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ELA G3:M3A:U1

How Authors Capture Readers’ Imaginations: A Study of 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 1Reading and Talking with Peers: A Carousel of Pictures and Texts about Peter Pan

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 answer questions using specific details from literary text. (RL.3.1)
  • I can talk with my partner in order to record What I Notice and What I Wonder about pictures.
  • I can ask and answer questions about a text.
  • Observation of partner discussions
  • Contributions to conversation norms
  • Asking and Answering Questions about the Mystery Excerpts
  • Carousel Brainstorm

Lesson 2Reading for Main Idea in a Chapter Book (Chapter 2)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can retell a story using key details from the text. (RL.3.2)
  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
  • I can describe the setting, characters, and events of Chapters 1 and 2 of Peter Pan.
  • I can identify the meaning of literary vocabulary.
  • Where/Who/What recording form
  • Literary Vocabulary recording form
  • None

Lesson 3Reading for Details that Capture a Reader’s Imagination and Answering Questions (Chapter 2)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of words using clues from the story. (RL.3.4)
  • I can identify the main message or lesson of a story using key details from the text. (RL.3.1)
  • I can answer questions using specific details from literary text. (RL.3.1)
  • I can use context clues to determine the meaning of words in Peter Pan.
  • I can answer questions about Chapter 2 using specific details from the text.
  • I can identify key details in Chapter 2 that capture my imagination.
  • Chapter 2: Character Vocabulary recording form
  • Chapter 2 Key Details recording form
  • Chapter 2 Text-Dependent Questions
  • None

Lesson 4Identifying Character Traits: A Study of Tinker Bell (Chapter 3)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (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 identify character traits using evidence from the text.
  • I can use literary terms to describe the characters, setting, and events in the chapter.
  • I can use context clues to determine the meaning of words in Peter Pan.
  • Character Traits recording form
  • Chapter 3 Character Vocabulary
  • Where/Who/What recording form (in journal)
  • None

Lesson 5Identifying Character Motivations: Why Do Characters Do What They Do? (Chapter 4)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (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 identify characters’ motivations using evidence from the text.
  • I can use literary terms to describe the characters, setting, and events in the chapter.
  • I can use context clues to determine the meaning of words in Peter Pan.
  • Collecting Words to Describe Character Traits (from homework)
  • Character Motivations recording form
  • Chapter 4 Character Vocabulary recording form
  • Where/Who/What recording form (in journal)
  • None

Lesson 6Character Actions: Looking Closely at How Characters’ Actions Move the Story Forward (Chapter 5)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (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 describe how Peter and Wendy’s actions contribute to the sequence of events in Chapter 5.
  • I can use literary terms to describe the characters, setting, and events in the chapter.
  • I can use context clues to determine the meaning of words in Peter Pan.
  • What/So What recording form
  • Where/Who/What recording form (in journal)
  • Chapter 5 Character Vocabulary recording form 
  • None

Lesson 7Character Analysis: Looking Closely at One Character in Peter Pan (Revisiting Chapters 1–5)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (traits, motivations, feelings). (RL.3.3)
  • 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)
  • I can describe a character from Peter Pan by creating a character analysis.
  • I can write an opinion about a character using evidence to support my opinion.
  • Character Analysis recording form Exit ticket
  • None

Lesson 8On Demand Mid-Unit Assessment: Character Analysis of Peter Pan (Chapter 6)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (traits, motivations, feelings). (RL.3.3)
  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
  • I can describe a character from Peter Pan by creating a character analysis. 
  • Mid-Unit Assessment: Character Analysis of Peter Pan (Chapter 6)
  • Tracking My Progress, Mid-Unit 1 recording form
  • None

Lesson 9Supporting Opinions with Reasons: Analyzing Character’s Actions (Chapter 7)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3a)
  • I can explain how a character’s actions contribute to the events in the story. (RL.3.3b)
  • 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)

    a. I can introduce the topic of my opinion piece.
    b. I can identify reasons that support my opinion.

  • I can effectively engage in discussions with diverse partners about third-grade topics and texts. (SL.3.1)
  • I can support my opinion with reasons based on what I read in Peter Pan.
  • I can share my own opinion and discuss others’ opinions about Peter Pan.
  • Chapter 7 Opinion and Reasons recording form 
  • None

Lesson 10Sharing Opinions and Reasons: Peter Pan Discussion Groups (Chapters 7 and 8)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3a)
  • I can explain how a character’s actions contribute to the events in the story. (RL.3.3b)
  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
  • I can describe how parts of a story build on one another. (RL.3.5)
  • I can effectively engage in discussions with diverse partners about third-grade topics and texts. (SL.3.1)
  • I can support my opinion with reasons based on what I read in Peter Pan.
  • I can share my own opinion and discuss other’s opinions about Peter Pan.
  • I can follow our discussion norms.
  • Chapter 7 Opinion and Reasons recording form (from homework)
  • Now I’m Thinking recording form
  • Conversation Criteria checklist
  • None

Lesson 11Considering an Author and Reader’s Point of View: Would You Have Offered Hook a Hand? (Chapter 9)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can explain how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
  • I can determine the main idea and supporting details in text that is read aloud to me. (SL.3.2)
  • 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)

    a. I can introduce the topic of my opinion piece.

    b. I can identify reasons that support my opinion.

  • I can effectively engage in discussions with diverse partners about third-grade topics and texts. (SL.3.1)
  • I can identify Peter’s thoughts, feelings, and actions.
  • I can explain whether I would make the same choice as Peter Pan.
  • I can state an opinion and support it with reasons.
  • I can follow our discussion norms. 
  • Chapter 8 homework
  • Thoughts, Feelings, and Actions recording form
  • Opinion and Reasons recording form
  • Conversation Criteria checklist
  • None

Lesson 12End of Unit Assessment: On-Demand Paragraph: Supporting Opinion with Reasons

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (traits, motivations, feelings). (RL.3.3)
  • I can explain how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
  • 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)

    a. I can introduce the topic of my opinion piece.

    b. I can identify reasons that support my opinion.

  • I can effectively engage in discussions with diverse partners about third-grade topics and texts. (SL.3.1)
  • I can distinguish my point of view from Wendy’s.
  • I can write a paragraph that states my opinion and supports it with reasons.
  • End of Unit 1 Assessment: Opinion Writing about Wendy’s Actions
  • Opinion and Reasons Paragraph Planning
  • Tracking My Progress, End of Unit 1 recording form
  • None

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