’s about the Author’s Craft in Peter Pan

Instructional FocusLong-Term TargetsAssessments
  • Writing an Effective Summary of Peter Pan
  • Editing Summary
  • Choosing a Peter Pan Character and Making a Plan
  • I can retell a story using key details from the text. (RL.3.2)
  • I can write informative/ explanatory texts that convey ideas and information clearly. (W.3.2)
  • With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)
  • Mid-Unit 3 Assessment: On-Demand Summary (RL.3.2, W.3.2, and W.3.4)
  • Drafting Opinion Piece
  • Revising Peter Pan Opinion
  • Editing Opinion Piece
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can determine the meaning of words using clues from the story. (RL.3.4)
  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)
  1. I can use linking words to connect my opinion and reasons.
  • I can write informative/ explanatory texts that convey ideas and information clearly. (W.3.2)
  • With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)
  • I can use conventions to send a clear message to my reader. (L.3.2)
  • I can express ideas using carefully chosen words. (L.3.3)
  • End of Unit 3 Assessment: On Demand Opinion Writing (W.3.1, W.3.4, and L.3.2)
  • Final Performance Task: Summary and Opinion Writing: Who Is Your Favorite Character in Peter Pan, and Why?

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