Grade 3: Module 3A: Unit 2: Lesson 11 Finishing Peter Pan ......• Return students’ draft scenes. Remind them to use the categories of their Peter Pan Scene Conventions Checklist

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Grade 3: Module 3A: Unit 2: Lesson 11 Finishing Peter Pan and Looking Carefully at Conventions: Editing Our Scenes

GRADE 3: MODULE 3A: UNIT 2: LESSON 11

Finishing Peter Pan and Looking Carefully at

Conventions: Editing Our Scenes

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

NYS Common Core ELA Curriculum • G3:M3A:U2:L11 • November 2013

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

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

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)

Supporting Learning Targets Ongoing Assessment

• I can accurately use quotation marks in my dialogue.

• I can use beginning and ending punctuation marks accurately.

• 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







Agenda Teaching Notes

1. Opening

A. Engaging the Reader: Read-aloud of the Final

Chapter of Peter Pan (10 minutes)

B. Peter Pan I Am/Who Is (10 minutes)

2. Work Time

A. Editing Writing Using the Conventions

Checklist (25 minutes)

3. Closing and Assessment

A. Concentric Circles: Celebration of Peter Pan

(15 minutes)

4. Homework

A. Lesson 11 Homework

• In advance: Fill in the information for Chapter 17 on the Where/When/Who/What anchor chart. Also, copy

the completed Where/When/Who/What recording form for Chapter 17 for students (available in Supporting

Materials).

• In advance: Copy and prepare the “I Am/Who Is” cards (see Supporting Materials).

• Review the directions for “I Am/Who Is” activity (see Supporting Materials). After being introduced in this

lesson, the class can play “I Am/Who Is” at other points during the module just for fun.

• In this editing lesson, students are held accountable for beginning and end punctuation, using quotation

marks accurately, and spelling words that are on the Character Word Wall (from Unit 1) accurately. They

should also use the various vocabulary recording forms in their Peter Pan materials as a resource for spelling

(ie. Word Buddies).

• Review Module 2, Unit 3, Lesson 10 for another example of an editing lesson.

• During Work Time A, you may want students to use a colored pencil for their editing so you can tell what they

did as they edited.

• Review the Concentric Circles protocol.

• Post: Learning targets.

• In advance: Locate the Writing Process anchor chart from Module 1, Lesson 11 or create a new one using the

sample in Supporting Materials).







Lesson Vocabulary Materials

editing, accurately, conventions,

checklist, scene

• Classic Starts edition of Peter Pan (book; one per student)

• Where/When/Who/What anchor chart (with the row for Chapter 17 already filled in)

• Chapter 17 Where/When/Who/What (one per student)

• Peter Pan “I Am/Who Is” cards (one set of 36 cards for the class)

• Students’ most current drafts

• Peter Pan Scene Conventions Checklist (one per student)

• Writing Process anchor chart

• Lesson 11 Homework (one per student)

Supplemental Materials

• Sentence Starters for Concentric Circles Activity cards (optional resource for Closing)

• Chapter 17 Word Buddy (for optional use)







Opening Meeting Students’ Needs

A. Engaging the Reader: Read-aloud of the Final Chapter of Peter Pan (10 minutes)

• Gather students together as a group. They will need their copy of Classic Starts edition of Peter Pan.

• With enthusiasm, tell students that they get to finish the book today. They will follow along in their books during the read-

aloud so everyone can enjoy the end of the book together.

• Before reading the final chapter, ask:

* “How do you predict the book is going to end?”

• Briefly define predict if needed. Give students a minute to think, and then discuss. Pull equity sticks to choose a few to share

their predictions.

• Ask students to turn to Chapter 17, page 136. Read aloud as they follow along.

• Display the Where/When/Who/What anchor chart with the row for the final chapter already filled in. Review the

information on the anchor chart with students to bring closure to the book. Distribute a copy of the Chapter 17

Where/When/Who/What chart to students. Students should keep the chart in a safe place to house with those from other

chapters. Students will need these chapter recaps in Unit 3 when they have to summarize the story.

• The read-aloud portion of the

chapter serves to build fluency

and hook kids into the chapter.

• Having the where/when/who/

what for each chapter will be of

great benefit to students in Unit 3

when they work to write a

summary of the book. Some

charting of the chapters’

where/when/who/ what was done

for homework. All such

homework assignments and 5Ws

recording forms completed during

some of the lessons need to be

kept for Unit 3.

B. Peter Pan I Am/Who Is (10 minutes)

• In celebration of completing the chapter book Classic Starts edition of Peter Pan, play a game with students called “I Am/Who

Is.”

• Distribute at least one card to each student. Some students will have to have more than one card since there are 36 cards. Each

card will have a statement at the top of the card and a question at the bottom. The teacher should make sure to retain the card

with the asterisk (*) in the top left corner as it is the starting card. Prior to starting the game, students should read the

statement and question on their card(s) and not share what their card says with others.

• The teacher will start by asking the opening question on the starting card. Students must listen carefully and when they hear

the question that matches the statement on their card (at top), they stand and in a clear and loud voice, read the statement

(which is the answer to the question they just heard). Then they immediately read the question on their card (at bottom).

• The idea is students use their knowledge of the story to move along with the answering and asking of questions at a brisk pace.

The final card will have a question: “Who is proud of students’ efforts and hard work reading Peter Pan?” The answer is “I am!”

which is written on the teacher’s starting card.

• The initial round of play can be

timed and then multiple rounds

can be played with the goal being

to improve the efficiency of the

answering and asking therefore

reducing the time.

• To keep student engagement

more heightened, redistribute the

cards every round or two so

students do not always have the

same card.







Work Time Meeting Students’ Needs

A. Editing Writing Using the Conventions Checklist (25 minutes)

• Students will need their two recording forms from Lesson 10 (Guided Practice: Using Quotation Marks Accurately

and Partner Practice: Using Quotation Marks Accurately). They can use these as a reference while they are editing

their writing today. Additionally or alternatively, consider posting the teacher reference documents for each of those

recording forms (see Lesson 10 Supporting Materials).

• Display the Writing Process anchor chart and circle or gesture to the word ‘Editing’ on the chart. Tell students that today

they will be editing their scenes. Ask students to think about the difference between revising and editing. Give students a

minute to talk about this and then cold call a few students for responses. If needed, remind them that editing means that

they are making changes to fix spelling, capitalization, and punctuation, which for this work would include placement of

quotation marks.

• Distribute the Peter Pan Scene Conventions Checklist and project a copy as well. Give students a minute or two to look

it over to get oriented to its format and perhaps share observations with a nearby student. Quickly read aloud the descriptors

on the left side.

• Remind students that they have used a similar checklist before to help them as writers. Ask students:

* “How did you use this type of checklist when you edited your Freaky Frog paragraphs?”

• Return students’ draft scenes. Remind them to use the categories of their Peter Pan Scene Conventions Checklist to identify

what they need to work on. Tell them that there might be more to edit in their work than what is on the list, but the purpose

of the checklist is to help ensure that they pay attention to those specific important aspects of conventions that closely

connect to their scenes. Release students to work on their editing.

• Give students approximately 20 minutes to edit their writing for quotation marks, correct capitalization, spelling, and

punctuation. Consider allowing them to work in pairs or small groups, reading their work aloud to each other to support

their editing process. Remind students about the chapter Word Buddy documents as they might be helpful as a resource in

regard to spelling specifically. Confer and support as needed.

• After 20 minutes, pause students in their work and ask them to look over their Conventions Checklist. Ask them to complete

the checklist, marking where they think their writing is at this point, making sure students understand that while their work

should now be improved, it does not need to be perfect.

• If some students finish earlier than the allotted time, invite them to continue in their independent reading book.

• The Guide to Using Quotation

Marks resource from Lesson 7 may

be a beneficial resource to make

available to students.

• For struggling learners, pre-identify

words they should focus on as they

edit. Use words from the Character

Word Wall. Copy them onto an

index card for students to refer to as

they edit.

• For students who might have a

difficult time finding their own

errors, consider the following

options:

– Support them by identifying a few

words or areas to focus on.

– Gather together a small group of

students who might need this

same support so they can help

each other with your guidance.

• For students struggling to find

punctuation corrections, read their

writing aloud to them, emphasizing

the missing punctuation (e.g., not

pausing). Ask them to listen for a

place for you to pause that makes

sense.







Closing and Assessment Meeting Students’ Needs

A. Concentric Circles: Celebration of Peter Pan (15 minutes)

• Celebrate the completion of the final chapter book by praising the students for how hard they have worked.

• In preparation for the Concentric Circles activity, have students do some advance thinking on the following questions:

– “Did the ending surprise you in any way? Why or why not?”

– “What was your favorite scene in the book? Why?”

– “Who was your favorite character? Why?”

• Have students prepare for a Concentric Circles debrief by forming two circles (inner and outer). Remind them that they have

used this protocol before. Briefly review the directions:

- There is an inner circle and outer circle.

- Partners face one another.

- A question is posed for discussion.

- Students share their thinking about the question with the person standing or sitting opposite them.

- On the teacher’s signal, students in the outer circle move a specific number of places to the right or left

to have a new partner.

- The next question is posed, and partners share their thinking.

- Repeat one more time for the third question.

- Cycle back to the first question if there’s time.

• Once students are positioned and ready, have them give their first talking partner a high-five for completing the book. Then

pose the first debrief question. Allow students 2-3 minutes to have their first conversation.

• After each question is asked, direct the outer circle to move a certain number of places to the right or left. This will allow

each student to have multiple talking partners.

• Cycle back through the questions as time allows.

• As a final step, have both circles stand and direct one circle to move clockwise and the other circle to move counter-clockwise

and as students pass each other have the give each other high-fives.

• For struggling learners, provide the

questions for the Concentric Circles

debrief on index cards. Use one

color for the question. Using a

different color, provide a sentence

starter response. For example: “My

favorite character was ______.” Or

use the Sentence Starters for

Concentric Circles Activity

cards in Supporting Materials.

• As students are talking in their

Concentric Circles, first stand with

students who might need more

language support. Then circulate as

you pose the questions to listen to

students’ conversations regarding

which number/step of the lesson

each suggestion aligns to.

• Students who may struggle could be

given the Concentric Circles

questions in advance to the lesson

in order to rehearse or have advance

think time.







Homework Meeting Students’ Needs

• Reread Chapter 17 aloud to yourself or to someone in your family. Tell someone in your family about your favorite character

and your favorite scene from the book.

Note: Review students’ draft scenes and Conventions Checklists. Complete the Teacher Comments section

for each student.

As stated in the Unit 2 Overview, there is no time dedicated within the lessons to publish students’ scenes.

Plan accordingly, making arrangements for technology time if students will type their scenes. If they are

handwriting the scenes, plan to have them complete this after this lesson.

• Make audio files of the chapters

available to students for use at home

and at school.

• Struggling students be afforded the

support of a parent for the rereading

of Chapter 17.

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Grade 3: Module 3A: Unit 2: Lesson 11 Supporting Materials





Chapter 17 Where / When / Who / What

Name:

Date:

Where and When does this

chapter take place?

Who are the active characters

in this chapter?

What are the most important

events in this chapter?

In the nursery of the Darling’s

house in London

The morning after the children

arrived back home

Wendy, John, Michael

Mr. and Mrs. Darling

The lost boys

The Darlings are reunited with

Wendy, John, and Michael.

The Darlings agree to take in

the lost boys and let them live

with them.

Wendy tries to convince Peter to

stay too but he refused.

Wendy was worried about Peter

being lonely and thinks about

returning to Neverland with

him.

Mrs. Darling agrees to allow

Wendy to return to Neverland

one week a year to help with

spring cleaning.

Wendy grows up and becomes a

mother. Peter returns and is

upset to find out that Wendy is

a grown up.

Wendy allows her daughter

Jane to go with Peter for spring

cleaning. Ando so it goes with

Jane’s daughter and her

daughter…





Peter Pan “I Am, Who Is” Cards

* I Am!!!

Who is the city where the Darlings live?

I Am London

Who is the parent worried about what the neighbors think?

I Am Mr. Darling

Who is the name of the Darling children’s dog?

I Am Nana

Who is what Peter accidentally leaves in the nursery?

I Am his shadow

Who is the fairy who is devoted to Peter Pan?

I Am Tinker Bell

Who is the two things the children need in order to fly?






I Am fairy dust and happy thoughts

Who is what warns Peter the Darlings are headed home from the party?

I Am the stars

Who is the place where Peter and Tinker Bell live?

I Am Neverland

Who is the group that Peter leads?

I Am the lost boys

Who is the enemy group of the lost boys?

I Am the pirates

Who is the full name of the leader of the pirates?

I Am Captain James Hook

Who is the other group that fights with the pirates?






I Am the Indians

Who is the Indian princess?

I Am Tiger Lily

Who is the objects the lost boys use get to the underground cave?

I Am their trees

Who is what Hook is missing?

I Am his arm

Who is what Hook fears?

I Am the crocodile

Who is the Irish pirate who helps Hook the most?

I Am Smee

Who is the lost boy who shoots down the Wendy bird?






I Am Tootles

Who is the name of the first story Wendy tells the lost boys?

I Am Cinderella

Who is what Wendy does when John and Michael begin to forget their parents?

I Am starts a school

Who is the name of the lagoon in Neverland?

I Am Mermaid

Who is what Peter feels all fights have to have?

I Am fairness

Who is what Peter offers Hook during their fight?

I Am his hand

Who is the animal that saves Peter after he’s injured fighting with Hook?






I Am the Never bird

Who is what the pirates do to the lost boys?

I Am trick them/capture them

Who is what Hook says the boys have to walk?

I Am the plank

Who is what Hook tries to do to Peter after he finds Peter’s cave?

I Am poison him

Who is what children have to believe in for Tink to be saved from death?

I Am fairies

Who is Peter’s actual thought when he goes to save Wendy and the boys from the pirates?

I Am “Hook or me this time”

Who is Peter’s plan to keep Wendy?






I Am lock the nursery window

Who is where the children find Mr. Darling when they return home?

I Am in Nana’s kennel

Who is what the Darlings do to the lost boys that come from Neverland?

I Am adopt them

Who is what Wendy’s allowed to return to Neverland for?

I Am spring cleaning

Who is what Peter discovers years later about Wendy that upsets him?

I Am that she’s grown (a grown-up)

Who is the name of Wendy’s daughter?

I Am Jane

Who is the person who’s very proud of the students who worked so hard to read Peter Pan





Peter Pan Scene Conventions Checklist

Name:

Date:

Target Not Yet Almost

There

Excellent! Teacher Comments

I can use quotation marks

accurately.

I can accurately spell

character action and

character feeling words that

are on our word wall.

I can use the Character Word

Wall and vocabulary

materials to check and

correct my spelling.

I can use correct end

punctuation in my writing. *

I can spell grade-appropriate

words correctly. *

(* Note: Targets not explicitly taught in this unit, but previously taught/assessed in Module 1.





The Writing Process

Research

Plan

Draft

Revise

Edit

Publish





Sentence Starters for Concentric Circles Activity

Did the ending surprise

you in any way? Why or

why not?

The ending did / did not surprise me.

I thought ___ would happen.

I liked / didn’t like when ___.

What was your favorite

scene in the book?

Why?

My favorite scene in the book was

when ___.

I liked this scene because ___.

Who was your favorite

character? Why?

My favorite character was ___.

They are my favorite because ___.





Lesson 11 Homework

Name:

Date:

Congratulations! You have finished reading the Classic Starts edition of

Peter Pan!

Reread Chapter 17 aloud to yourself or to someone in your family. Tell

someone in your family about your favorite character and your favorite

scene from the book.

Optional: Identify your favorite character and scene on the lines below.

Favorite character: _____________________________

Because: ______________________________________________

____________________________________________________

____________________________________________________

Favorite scene: Chapter ___, page(s) ____________

It was when ___________________________________________

____________________________________________________

____________________________________________________

____________________________________________________





Chapter 17 Word Buddy

1. summoned: page 137

Sentence in the story Meaning of the bold word or phrase

Wendy had hidden them downstairs, but she

summoned them now.

“summoned” means called for

Wendy had hidden them downstairs, but she called for them now.

2. lingering: page 138


As for Peter, he was still outside, lingering. “lingering” means hanging around; staying

nearby

As for Peter, he was still outside, staying nearby.

3. startled: page 142


Wendy looked up, startled. “startled” means surprised

Wendy looked up, surprised.

4. loomed: page 143


But when she did, she loomed so tall above

him – obviously a grown-up – that his eyes

opened wide in alarm and he gasped.

“loomed” means stood over or next to

“gasped” means to take in a sharp breath

But when she did, she stood over so tall above him – obviously a grown-up – that his eyes

opened wide in alarm and he took in a sharp breath.

Documents

Grade 3: Module 3A: Unit 2: Lesson 11 Finishing Peter Pan ......• Return students’ draft scenes. Remind them to use the categories of their Peter Pan Scene Conventions Checklist