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Writing Like a Reader: Developing Opinion’s about the Author’s Craft in 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 this unit, students will apply their careful reading of Peter Pan to write about the book. Students first will practice summary writing and write a brief summary of the Classic Starts edition of Peter Pan. In the mid-unit assessment, students will apply their summary writing skills by writing an on-demand summary of a familiar story: Waiting for the Biblioburro, used in Module 1. This assessment centers on NYSP12 ELA standards RL 3.2, W3.2, and W.3.4.

Next, students will consider the module’s guiding question: “How do writers capture a reader’s imagination?” and craft an opinion piece about their favorite Peter Pan character. Students will build on their skills as opinion writers from Unit 1 by supporting their reasons with specific examples from the story. Students will engage in the writing process of planning, drafting, and revising their work with this two-part performance task (summary and opinion). They will give and receive feedback about their writing through structured critique protocols to strengthen their writing. This two-part performance task (summary and opinion) centers on PK12 NYS ELA standards: RL.3.2, RL.3.3, R.L.3.5, W.3.1, W.3.2, W.3.4, W.3.5, L.3.1, L.3.2, and L.3.3. In the end of unit assessment, students will apply their opinion writing skills by writing about a second character from the Classic Starts edition of Peter Pan. This assessment centers on W.3.1, W.3.4, and L.3.2.


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 bring the character to life.
  • Authors make intentional choices to capture the 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 module does not incorporate Social Studies or Science content.


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:U3:L4

Mid-Unit Assessment

ELA G3:M3A:U3:L10

End-of-Unit Assessment

Optional Activities

Invite a local librarian to the classroom to discuss how to summarize books for potential readers.

Go to the local library and hear from librarians, talking about current children’s literature.


Create the performance task as a book jacket for the Peter Pan books. Use the summary as the inside cover and the opinion writing as the back cover. Collaborate with the art teacher to have students create the illustration for the book jacket.

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