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Reading Like a Writer: Crafting Imagined Scenes 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.


In Unit 2, students will look at Peter Pan through the lens of a writer. They will examine the author’s craft, specifically the use of dialogue and how the author uses vivid language to describe action. Students will then write their own imagined scene about Peter Pan, using their choice of two prompts. In the mid-unit assessment, students will write an on-demand imagined scene from a new prompt, applying their writing skills to a new scene. This assessment mirrors the writing instruction in this unit and asks students to apply those skills independently. The mid-unit assessment addresses their ability to craft a narrative scene. The prompt for the assessment requires students to connect to their reading and apply their knowledge of the character’s motivations, feelings, and actions to help them imagine and write their scene. This is a writing assessment and is not intended to assess their reading of Peter Pan. Rather, they draw on their experiences reading and writing about Peter Pan to support their on-demand writing. This narrative writing task centers on NYSP12 ELA Standard W.3.3

In the second half of Unit 2, students continue to consider how authors capture readers’ imaginations by reading and performing Readers Theater. They turn their attention to specific scenes of a script based on J.M. Barrie’s original 1904 play—Peter Pan; or The Boy Who Wouldn’t Grow Up—and compare those to scenes from their edition of Peter Pan. Students also will build fluency through Readers Theater, reading aloud and re-enacting excerpts from the Peter Pan script. (As an extension, students may perform their Readers Theater scenes for a real audience.) The End of Unit 2 Assessment has two parts. In Part 1, students read a script, analyzing it to plan for how they will deliver their lines. In Part 2, students perform their lines of a dialogue as a fluency assessment (while the teacher reads the other part and stage directions). The end of unit assessment centers on NYSP12 ELA Standards RL.3.3 and RF.3.4.


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.

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 to 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



Texts to buy

Texts that need to be procured. Please refer to 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



ELA G3:M3A:U2:L11

ELA G3:M3A:U2:L16

Optional Activities

Bring in a drama teacher for students to work with for their Readers Theater scripts.

Take the class to see a live production of a children’s play.


Provide an audience for students to perform their Readers Theater scripts. Collaborate with a drama teacher for students to create short skits of their scripts.

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