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Grade 3: Module 3A: Unit 1: Lesson 1 Observing, Reading and Talking with Peers: A Carousel of Pictures and Text about Peter Pan

GRADE 3: MODULE 3A: UNIT 1: LESSON 1

Reading and Talking with Peers:

A Carousel of Pictures and Texts about Peter Pan

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.

NYS Common Core ELA Curriculum • G3:M3A:U1:L1 • November 2013

CCI Enhanced Module (Williamsville Central Schools) April 2015 • 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

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)

Supporting Learning Targets Ongoing Assessment

• I can talk with my partner in order to record What I Notice and What I Wonder about pictures and text.

• I can ask and answer questions about a text.

• Observation of partner discussions

• Contributions to conversation norms







Peter Pan Journal / Notebook

In this module, beginning with this unit, students will routinely complete various recording forms that capture their thinking and comprehension

of Peter Pan. Students will need to refer back to their recording forms throughout the unit and will need an organized system for doing so.

Consider the following options and prepare for students accordingly.

1. Create a three-ring binder with sections for Chapters, Vocabulary, and Writing about Peter Pan. Students would add to this notebook every

day. (Note: Writing about Peter Pan will occur in Unit 2.)

2. Provide students with two folders to hold recording forms, one for Chapter and Vocabulary Work and another for Writing.

3. Provide students with a composition notebook and have them either recopy the recording form templates or glue them into their journals at the

end of each lesson.

4. Bind materials into a student book, partitioned as follows: Chapter Work, Vocabulary Work, Writing Work (or any organizational arrangement

that suits preferences).

Word Wall

Through the use of various recording forms, students will track character trait vocabulary that describes the characters in Peter Pan. Students

will use these words throughout the module and will need a place in the classroom to see them displayed. Create a character word wall (Character

Wall) that is visible and accessible to students. This word wall should have six areas or sections so that students can keep track of vocabulary

related to the main characters of the book. Students will keep track of Peter, Wendy, Captain Hook, and Tinker Bell, and the two remaining spots

will be designated for words that describe supporting characters collectively, such as the lost boys and the pirates. Create this as you see fit for

your classroom space and environment. One option is to mount bulletin boards for each character and decorate them with symbols appropriate to

the subject. Another option would be to hang chart paper for each of the categories. The purpose is to make this word wall or the charts highly

visible and accessible to your students. You will refer to them throughout the module lessons—they will be a place to collect character words. This

will serve as an important scaffold for students to use these words throughout the module. The Character Wall will be introduced in Lesson 5. In

that lesson students will also get a recording form that allows them to have a personal copy of the word wall. This will be helpful for when they are

writing throughout the module and don’t have the ability to see the classroom word wall.







Agenda Teaching Notes

1. Opening

A. Unpacking the Learning Targets (5

minutes)

B. Practicing Observing Closely: I

Notice/I Wonder about Images and

Text Excerpts (10 minutes)

2. Work Time

A. Carousel Protocol: Mystery Pictures

and Excerpts (25 minutes)

3. Closing and Assessment

A. Debrief (10 minutes)

B. Read-aloud of Chapter 1 in Peter

Pan (10 minutes)

4. Homework

A. Lesson 1 Homework

B. Share Unit 1 Newsletter

• Make sure to read about ideas for an organizational structure for student materials on page 2. Additionally, on page

2, read about a classroom word wall.

• This module opens in a similar way to Modules 1 and 2, with a “mystery” carousel. But as was done in Module 2B, the

Carousel stations for this module opening will have both an images and excerpts.

• In advance: Set up 5-6 Carousel stations around the room using the carousel station charts (see Work Time A).

• Carousel stations will contain charts that have both an image and an excerpt at the top with the phrases “What I

Notice/What I Wonder” written in two columns below the image and excerpt.

• The images for the Carousel are illustrations from the central text for this module. Consider enlarging the pictures on

pages 19, 31, 42, 57, 70 and 127 of Classic Starts edition of Peter Pan. Additionally, captivating pictures from other

Peter Pan texts on the Recommended Texts list can be used.

• In advance: Enlarge the illustration on page 57 of Classic Starts edition of Peter Pan for Opening B.

• Consider fewer Carousel stations, perhaps 3-4, to help with the lesson timing.

• The Carousel protocol engages students with new content by simply getting them up moving, thinking, talking, and

writing. In this lesson, students look at some mystery pictures to pique their curiosity. Do not reveal what the

pictures are about or tell students the guiding question for the module until the end of the lesson.

• The images and excerpts used in the Carousel are intended to foreshadow the work of this module. They are meant to

arouse curiosity and serve as a mystery for forthcoming study of Peter Pan. Do not reveal the topic or title of the book

until the end of the lesson.

• Optional: The Carousel activity could be done using images only with the excerpts used through the use of the Asking

and Answering Questions about Mystery Excerpts recording form. This would be line with how Modules 1 and 2A

opened. Timing will have to be adjusted to accommodate this alternate format.

• Optional for struggling learners/ELLs: Use the Asking and Answering Questions about Mystery Excerpts recording

form in advance of the lesson to allow these students to interact with the excerpts ahead of the lesson. This would

allow them a greater sense of familiarity which could translate to greater involvement in discussion.

• In advance: Use Appendix 1 to become familiar with the protocols and checking for understanding methods used in

this new module.







Teaching Notes (continued)

• Students may need other basic vocabulary words clarified: question, conversation, excerpt, and mystery.

• Use the Class Norms for Conversation anchor chart (originally from Module 1, Unit 1) or create a new chart. During this

lesson, students identify/review norms for a quality classroom conversation (e.g., everyone gets a chance to speak, and

participants ask questions of one another to extend conversation).

• During this unit, students will use a variety of recording forms to respond to their reading and develop vocabulary.

Consider developing a simple organization system for students to keep track of their materials: a folder, binder, or

notebook could be used for this purpose (see page 2 and the Preparation and Materials section in the Module Overview).

• At the end of the lesson, mention to students that this lesson launches a new module and that the lesson numbers start back

at 1 (which they see noted on the homework assignments).

• Optional: Make small desk size copies of the same images being used in the Carousel and place one image on each student’s

desk at arrival time on the day of lesson 1. This will pique students’ curiosity and get them wondering what this is all about.

It will also likely create spontaneous conversation with peers, especially once they notice there are different images. These

same smaller size Carousel images can be used prior to this lesson with struggling learners and ELLs to activate their

thinking in advance of the actual lesson, perhaps even the day before.

• Optional: Use the Notice and Wonder Flash Cards in advance of the lesson with struggling learners or ELLs to allow them

to practice observing closely. The flash cards will need to be prepared. Use the template in Supporting Materials with

images similar to the Carousel activity.

• Begin to gather texts from the Recommended Texts lists for this unit/module. Students will use these for independent

reading.

• Students are expected to read independently at home from a related book at an appropriate reading level. In addition,

students may be assigned additional work, such as rereading complex text, completing a writing task, or talking about what

they are learning.

• There are short writing tasks called “Quick Writes” for some of the chapters using writing prompts from the back of the

Classic Starts edition of Peter Pan. These are for optional use. They could be compiled into a Quick Write booklet for

students to use throughout the module. Time would have to be provided outside of the module lessons.

• If audio files of the chapters are available to students, make sure they are shown how to access them. Audio files would be

of great benefit as a scaffold.







Lesson Vocabulary Materials

notice, wonder, norms, record, details,

excerpt

• Document camera

• Illustration from page 57 from Classic Starts: Peter Pan (to project or display)

• Chart paper (for Notice/Wonder T-chart in Opening B)

• Mystery text excerpt for Opening B (for display)

• 5-6 Carousel station charts (one for each paired illustration and excerpt) with T-chart: What I Notice/What I Wonder

• Markers (ideally a different color for each pair of students)

• Conversation Criteria checklist (one for teacher use)

• Mystery Pictures and Excerpts: Personal Reflection recording form (one per student)

• Module guiding question (to display)

• Classic Starts edition of Peter Pan (book; one per student and one for teacher use)

• Chapter 1 Discussion Prompt (optional; for display; project sample in Supporting Materials)

• Lesson 1 Homework (one per student)

• Unit 1 (for Module 3A) Parent Newsletter (one per student)

Supplemental Materials

• Asking and Answering Questions about Mystery Excerpts recording form (optional; use in place of Mystery Pictures and

Excerpts: Personal Reflection recording form; see Teaching Note)

• I Notice/I Wonder chart (optional; use in place of chart with image and excerpt at top)

• Notice/Wonder Flash Cards (programmable; would need to be duplicated)

• Conversation Cards (for optional use)

• Quick Write 1 (for optional use)







Opening Meeting Students’ Needs

A. Unpacking the Learning Targets (5 minutes)

• Gather students whole group. Welcome students to a brand new module! Praise students’ hard work through the first two

modules. Do not tell students the topic of the module. Present it as a mystery for them to puzzle through during the lesson.

• Orient students to the lesson’s learning targets. Circle or underline the key terms ‘notice’ and ‘wonder.’ Ask students to talk

with a partner about what these words mean. Ask a few students to share out to check for understanding.

• Remind students that they have worked on these targets at the start of both the first and second modules. Today they will

practice them with different pictures and more challenging text excerpts as they begin their new topic of study as readers

and writers. Tell students that they will try to solve a mystery today by looking at pictures and reading excerpts from texts.

As they are looking, reading, and discussing with peers, their job is to try to figure out what the topic of this module is based

on the details they see in the pictures and read in the texts.

• Consider providing nonlinguistic

symbols (e.g., a light bulb for ideas,

a magnifying glass for find) to assist

ELLs in making connections with

vocabulary. These symbols can be

used throughout the year with

posted targets.

• Use thoughtful grouping: ELL

language acquisition is facilitated by

interacting with native speakers of

English who provide models of

language.

B. Practicing Observing Closely: I Notice/I Wonder about Images and Text Excerpts (10 minutes)

• Make sure students do not see the Peter Pan text.

• Place students in pairs or ask them to identify a person close to them with whom they can think and talk.

• Using a document camera, display the illustration from page 57 from Classic Starts: Peter Pan to use for

modeling. This image is similar to the ones they will see during the Carousel protocol in Work Time A.

• Briefly review the I Notice/I Wonder process with students (which they should be familiar with from Modules 1 and 2). For

“What I Notice,” tell students: “When we look at a picture, or a book, we notice details.” Ask students to identify the meaning

of the word details and then ask:

“What details do you notice about this picture? For example, when I look at this picture, I notice … [discuss a detail from

picture]. Emphasize the importance of referring directly to what they see in the picture to help students continue to

understand the importance of evidence.

• Co-create a What I Notice/What I Wonder T-chart. Use Think-Pair-Share protocol. Give students about 30 seconds to

think, and then ask them to share with a partner what they noticed. Invite a few volunteers to share with the class the ideas

that their partner had. As students share, record their ideas in the What I Notice column on the T-chart.

• Provide an illustrated anchor chart

of question words (e.g., a clock for

when) to assist students who need

additional support learning the

structure to ask questions.

• Clarifying vocabulary meets the

needs of ELLs and other students

developing academic language.







Opening (continued) Meeting Students’ Needs

• For “What I Wonder,” ask students now to think of and then share with a partner questions they had about the picture.

Record the questions students generate in the What I Wonder column. Use this opportunity to reinforce how to format a

question using correct ending punctuation.

• Now display the mystery text excerpt for Opening B:

“The island doesn’t appear on any map, because it never stands still. If you can find it, ___ is a very fun place to visit

during the day when it’s sunny. But in the two minutes before children go to bed, it becomes scary and full of shadows.

That is why night-lights were invented.”

• Use the Think-Pair-Share protocol. Give students about 30 seconds to think, and then ask them to share with a partner what

they noticed about the excerpt. Remind students of the meaning of excerpt: a part of a text. Invite a few volunteers to share

with the class the ideas that their partner had. Using the same T-chart, record students’ ideas in the What I Notice column of

the T-chart.

• For “What I Wonder,” ask students now to think of and then share with a partner questions they had about the excerpt.

Questions may be about the action being described or about the meaning of some of the words. Record the questions

students generate in the What I Wonder column of the T-chart.

Note: It is important that students have this supported experience of noticing and wondering about images and text before

heading into the carousel. If students used module 2A for the second module, this is the first time excerpts are used with the “I

Notice/I Wonder” carousel.







Work Time Meeting Students’ Needs

A. Carousel Protocol: Mystery Pictures and Excerpts (25 minutes)

• Be sure to have set up 5-6 Carousel station charts spread around the classroom.

• Do not tell students the topic of the module or what the pictures or excerpts are about. Present this as a mystery for them to

puzzle through and wonder about.

• Tell students that they will continue to become great readers during this module. Remind students that they will be using the

Carousel protocol just as they did in the first two modules. Explain that there are stations set up around the classroom. Each

station has a chart with an illustration or image as well as a text excerpt. All charts also have I Notice/I Wonder written on

them to record students’ thinking.

• Emphasize the importance of referring directly to what they see in the picture or read in the excerpt to help students

continue to understand the importance of evidence, and explain that they will write these details in the What I Notice

column of the T-chart.

• Emphasize that to “wonder” is to ask questions based on the details they see in the image or read in the excerpt. They will

write these questions in the What I Wonder column of the T-chart. Remind students to write their wonders as questions

with correct ending punctuation.

• Ask each pair of students to join another pair to form groups of four. Each pair or group can use a different colored

marker.

• Briefly review expectations with students about the protocol: taking turns, making sure everyone gets to write, etc. Remind

students about good conversational norms. Refer back to the work started in Module 1 with the Class Norms for Discussion

anchor chart and continued in the second module. Tell students that as they are working, you will be watching them and

listening to their conversations, and that you will be taking notes about what you see and hear.

• Use the Conversation Criteria checklist to assess how well students are following the conversation norms. After 4-5

minutes, students rotate to a new station. Students will need a longer amount of time at each station since there is both an

illustration and an excerpt.

• After students have completed a couple of the stations, it might be a good idea to stop students to praise them for their

conversation skills and remind them of your expectations.

• Repeat until students have interacted at each station if possible (or until each group has visited at least 3 stations).

• ELLs can write their “notices” in

their native language if they don’t

know a word in English. For

students needing additional

support, notices can also be drawn,

circled, or marked with a sticky note

on the pictures.

• For students needing additional

support to complete multistep

directions, provide a step-by-step

visual of the protocol.

• Consider providing nonlinguistic

symbols (e.g., a question mark over

a student’s head for ask questions,

or a magnifying glass over a picture

for find) to assist ELLs in making

connections with vocabulary. These

symbols can be used throughout the

year with posted targets.

• Have the text excerpts read aloud to

support ELLs and other students

who might be challenged by this

task.

• Investigate the use of VoiceThread

as the platform for sharing images

and text excerpts with students.

Students can respond directly to the

images and excerpts using video,

audio or text.







Closing and Assessment Meeting Students’ Needs

A. Debrief (10 minutes)

• Distribute the Mystery Pictures and Excerpts: Personal Reflection recording form to students. Go over the

directions and invite students to write about their thinking. If necessary, display the recording form to aid in supporting

students with the task. Give students 5 minutes to complete the recording form.

• Gather students back together as a group to debrief the Carousel. Post all of the charts so students can see patterns or leave

the charts in place and do a gallery walk. For each chart/station, ask a handful of students to share out what they noticed and

wondered.

• Think-Pair-Share: Invite students to begin to discuss what the big themes or ideas of this unit might be. Model as needed.

• Invite volunteers to share out their ideas. Accept a range of answers that students can support based on what they saw and

read today. “Why do you think that?” “How does that fit with what you saw in the pictures or read in the text excerpts?” This

is a good opportunity to reinforce the importance of providing evidence, which will be reinforced throughout the module.

• If students do not get there on their own, lead them toward understanding that they will study the classic tale Peter Pan in

this module. Post the module guiding question: “How do writers capture a reader’s imagination?” Share with students

that they will return to this question often in the coming weeks. Post this guiding question somewhere prominently in the

classroom.

• Ask: “What worked well with your partner discussions today?”

• If it’s not possible for students to

visit all stations for the debrief,

given the physical limitations of the

classroom, make sure to have all

station materials with you in the

whole-group area for the debrief.

• When reviewing recording forms,

consider using a document camera

to visually display the document for

students who struggle with auditory

processing.

• Providing models of expected work

supports all learners but especially

supports challenged learners.

• Posting sentence frames can assist

ELLs and other students needing

additional support in contributing

to classroom discussions. For

example: “I see many______, so I

think we might study_________.”

B. Read-aloud of Chapter 1 in Peter Pan (10 minutes)

• Distribute a copy of Classic Starts edition of Peter Pan to each student. Congratulate students on all of the hard work

they have done as readers to be able to read a chapter book! This is the special book that they will read throughout the

coming weeks. Tell students that today they will follow along as the text is read aloud to them. In future lessons, they will get

to read the text on their own.

• Begin to read Chapter 1 aloud fluently and with expression. Stop after the sentence “Until, that is, the arrival of a boy named

Peter Pan” on page 4. If desired, display Chapter 1 Discussion Prompt.

• Students will discuss the word

chapter in Lesson 2, so there is no

need to engage in a conversation

about the meaning of this word at

this time.







Closing and Assessment (continued) Meeting Students’ Needs

• Invite students to Think-Pair-Share:

* “What’s happening in the story so far?”

* “What is surprising or unusual about the Darling family?”

• After a few minutes of conversation, continue to read and stop again on page 6 after the sentence: “Wendy, meanwhile, had a

pet wolf and a boat.” This time, ask students to Think-Pair-Share:

* “What might your Neverland be like?”

• Finish reading the remaining two pages of Chapter 1. Lesson 2 will begin with a more in-depth conversation about this

chapter.

• After reading, briefly frame the homework for upcoming lessons. Tell students that most nights they will choose a favorite

part (one to two pages) to read aloud to someone at home. They should come prepared the next day to share which parts

they read and why they selected that particular section. Tell students that there will also be times when their homework will

be to read the next chapter.

Homework Meeting Students’ Needs

• Show your new book, Classic Starts edition of Peter Pan to your family. Choose a part of Chapter 1 in Peter Pan to read aloud

to someone at home. Be prepared to share the excerpt you chose to read and why you chose it during class tomorrow. Share

the Unit 1 Newsletter with those in your family.

• Students who cannot yet read

independently will benefit from

hearing books read to them, either

by a caregiver or through audio

recordings.

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Grade 3: Module 3A: Unit 1: Lesson 1 Supporting Materials





Mystery Text Excerpts for Carousel Stations

(for Teacher Use and Reference)

Teacher Directions: Each carousel station will contain a chart that has both an image and an

excerpt at the top with the phrases “What I Notice/What I Wonder” written in two columns below the

image and excerpt.

Important: Do not identify where the images or excerpts are taken from. The source is listed here

for teacher reference only.

Station 1:

Image from http://panmusical.com/wp-content/uploads/2013/04/05+Peter+and+Wendy+-

+F+D+Bedford+-+1911.jpg (or any image of Neverland from the Recommended Texts), paired with

the following text from page 5, Classic Starts Peter Pan)

What is Neverland? you ask. It is the magical island in the middle of every

child’s mind. It is a place children go to mainly in their imaginations, unless, of

course, they have an invitation and a very special guide.

Every child’s Neverland is slightly different. Some are in color and some are in

black and white. Some have ragged coral reefs with tiny smashed-up boats,

lonely caves, and tiny huts on the beach.

Station 2

Image from page 19, paired with the following text from page 22, Classic Starts Peter Pan)

“How old are you?” she asked.

“I don’t know,” Peter said. “I ran away on the very day I was born, after I heard

my parents talking about what I would be when I grew up.”

“Why?” Wendy asked.

“I didn’t want to grow up,” Peter said simply. “Now I live with the lost boys and

the fairies.”

http://panmusical.com/wp-content/uploads/2013/04/05+Peter+and+Wendy+-+F+D+Bedford+-+1911.jpg

http://panmusical.com/wp-content/uploads/2013/04/05+Peter+and+Wendy+-+F+D+Bedford+-+1911.jpg





Mystery Text Excerpts for Carousel Stations Station 3

Image from page 31, paired with the following text from page 32, Classic Starts Peter Pan)

“Mr. and Mrs. Darling were almost home, but they were not close enough. From

the middle of the street, they gasped as they looked up at the bedroom window.

Beyond the curtain, the room was ablaze with light. Inside they could see three

little shadows whirling around and around—not on the floor, but incredibly, in

the air!”

Station 4

Image from page 42, paired with text from page 68, Classic Starts Peter Pan)

The lagoon was most beautiful at night, when the moon came up and the

mermaids began to sing their strange, wailing songs to lure sailors onto the

rocks. But it was not a safe place for humans then.

Station 5


Hook is a different breed of pirate from the rest of his crew. Except at the sight

of his own blood he is courageous. He is a master storyteller. He speaks

beautifully and softly—even when he is swearing—and is never more sinister

than when he is being polite.

Station 6


They hid as best they could while the pirate dinghy pulled up to the rock they

had just been sitting on. In the boat were Smee and Starkey, and their captive,

the Indian princess Tiger Lily.





Carousel Station Chart

(Sample, for Teacher Reference)

[Image here] [Excerpt here]

What I Notice What I Wonder





Mystery Text Excerpt for Opening B

“The island doesn’t appear on any map, because it never stands still. If you

can find it, ___ is a very fun place to visit during the day when it’s sunny.

But in the two minutes before children go to bed, it becomes scary and full

of shadows. That is why night-lights were invented.”





Conversation Criteria Checklist

Learning Targets:

• I can follow our class norms when I participate in conversations.

• I can speak with complete sentences when I participate in group discussions.

(Teachers: Please insert the conversation norms from class to assess students’ ability to engage effectively in collaborative discussions.

Code responses based on the setting in which the criteria is observed. For example: P= Partner, G= Small Group, C= Whole Class)

Student Name Speak in Complete

Sentences

Norm 1 Norm 2 Norm 3 Norm 4





Mystery Pictures and Excerpts: Personal Reflection

Name:

Date:

Based on the illustrations you saw, the excerpts you read, and the discussions you had

with your peers, what do you think you will be reading and learning about in this

module?

Use evidence from your work to support your thinking and writing.





Module Guiding Question

All of our work in the coming weeks will be focused on this guiding question:

How do writers capture a reader’s imagination?





Chapter 1 Discussion Prompt

Stopping point on page 4. Stop after:

“Until, that is, the arrival of a boy named Peter Pan”

Think-Pair-Share:

* “What’s happening in the story so far?”

* “What is surprising or unusual about the Darling family?”





Lesson 1 Homework

Name:

Date:

Tell an adult at home about what you figured out about the pictures you saw

and the text quotes you read. Tell them what you will read about in the

coming weeks.

Choose a part of Chapter 1 in Peter Pan to read aloud to someone at home.

Be prepared to share the excerpt you chose to read and why you chose it

during class tomorrow.

excerpt – a short part of a text

Share the newsletter for Unit 1 of the new module with your family!

Optional: Reread chapter 1 or have someone at home read it to you. Record your

excerpt below or write a note about the page number and first and last words of your

chosen excerpt.

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Don’t forget to return your homework and book to school!





I Notice, I Wonder

(alternate format for charts if excerpts are not used in the Carousel)

I NOTICE I WONDER

[insert appropriate photograph/illustration]





Asking and Answering Questions about Mystery Excerpts

(For Teacher Reference - alternate activity to using excerpts with the Carousel)

Predicting from Text: Excerpts from Peter Pan (20 minutes) • Gather students together. Tell them that they will talk about the pictures again at the end of class

today. Continue to keep the title of the text a surprise until the end of the lesson when students hear the first chapter.

• Tell students that they will continue to become great readers during this study. They will be reading a chapter book throughout this module. Right now, they are going to get of a glimpse a few excerpts from this chapter book. Briefly review the word excerpt in this context: a short part of a book.

• Tell students that their job will be to read the text excerpts and ask questions that the text brings to their minds. For today, they get to just be curious: Tell them it’s okay if they don’t have answers yet.

• They will try to use clues within the text, like words and phrases, to write possible answers to their questions and guess what the text is about. Tell them that there may be a lot of words in these excerpts that they don’t know, which is fine. Encourage them to circle unfamiliar words and underline words that might help them think about the meaning of the excerpt.

• Distribute Asking and Answering Questions about the Mystery Excerpts recording form to each student. Review the directions:

1. Read each quote with your partner. Read the quote a second time. It’s okay if you don’t understand it yet.

2. Think of questions you have based on the quote you read. They might be about things you’re curious about, or a question might be about a word or phrase that you don’t understand. Write down your questions while your partner writes down their own.

3. Circle words you don’t know or can’t figure out. It’s okay if you circle a lot of words. It’s good just to start noticing hard words!

4. Think about the words that could help you figure out possible answers to your questions.

5. Share your questions and thinking with your partner. As you discuss the quotes, make sure you are speaking in complete sentences.

• Have students think and talk with a partner first. Then they can individually write down their questions.

• Circulate and support as needed. Encourage students to read each text excerpt thoroughly and to identify genuine questions based on what they read. Remind students to circle any unfamiliar words.

**ONLY USE the “Asking and Answering Questions about Mystery Excerpts” recording

form if the Carousel did NOT include excerpts.**






Name:

Date:

Directions:

1. Read each quote with your partner. Read the quote a second time. It’s okay if you don’t

understand it yet.

2. Think of questions you have based on the quote you read. They might be about things you’re

curious about, or a question might be about a word or phrase that you don’t understand. Write

down your questions while your partner writes down their own.

3. Circle words you don’t know or can’t figure out. It’s okay if you circle a lot of words. It’s good just

to start noticing hard words!

4. Think about the words that could help you figure out possible answers to your questions.

5. Share your questions and thinking with your partner. As you discuss the quotes, make sure you are

speaking in complete sentences.

Part 1: Mystery Text Quotes

Quote 1: (from page 5)

“What is Neverland? you ask. It is the magical island in the middle of every child’s mind. It is a place

children go to mainly in their imaginations, unless, of course, they have an invitation and a very

special guide.

Every child’s Neverland is slightly different. Some are in color and some are in black and white. Some

have ragged coral reefs with tiny smashed-up boats, lonely caves, and tiny huts on the beach.”

Questions and thinking I have:

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“How old are you?” she asked.

“I don’t know,” Peter said. “I ran away on the very day I was born, after I heard my parents talking

about what I would be when I grew up.”

“Why?” Wendy asked.

“I didn’t want to grow up,” Peter said simply. “Now I live with the lost boys and the fairies.”


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“Mr. and Mrs. Darling were almost home, but they were not close enough. From the middle of the

street, they gasped as they looked up at the bedroom window. Beyond the curtain, the room was

ablaze with light. Inside they could see three little shadows whirling around and around—not on the

floor, but incredibly, in the air!”


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“The lagoon was most beautiful at night, when the moon came up and the mermaids began to sing

their strange, wailing songs to lure sailors onto the rocks. But it was not a safe place for humans then.”


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“Hook is a different breed of pirate from the rest of his crew. Except at the sight of his own blood he is

courageous. He is a master storyteller. He speaks beautifully and softly—even when he is swearing—

and is never more sinister than when he is being polite.”


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Part 2: What do you think these texts are mostly about? Use evidence from the text to support your thinking.

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Notice and Wonder Flash Cards








Conversation Cards

I contribute to the conversation.

I stay focused and keep the task in my mind.

I listen carefully to what’s being said.

I make sure I’m face to face with my partner or group.

I keep my eyes on the person speaking.

I respond to what others say with comments or

questions.





Quick Write 1

Name:

Date:

Why is it so important to Mr. Darling that his family have a nanny? What do you think

of his reasons?

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What was something you wanted that someone else had? Why did you want this?

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Documents

Grade 3: Module 3A: Unit 1: Lesson 1 Observing, Reading ... Us/Board of Education/Archived... · Reading and Talking with Peers: Peter Pan. ,