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ELA G3:M3A

A Study of Peter Pan

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The Foundational Reading and Language Standards Resources Package for Grades 3–5

Use this guide to build additional literacy blocks alongside the module lessons.

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This module focuses on a deep study of the classic tale Peter Pan. Students will consider the guiding question: How do writers capture a reader’s imagination? In Unit 1, students begin by analyzing narratives with a particular focus on character, which is central to the third-grade standards. In the second part of the unit, students will practice crafting opinions and supporting reasons about specific questions related to Peter Pan’s central characters. For the End of Unit 1 Assessment, students will consider how their own perspective may or may not be different from that of a character in the story.

In Unit 2, students will look at Peter Pan through the lens of a writer, examining author’s craft, specifically the use of dialogue and vivid language. Students then will write their own imagined scene about Peter Pan, writing from a choice of two prompts.  They then will compare scenes from the Classic Starts edition of Peter Pan to those scenes in the script of Peter Pan, adapted from J. M. Barrie’s original 1910 play. They will build fluency through Readers Theater, reenacting excerpts from the script. (As an extension, students may perform their Readers Theater scenes for a real audience.) As an end of unit fluency assessment, students will read aloud a Peter Pan monologue.

In Unit 3, students will shift their focus and consider how readers share their own opinions about a book and will write an opinion piece about which character in Peter Pan most effectively captures their imagination and why. The performance task centers on ELA CCLS RL.3.3, RL.3.5, W.3.1, W.2, W.3.4, W.3.5, L.3.1, L.3.2, and L.3.3.

Week-at-a-Glance

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.

Big Ideas & Guiding Questions

  • How do writers capture a reader’s imagination?
  • Authors develop characters using vivid description to help the reader imagine the character and bring the character to life.
  • Authors make intentional choices to capture their reader’s imagination.
  • Classic stories are told in different ways over time.
  • Readers have differing opinions about the texts they read and support their opinions with evidence from the text.

Content Connections

This module is grounded in a deep study of a classic piece of literature. It is designed to address English Language Arts standards. This particular module does not incorporate Social Studies or Science content.

Texts

Texts to Buy

Texts that need to be procured. Please download the Trade Book List for procurement guidance.


Cover Text Quantity ISBNs
Classic Starts: Peter Pan (Classic Starts Series)
by J.M. Barrie and Tania Zamorsky
One per student
ISBN: 978-1402754210, 1402754213

Texts included in the module

Texts that are included in the lesson materials.

Cover Text Quantity Publisher
The Birds Leave the Nest
by J.M. Barrie
The Mermaid Lagoon
by J.M. Barrie

Outcomes

Reading—LiteratureLong-Term Learning Targets
  • RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • I can ask questions to deepen my understanding of a literary text.
  • I can answer questions using specific details from literary text.

• RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

  • I can retell a story using key details from the text.
  • I can identify the main message or lesson of a story using key details from the text.

• RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

  • I can describe the characters in a story (traits, motivations, feelings).
  • I can explain how a character’s actions contribute to the events in the story.

• RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

  • I can determine the meaning of words using clues from the story.
  • I can identify literal and nonliteral language in a story.

• 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.

  • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene stanza).
  • I can describe how parts of a story build on one another.

• RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

  • I can distinguish between a narrator or character’s point of view and my own.
WritingLong-Term Learning Targets
  • W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a.  Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b.  Provide reasons that support the opinion.

c.  Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d.  Provide a concluding statement or section.

  • I can ask and answer questions about a text. I can write an opinion piece that supports a point of view with reasons.

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

a.  I can create an organizational structure that lists reasons for my opinion.

b.  I can identify reasons that support my opinion.

c.  I can use linking words to connect my opinion and reasons.

d.   I can construct a concluding statement or section for my opinion piece.

• W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

  • I can write informative/explanatory texts that convey ideas and information clearly.

a. I can write an informative/explanatory text that has a clear topic.

a. I can group supporting facts together about a topic in an informative/explanatory text and develop the topic with facts, definitions, and details.

c. I can use linking words and phrases to connect ideas within categories of information (e.g., also, another, and, more, but).

d. I can construct a closure on the topic of an informative/explanatory text.

• W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

  • I can craft narrative texts about real or imagined experiences or events.

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.

• W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • With support from adults, I can produce writing that is appropriate to task and purpose.

• W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing.
Speaking & ListeningLong-Term Learning Targets
  • SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.
  • I can demonstrate fluency when reading stories or poems for an audio recording.
LiteratureLong-Term Learning Targets
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.  Capitalize appropriate words in titles.

b.  Use commas in addresses.

c.  Use commas and quotation marks in dialogue.

d.  Form and use possessives.

e.  Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f.  Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

  • I can use conventions to send a clear message to my reader.

a.  I can capitalize appropriate words in titles.

b.  I can use commas in addresses.

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

d.  I can use possessives in my writing.

e.  I can spell words that have suffixes added to base words correctly.

f.  I can use spelling patterns to spell words correctly.

g.  I can use resources to check and correct my spelling.

• L.3.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

• I can analyze the meaning of figurative language and complex words/word relationships.

a. I can describe the difference between literal and non-literal meaning of words and phrases in context. (e.g., take steps)

b. I can identify real-life connections between words and their uses. (e.g., describe people who are friendly or helpful)

c. I can tell the difference between related words synonyms. (e.g., knew, believed, suspected, heard, wondered)

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