You are here

ELA G3:M3A:U2

Reading Like a Writer: Crafting Imagined Scenes 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 1A Close Look at Setting: Getting Lost in Neverland

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from literary text. (RL.3.1)
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can take notes into categories while studying images of Neverland.
  • I can answer questions using details from quotes from Peter Pan.
  • Taking Notes: Getting Lost in Neverland recording form
  • Quotes from Peter Pan: Picturing Neverland recording form
  • Exit ticket: My Neverland
  • None

Lesson 2Figurative Language: Looking Closely at Author’s Craft in Peter Pan

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze the meaning of figurative language and complex words/word relationships. (L.3.5)
  • I can describe the difference between literal and nonliteral meaning of words and phrases in context. (L.3.5)
  • I can analyze the meaning of figurative language in Peter Pan.
  • Conferring notes during independent reading
  • Carousel Brainstorm

Lesson 3Planning a Sequence of Events: Narrative Writing of a Scene in Neverland

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    a. I can establish a situation.

    a. I can introduce the narrator and/or characters of my narrative.

    a. I can organize events in an order that makes sense in my narrative.

  • I can describe features of a model narrative text to help me plan my own writing.
  • I can plan a sequence of events for my own narrative story set in Neverland.
  • Narrative Planning recording form
  • None

Lesson 4Drafting an Imagined Narrative: Scenes from Neverland, Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    a. I can establish a situation.

    a. I can introduce the narrator and/or characters of my narrative.

    a. I can organize events in an order that makes sense in my narrative.

  • I can study a model narrative to develop criteria for my own writing.
  • I can write a draft of my Neverland scene in which I establish the situation and introduce the problem.
  • Students’ draft scenes
  • Exit ticket
  • None

Lesson 5Drafting an Imagined Narrative: Scenes from Neverland, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    a. I can establish a situation.

    a. I can introduce the narrator and/or characters of my narrative.

    a. I can organize events in an order that makes sense in my narrative.

  • I can use dialogue and action to draft the events of my Neverland scene.
  • I can write a conclusion for the draft of my Neverland scene.
  • I can respectfully give feedback on a peer’s writing and receive feedback to make my writing better.
  • Students’ draft scenes
  • None

Lesson 6Reading Like a Writer: Looking for Words and Phrases That Show a Character’s Thoughts, Feelings, and Actions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can determine the meaning of words using clues from the story. (RL.3.4)
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    b. I can use descriptive words to show the actions, thoughts, and feelings of my characters.

  • I can document what I learn about a topic by taking notes. (W.3.8)

    a. I can sort evidence into provided categories.

  • I can identify words and phrases the author uses to show the characters’ thoughts and feelings.
  • I can explain the Where/Who/What of Chapters 11 and 12.
  • Character Thoughts and Feelings recording form
  • Where/Who/What recording form
  • None

Lesson 7Revising for Dialogue: Examining How an Author Develops a Character’s Feelings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    a. I can establish a situation.

    a. I can introduce the narrator and/or characters of my narrative.

    a. I can organize events in an order that makes sense in my narrative.

    b. I can use dialogue to show the actions, thoughts, and feelings of my characters.

    b. I can use descriptive words to show the actions, thoughts, and feelings of my characters.

    c. I can use transitional words and expressions to show passage of time in a narrative text.

    d. I can write a conclusion to my narrative.

  • I can use conventions to send a clear message to my reader. (L.3.2)

    a. I can use commas and quotation marks in dialogue.

  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can revise my scene to include dialogue.
  • I can use a variety of words instead of the word said to show my character’s feelings.
  • I can use quotation marks in the dialogue of my scene.
  • Lesson 6 homework
  • Students’ draft scenes with dialogue revisions
  • Exit tickets
  • None

Lesson 8Reading Like a Writer: Looking for Vivid and Precise Verbs in Chapter 14

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    b. I can use descriptive words to show the actions, thoughts, and feelings of my characters.

  • I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)

    a. I can explain the functions of nouns, pronouns, verbs, adjectives, and adverbs.

  • I can identify vivid and precise verbs in Chapter 14 of Peter Pan.
  • I can explain the Where/Who/What of Chapters 13 and 14.
  • Vivid and Precise Verbs recording form
  • Where/Who/What recording form
  • Exit ticket
  • None

Lesson 9Revising Scenes: Using Words That Work—Vivid and Precise Verbs

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    b. I can use descriptive words to show the actions, thoughts, and feelings of my characters.

  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can revise one part of my scene to include vivid and precise verbs.
  • Students’ draft scenes
  • None

Lesson 10Looking Carefully at Conventions: Reviewing Quotation Marks and Editing Our Scenes

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  •  I can craft narrative texts about real or imagined experiences or events. (W.3.3)

     a. I can establish a situation.

     a. I can introduce the narrator and/or characters of my narrative.

     a. I can organize events in an order that makes sense in my narrative.

     a. I can use dialogue to show the actions, thoughts, and feelings of my characters.

     b. I can use descriptive words to show the actions, thoughts, and feelings of my characters.

     b.  I can use transitional words and expressions to show passage of time in a narrative text.

     d. I can write a conclusion to my narrative.

  • I can use conventions to send a clear message to my reader. (L.3.2)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can accurately use quotation marks in my dialogue.
  • I can use beginning and ending punctuation marks.
  • I can use the Character Word Wall and my vocabulary recording forms as a resource to spell character action and feeling words accurately.
  • Students’ edited draft scenes
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 11Mid-Unit Assessment: On-Demand Writing: Crafting a New Scene

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    a. I can establish a situation.

    a. I can introduce the narrator and/or characters of my narrative.

    a. I can organize events in an order that makes sense in my narrative.

    a. I can use dialogue to show the actions, thoughts, and feelings of my characters.

    b. I can use descriptive words to show the actions, thoughts, and feelings of my characters.

    b. I can use transitional words and expressions to show passage of time in a narrative text.

    c. I can write a conclusion to my narrative.

  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can write a new imagined scene in Peter Pan.
  • I can use dialogue in my scene.
  • I can describe my characters’ feelings and actions with vivid and precise words.
  • Mid-Unit 2Assessment: Part A: Planning Page
  • Mid-Unit 2 Assessment: Part B: Writing an Imagined Scene between Peter and Hook
  • Tracking My Progress, Mid-Unit 2
  • None

Lesson 12Learning from a New Type of Literature: An Introduction to Readers Theater Scripts

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 read third-grade level texts with fluency. (RF.3.4b)
  • I can identify characteristics of Readers Theater by reading The Birds Leave the Nest script.
  • I can describe how to bring the characters in Chapter 4 of Peter Pan to life based on their feelings and actions.
  • Bringing Characters to Life recording form
  • Venn diagram (whole class)
  • None

Lesson 13Staging a Readers Theater: The Birds Leave the Nest, Based on Chapter 4 of Peter Pan

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.3.4)
  • I can read third-grade level texts accurately and fluently to make meaning. (RF.3.4b)
  • I can identify the meaning of words in The Birds Leave the Nest script.
  • I can read the script The Birds Leave the Nest with fluency.
  • Fluent Reading Criteria checklist
  • None

Lesson 14Characters’ Feelings and Reading Fluency: The Mermaid Lagoon, Based on Chapter 9 of Peter Pan

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 read third-grade level texts accurately and fluently to make meaning. (RF.3.4)
  • I can describe how to bring the characters in Chapter 9 of Peter Pan to life based on their feelings and actions.
  • I can read the script The Mermaid Lagoon with fluency.
  • Bringing Characters to Life recording form
  • Fluent Reading Criteria checklist
  • None

Lesson 15Staging a Readers Theater: The Mermaid Lagoon, Based on Chapter 9 of Peter Pan

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.3.4)
  • I can read third-grade level texts accurately and fluently to make meaning. (RF.3.4)
  • I can identify the meaning of words in The Mermaid Lagoon script.
  • I can read the script The Mermaid Lagoon with fluency.
  • Fluent Reading Criteria checklist
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 16Planning and Performing: Beginning the End of Unit 2 Assessment

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the characters in a story (traits, motivations, feelings). (RL.3.3)
  • I can read third-grade level texts accurately and fluently to make meaning. (RF.3.4)
  • I can describe how to bring the characters in the Come to Neverland! Readers Theater script to life based on their feelings and actions.
  • I can read the Come to Neverland! Readers Theater script with fluency.
  • End of Unit 2 Assessment, Part 1: Planning for Fluent Reading
  • End of Unit 2 Assessment, Part 2: Fluent Reading of the Come to Neverland! Script (based on the Fluent Reading Criteria checklist)
  • Tracking My Progress, End of Unit 2
  • None

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up