Grade 3: Module 3

Unit 2 Grade 3: Module 3: Unit 2: Lesson 1

Peter Pan in Kensington Gardens: Chapter 1 “The Grand Tour of the Gardens” To follow Peter Pan’s adventures, it is important that you are familiar with Kensington Gardens. Kensington Gardens are in London. No child has ever seen all of the gardens because they are so big that there isn’t enough time to see them all. On one side of the gardens is a ﬆreet with a never-ending line of buses that you have to cross to get into the gardens. There are many gates into the gardens, but there is only one that you use to go in. Before you go in, you speak to the lady with the balloons sitting outside. She can’t go in because if she were to let go of the fence, the balloons would lift her up, and she would ﬂy away. She has quite a red face from the ﬆrain of holding onto the balloons all day. Inside, the gardens are tremendously big, with millions and hundreds of trees. There is a path called the Broad Walk, which is much bigger than the other paths in the garden. On the Broad Walk is a tree where a boy called Cecco loﬆ his penny, and found a twopence when looking for it. This tree is now called Cecco Hewlett’s Tree. People have been digging there ever since. On the way to the Round Pond is a ﬆatue called Big Penny, and the Baby’s Palace. A baby once lived in the palace all alone, with lots of dolls. When people rang the bell, she got out of bed, lit a candle and opened the door in her nightdress. On the right of the Broad Walk is the Baby Walk, which is full of baby prams. From here you can walk through a passage called Bunting’s Thumb, to Picnic Street. On Picnic Street cheﬆnut-blossoms fall into your mug as you are drinking. The Round Pond is in the very middle of the gardens. The beﬆ boat to sail on the Round Pond is a ﬆick-boat. As you walk around pulling it by the ﬆring, you see little men running about the deck, and sails rise magically to catch the breeze. Lots of paths lead to the pond. Some of them are ordinary paths, but others are Paths that have Made Themselves. They are wide at one spot, and very narrow at another. These paths make themselves at night after the gates are closed, like all the moﬆ wonderful things that happen in the Gardens. The paths make themselves because it is their only chance of getting to the Round Pond. 46 Grade 3: Module 3: Unit 2: Lesson 1

The Serpentine begins near here. It is a lovely lake, and there is a drowned foreﬆ at the bottom of it. If you peer over the edge you can see the trees all growing upside down, and they say that at night there are also drowned ﬆars in it. Only a small part of the Serpentine is in the gardens, before it passes under a bridge to far away where the Bird’s Island is. No human, except Peter Pan (and he is only half human), can land on the island, but you can make a paper boat and slip it into the water, and it reaches the Bird’s Island after dark.

Adapted from Barrie, J.M. Peter Pan in Kensington Gardens. n.p, 2008. Project Gutenberg. [http://www.gutenberg.org/ﬁles/1332/1332-h/1332-h.htm] 800L

EL Education Curriculum 47 Grade 3: Module 3: Unit 2: Lesson 1

Peter Pan in Kensington Gardens: Chapter 1 Glossary

RL.3.4, L.3.4

Name: ______Date: ______

Word Deﬁnition tour

familiar

ﬆrain

tremendously

prams

passage

peer

48 Grade 3: Module 3: Unit 2: Lesson 1

Comparing Chapter 1 of Peter Pan in Kensington Gardens with Peter Pan

RL.3.1, RL.3.9

Name: ______Date: ______

Directions: Think about the two ﬆories so far. What is similar? What is diﬀerent? Record similarities and diﬀerences on the chart below. Remember to use evidence from the texts.

Similarities Diﬀerences

EL Education Curriculum 49 Grade 3: Module 3: Unit 2: Lesson 2

Peter Pan in Kensington Gardens: Chapter 2 “Peter Pan” Peter was born a long time ago, but he is only one week old. He has never had a birthday. This is because he escaped from being a human when he was seven days old. He flew out of the window to Kensington Gardens because he thought he was a bird. He landed in Kensington Gardens between the Baby’s Palace and the Serpentine. After seeing some fairies carrying water, Peter realized he was thirﬆy. He fell in a puddle and got wet trying to drink water like a bird, so he sulkily decided to go to sleep. Peter awoke long before morning in a tree on the Baby Walk, shivering with cold. His head was ﬆuffy and he really needed to blow his nose, but he needed help. When he couldn’t get the fairies or birds to help him, Peter sat down and cried. Poor little Peter Pan! Peter decided to fly to the Bird’s Island in the Serpentine to speak to Soloman Caw, a bird who guarded the island. When Peter explained the problem, Soloman was cruel. He sneeringly pointed out Peter’s nightgown, toes, and lack of feathers to show Peter he wasn’t really a bird at all. Peter began to shake with shock and forgot that he needed to blow his nose. He remembered his mother and wanted to return to her, but something prevented him from doing so. As soon as he realized he was human, he doubted his power to fly. The moment you doubt whether you can fly, you ﬆop being able to do it. “Poor little boy!” said Soloman, “you will never be able to fly again, not even on windy days. You muﬆ live on the island always.” “And never even go to the Kensington Gardens?” Peter asked tragically. “How could you get across?” said Soloman. So Peter was ﬆuck on the Bird’s Island. Soloman promised to teach Peter the bird ways, but Peter would not eat worms or insects, so the birds brought him bread in their beaks. He became very clever at helping the birds to prepare their neﬆs. He made little water troughs near the neﬆs and dug up worms for the little ones with his fingers. Soloman showed Peter how to be happy, so Peter wanted to sing all day long like the birds. He made a pipe of reeds and, in the evening, he sat by the shore of the island and practiced.

50 Grade 3: Module 3: Unit 2: Lesson 2

But as Peter sat by the shore playing his pipe, sometimes he became sad because he could see, but couldn’t reach the gardens. The ducks tried to teach him to swim, but he couldn’t figure out how to sit on the water without sinking. Once a kite landed on the island and the birds offered to show him how to fly it. Six of them took the end of the ﬆring in their beaks and flew away with it. He loved it so much, they did it again and again. He begged them to do it once more with him clinging to the tail, hoping he would make it to the Gardens, but the kite broke to pieces in the air. He would have drowned in the Serpentine had he not caught hold of two swans and made them carry him to the island.

Adapted from Barrie, J.M. Peter Pan in Kensington Gardens. n.p, 2008. Project Gutenberg. [http://www.gutenberg.org/ﬁles/1332/1332-h/1332-h.htm] 780L Glossary:

Word Deﬁnition realized became fully aware of something shivering shaking from cold or fright lack not having enough of something doubted felt uncertain about tragically with extreme ﬆress or sadness practiced did something regularly or repeatedly clinging holding tightly to

EL Education Curriculum 51 Grade 3: Module 3: Unit 2: Lesson 2

Language Dive Note-catcher I: Peter Pan in Kensington Gardens, Chapter 2

Name: ______Date: ______

He sneeringly pointed out Peter’s nightgown, toes, and lack of feathers to show Peter he wasn’t really a bird at all.

Sketch the sentence.

Use the paﬆ tense verb to be to complete the sentence frames:

Laﬆ night, I ______really tired.

Yeﬆerday, my friends ______really tired.

52 Grade 3: Module 3: Unit 2: Lesson 2

Comparing Chapter 2 of Peter Pan in Kensington Gardens with Peter Pan

RL.3.1, RL.3.9

Name: ______Date: ______

Directions: Think about the two ﬆories so far. What is similar? What is diﬀerent? Record similarities and diﬀerences on the chart below. Remember to use evidence from the texts.

Similarities Diﬀerences

EL Education Curriculum 53 Grade 3: Module 3: Unit 2: Lesson 3

Peter Pan in Kensington Gardens: Chapter 3 “The Thrush’s Neﬆ” A young poet named Shelley made a paper boat from a banknote, and sent it sailing on the Serpentine. It reached the island at night. It was taken to Soloman Caw, who gave it to Peter to play with. Peter knew what it was and thought of all the ways he could use it to reach Kensington Gardens. After planning together, Peter and Soloman called the thrushes to a meeting. Soloman told them how impressed he was by their neﬆ-building, and this put them in a good mood at once. “If,” he said, “a finch’s neﬆ is placed on the Serpentine it fills with water and breaks to pieces, but a thrush’s neﬆ ﬆays dry.” The thrushes were very happy and applauded! After this Soloman explained to the thrushes that their young friend, Peter Pan, wanted to cross the Serpentine to Kensington Gardens. He needed their help to build a thrush’s neﬆ large enough to hold Peter, like a boat. At firﬆ, the thrushes were very sulky. “We are very busy people,” they grumbled, “and this would be a big job.” “Quite so,” said Soloman, “and, of course, Peter will pay you sixpence a day.” Then all the thrushes hopped for joy, and began building the boat immediately. Peter paid them every evening. They ﬆood in rows on the branches waiting politely while he cut the paper sixpences out of his banknote. After months of hard work, the boat was finished. Peter made a sail from his old nightgown, and when the full moon rose, he left the island. He had promised the thrushes to begin by making short voyages, with them as his guides, but when he saw Kensington Gardens he could not wait. At firﬆ, his boat turned round and round, but eventually his sail caught a wind that carried him under the bridge and in sight of Kensington Gardens. Then, he was caught in a ﬆorm, which carried him to land in a small bay. He was not safe yet though. As he tried to get out of his boat, the fairies armed with holly leaves shouted at him to leave because it was paﬆ Lock-out Time. Peter told them that he was not an ordinary human and wanted to be their friend. When the fairies saw that the

54 Grade 3: Module 3: Unit 2: Lesson 3 sail on his boat was a baby’s nightgown, they felt sorry for him and led him to their queen. The fairy queen told Peter he could go where he wanted after Lock-out Time in the Gardens.

Adapted from Barrie, J.M. Peter Pan in Kensington Gardens. n.p, 2008. Project Gutenberg. [http://www.gutenberg.org/ﬁles/1332/1332-h/1332-h.htm] 850L

EL Education Curriculum 55 Grade 3: Module 3: Unit 2: Lesson 3

Peter Pan in Kensington Gardens: Chapter 3 Glossary

RL.3.4, L.3.4

Word Deﬁnition impressed

mood

grumbled

immediately

politely

though

56 Grade 3: Module 3: Unit 2: Lesson 3

Comparing Chapter 3 of Peter Pan in Kensington Gardens with Peter Pan

RL.3.1, RL.3.9

Name: ______Date: ______

Directions: Think about the two ﬆories so far. What is similar? What is diﬀerent? Record similarities and diﬀerences on the chart below. Remember to use evidence from the texts.

Similarities Diﬀerences

EL Education Curriculum 57 Grade 3: Module 3: Unit 2: Lesson 4

Peter Pan in Kensington Gardens: Chapter 4 “Lock-Out Time” The fairies are beautiful dancers and have balls in fairy rings, made by the fairies dancing round and round. There is a way to find out when the fairy balls are going to happen. The fairies change the closing time of Kensington Gardens on the signs. For example, they change it from seven to six-thirty. This means they can begin their ball half an hour earlier. Peter Pan is the fairies’ orcheﬆra. He sits in the middle of the ring and plays his pipe. On the princess’s birthday, the fairy Queen told him that for playing so beautifully she would give him a wish. “If I chose to go back to mother,” he asked at laﬆ, “could you give me that wish?” The fairies didn’t want him to leave because then he wouldn’t be able to play for them anymore, so the Queen said, “Pooh! Ask for a much bigger wish than that.” Then Peter thought and said, “Well, then, I think I shall have two little wishes inﬆead of one big one.” Of course the fairies had to agree. He said that his firﬆ wish was to go to his mother, and he would keep his second wish for later. “I can give you the power to fly to her house,” the Queen said, “but I can’t open the door for you.” “The window I flew out at will be open,” Peter said confidently. “Mother always keeps it open in the hope that I may fly back.” And so they granted his wish. They all tickled him on the shoulder and soon he flew away out of Kensington Gardens. The window was wide open, juﬆ as he knew it would be. In he fluttered and there was his mother lying asleep. She looked sad, and he knew why she looked sad. One of her arms moved as if it wanted to go around something, and he knew what it wanted to go around. He knew if he said “Mother” ever so softly, she would wake up. She would give such a happy cry and squeeze him tight. Peter looked longingly at his mother, and then at the window. Would he enjoy wearing clothes again? He got off the bed and opened some

58 Grade 3: Module 3: Unit 2: Lesson 4 drawers to have a look at his old clothes. They were ﬆill there, but he couldn’t remember how to put them on. Did you wear socks on your hands or feet? His mother woke up and he heard her say, “Peter.” If she said it again he knew he would cry, “Mother” and run to her. But she went back to sleep, with tears on her face. He played her a beautiful lullaby on his pipe and he never ﬆopped playing until she looked happy. In the end Peter decided that he wanted his second fairy wish before he returned home. “I promise to come back,” he said as he flew away. Many months passed before he asked the fairies for his second wish. He didn’t hurry because he didn’t think his mother would ever get tired of waiting for him. At laﬆ he said to the fairies, “I wish now to go back to mother forever and always,” and they tickled his shoulders and let him go. He flew ﬆraight to the window, but the window was closed and there were iron bars on it. Peering inside he saw his mother sleeping peacefully with her arm around another little boy. Peter called, “Mother! Mother!” but she didn’t hear him. He had to fly back to the Gardens, sobbing, and he never saw her again.

Adapted from Barrie, J.M. Peter Pan in Kensington Gardens. n.p, 2008. Project Gutenberg. [http://www.gutenberg.org/ﬁles/1332/1332-h/1332-h.htm] 570L Glossary:

Word Deﬁnition Granted gave what was wanted Fluttered ﬂew with quick, light wing movements Peering looking hard or closely to see something better Sobbing crying with a lot of emotion

EL Education Curriculum 59 Grade 3: Module 3: Unit 2: Lesson 4

Language Dive Note-catcher: Peter Pan in Kensington Gardens, Chapter 4

Name: ______Date: ______

He ﬂew ﬆraight to the window, but the window was closed and there were iron bars on it.

Sketch what Peter discovered.

The cake was round, and there were candles on ______.

The trees were tall, and there were leaves on ______.

I ran ﬆraight to the gate, but ______was shut and there

was a lock on ______.

We swam in the pools, but ______were freezing so

we got out of ______.

60 Grade 3: Module 3: Unit 2: Lesson 4

Comparing Chapter 4 of Peter Pan in Kensington Gardens with Peter Pan

RL.3.1, RL.3.9

Name: ______Date: ______

Directions: Think about the two ﬆories so far. What is similar? What is diﬀerent? Record similarities and diﬀerences on the chart below. Remember to use evidence from the texts.

Similarities Diﬀerences

EL Education Curriculum 61 Grade 3: Module 3: Unit 2: Lesson 5

Peter Pan in Kensington Gardens: Chapter 5 “The Little House” The Little House in the Kensington Gardens is the only house in the whole world that the fairies have built for humans. But no-one has really seen it. You only see it if you sleep in it. This is because it is not there when you lie down, but it is there when you wake up and ﬆep outside. The house was firﬆ built for Maimie Mannering. Maimie was four years old. She was quite ordinary in the daytime, but at night when sent to bed, she would scare her six-year old brother Tony by pretending that something with horns was going to attack his bed. Tony told Maimie that one day he was going to ﬆay behind in Kensington Gardens after the gates were closed. “Perhaps Peter Pan will give you a sail in his boat!” said Maimie. “I shall make him,” replied Tony. One afternoon when the Gardens were white with snow, Tony and Maimie arrived at the Gardens with their nanny. They saw that the fairies had changed the closing time of the gardens for a fairy ball. Maimie thought that today would be a great day for Tony to ﬆay in the gardens. “Is it today?” she asked him, and Tony nodded. So Maimie took off her scarf and kindly gave it to him. “In case you should feel cold,” she whispered. Maimie pretended to race Tony to the gate so that he could hide, but she got a shock when inﬆead of hiding, her hero brother ran right out of the gate. She was disappointed that her brother had been a coward, so she hid herself inﬆead. She shut her eyes and didn’t open them until she heard the clang, clang, clang of the gates closing. Immediately an elm-tree began to ﬆretch out its arms and yawned, and then Maimie saw other tall trees doing the same thing. She told the trees she would like go to the fairy ball. The trees warned her that if the fairies saw her they might do mean things to her. She learned that the fairies were not in a very good mood at the moment because the Duke of Chriﬆmas Daisies could not fall in love with anyone. Maimie followed a red ribbon to a bridge over a dry puddle into which a fairy had fallen and was unable to climb out. At firﬆ the fairy was

62 Grade 3: Module 3: Unit 2: Lesson 5 afraid of Maimie, but when Maimie began to help her, she told Maimie her name was Brownie. She said she was on her way to the ball to see if the Duke would have her. She was worried that the Duke would not like her and was thinking about not even trying. Maimie reassured her that she should and made her feel better. Brownie told Maimie not to follow her to the ball, but Maimie was curious. She followed Brownie and peered from behind a tree. She was disappointed not to see Peter Pan, who was late because his boat was ﬆuck in ice on the Serpentine. She watched ladies burﬆ into tears as they were told the Duke didn’t love them. Maimie watched her fairy friend, Brownie, go before the Duke and his doctor. The doctor put his finger on the Duke’s heart. “What’s this?” he cried. Then he put his ear to the heart. “Good gracious me!” the doctor cried before informing everyone that the Duke was in love with Brownie! How the crowd cheered and leapt! Trumpets played, the moon came out, and all of the fairies ﬆarted dancing. And then Maimie went and spoiled everything. She couldn’t help it. She was so happy for her friend, so she took several ﬆeps forward and said, “Oh Brownie, how wonderful!” Everybody ﬆood ﬆill, the music ﬆopped and the lights went out. Maimie heard the murmur of angry voices, and suddenly realized the danger she was in. She screamed and fled. She ran until she could run no more and fell asleep in the snow. As the new duchess, Brownie begged Queen Mab not to hurt Maimie. After hearing how Maimie had helped Brownie, the Queen wanted to thank Maimie. The fairies followed Maimie’s footﬆeps through the snow. They could not wake her up or carry her to a more sheltered spot, and they were worried she might die from the cold, so they cleared the snow off her and built a beautiful house around her. The house was exactly the size of Maimie, with windows, a front door, hot and cold water, and a chimney on the roof. Outside there was a flower garden with blooming roses, and a vegetable garden. All through the night the house took care of Maimie while she was sleeping, and she woke up feeling cozy. She thought she was at home and called out for Tony. As Tony didn’t answer, she sat up and hit her head on the roof, which opened like the lid of a box. She was amazed to see Kensington Gardens all around her lying deep in snow. She ﬆepped out of the roof and looked at the beautiful house, which immediately began to shrink. It shrank down to nothing. Maimie

EL Education Curriculum 63 Grade 3: Module 3: Unit 2: Lesson 5

ﬆamped her foot and was juﬆ putting her ﬁngers to her eyes when she heard a kind voice say, “Don’t cry, pretty human, don’t cry.” She turned around and saw a beautiful little boy. She knew at once that he muﬆ be Peter Pan.

Adapted from Barrie, J.M. Peter Pan in Kensington Gardens. n.p, 2008. Project Gutenberg. [http://www.gutenberg.org/ﬁles/1332/1332-h/1332-h.htm] 760L.

64 Grade 3: Module 3: Unit 2: Lesson 5

Peter Pan in Kensington Gardens: Chapter 5 Glossary

RL.3.4, L.3.4

Name: ______Date: ______

Word Deﬁnition replied

disappointed

curious

informing

several

murmur

shrink

EL Education Curriculum 65 Grade 3: Module 3: Unit 2: Lesson 5

Comparing Chapter 5 of Peter Pan in Kensington Gardens with Peter Pan

RL.3.1, RL.3.9

Name: ______Date: ______

Directions: Think about the two ﬆories so far. What is similar? What is diﬀerent? Record similarities and diﬀerences on the chart below. Remember to use evidence from the texts.

Similarities Diﬀerences

66 Grade 3: Module 3: Unit 2: Lesson 6

Recounting Peter Pan

RL.3.1, RL.3.2

Name: ______Date: ______

1. Someone recounted the events in Peter Pan below, but they are in the wrong order and some are not correct. Part A: Cross out any events that did not happen in Peter Pan. (RL.3.2) Part B: Put a number on the line next to the remaining events to show the order in which they occurred in the ﬆory. (RL.3.2) ____ Peter Pan visits the Darling house. ____ The children have many adventures with pirates, mermaids, and fairies. ____ Wendy meets Peter Pan. ____ Wendy decides she wants to go home. ____ Wendy, Michael, and John fly with Peter to Neverland. ____ The loﬆ boys are adopted by Mrs. Darling. ____ The loﬆ boys decide not to ﬆay with the Darlings and return to Neverland. ____ Wendy grows up and has a daughter. ____ Peter Pan grows up and has a son who looks juﬆ like him. ____ Jane flies off to Neverland with Peter. 2. Central message: What is a central message? Underline the ﬆatement that beﬆ describes a central message in Peter Pan (RL.3.2): A. Pirates are more like children than adults. B. Never grow up, because growing up is very boring. C. Growing up can be scary because it means being responsible, but we all have to do it in the end. D. Never leave home, even when you are a grownup.

EL Education Curriculum 67 Grade 3: Module 3: Unit 2: Lesson 6

3a. Detail: Which sentence from 3b. How does it help communicate Peter Pan beﬆ supports the the message? answer to Queﬆion 2? Underline the beﬆ answer. (RL.3.2) A. “As hard as it was to believe, Hook hurt. He had no children to love him.” B. “No-one is going to catch me and make me be a man. I’m going back to Neverland.” C. “I’m grown.… I couldn’t help it,” she said. “I’m married now, and a mother.” D. “Wendy watched her baby ﬂy into the sky and oﬀ to Neverland.”

68 Grade 3: Module 3: Unit 2: Lesson 7

Tracking Progress: Reading, Underﬆanding, and Explaining New Text

Name: ______Date: ______Learning Target: I can independently read, underﬆand, and explain the meaning of a new text. Standards I’m Tracking: RL3.1/RI.3.1, RL.3.4/RI.3.4, RL.3.10/RI.3.10, L.3.4 Text Type (circle): Informative Story Poem Play/Readers Theater 1. How am I doing? • For each criterion, self-assess by putting a check mark in the appropriate column. • Write the number of each ﬆandard on a ﬆicky note or flag. Then on your assessment materials, place each ﬆicky note in an area that shows evidence you have met that criterion. This might be next to a selected response queﬆion or a short piece of writing. Make sure you have evidence for each criterion. • Strive to be honeﬆ with yourself. Remember, your ability grows with your effort, so it’s fine if you aren’t there yet! You will receive feedback on different colored ﬆicky notes/flags and in a different colored pen on the checkliﬆ.

EL Education Curriculum 69 Grade 3: Module 3: Unit 2: Lesson 7

Standard Criteria for reading, 4 3 2 1 underﬆanding, and Advanced Proﬁcient Developing Beginning explaining a new text RL.3.1/ I refer to the text RI.3.1 to ask and answer queﬆions. RL.3.4/ I determine the RI.3.4 meaning of unknown L.3.4 words and phrases using at leaﬆ one of the following ﬆrategies: • Use context. • Use aﬃxes and roots. • Use reference materials. RL.3.10/ I read and RI.3.10 underﬆand grade 3-level texts independently. 2. How have I improved since I laﬆ worked on this skill? ______

______

Teacher Response: ______

______

3. How can I improve next time? ______

______

70 Grade 3: Module 3: Unit 2: Lesson 7

Teacher Response: ______

______

Anchor Standards: R.1 By the end of Grade 12 I will be able to: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.4 By the end of Grade 12 I will be able to: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.10 By the end of Grade 12 I will be able to: Read and comprehend complex literary and informational texts independently and proficiently. L.4 By the end of Grade 12 I will be able to: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

EL Education Curriculum 71 Grade 3: Module 3: Unit 2: Lesson 8

Model Book Review: Peter Pan in Kensington Gardens

W.3.1 Would you recommend Peter Pan in Kensington Gardens to a friend? Peter Pan in Kensington Gardens by J.M. Barrie is a ﬆory about a baby boy named Peter who thinks he is a bird. Peter flies away from his home and lands in Kensington Gardens, a magical park with talking birds and fairies. After a while, Peter wants to return home to his mother, but when he gets there, the window locked and barred. So, he has to return to Kensington Gardens to live forever. I would recommend this book to a friend with some cautions. This ﬆory really sparks your imagination, but some of the characters are quite cruel, which can be upsetting to read. As you read the ﬆory, your imagination goes wild! You begin to wonder if gardens and parks are not really what they seem! When you see the closing time of a park on a sign, you wonder whether the fairies have changed the closing time so that they can have a ball, as the ﬆory describes in Chapter 4. At night, you wonder if fairies are building houses for children locked in the park, as they do for Maimie in Chapter 5. Magical events like these feed your imagination and make you queﬆion what is real! While I liked the book, parts of it were upsetting to read because sometimes the characters were cruel. For example, in Chapter 2 when baby Peter needs help, neither the fairies nor the birds will help him. When he flies to Bird’s Island, Soloman Caw cruelly points out that Peter isn’t a bird, as he thinks he is. Poor Peter is so shocked, he forgets how to fly! This is a very harsh way to treat a baby. Also in Chapter 5 when the fairies see Maimie, they are angry and want to hurt her, even though she is only a little girl. Character cruelty in scenes like this seems unnecessary and can be upsetting to read. Even though some parts of the ﬆory are tough to read, this ﬆory really sparked my imagination. I would recommend this book, but the reader should be aware that the characters in some parts can be very cruel. If you are willing to put up with a few tough parts, you will enjoy this book. Peter Pan in Kensington Gardens helps you imagine that even ordinary things can be magical. After reading this ﬆory, you might begin to look for fairies in your flower garden or babies flying overhead! 72 Grade 3: Module 3: Unit 2: Lesson 9

Book Review Planning Graphic Organizer

RL.3.1, W.3.1

Name: ______Date: ______

Focus Queﬆion: Would you recommend Peter Pan to a friend? Why or why not? Focus Statement:

Introduction Paragraph Proof Paragraph 1 Describe your book. Reason 1: Details: What is one reason for your • Book Title: recommendation?

• Book Author:

• Brief Recounting:

Evidence: What evidence from Peter Pan supports your reason?

Circle: • Would recommend Elaboration: • Would recommend with some What do these examples show? Why? cautions • Would not recommend

EL Education Curriculum 73 Grade 3: Module 3: Unit 2: Lesson 9

Proof Paragraph 2 Conclusion Reason 2: What? Reﬆate your opinion. What is another reason for your recommendation?

Evidence: What evidence from Peter Pan So What? Reﬂect on what the book supports your reason? can do for a reader.

Elaboration: What do these examples show? Why?

74 Grade 3: Module 3: Unit 2: Lesson 9

Opinion Writing Checkliﬆ

W.3.1

Name: ______Date: ______

Standard Characteriﬆics of Eﬀective Characteriﬆics of Yes? Opinion Writing My Book Review No? RL/RI.3.1 My opinion is supported by reasons and evidence from the text(s) and shows a clear underﬆanding of the topic.

W.3.1a I ﬆate my opinion clearly, and my writing ﬆays focused.

W.3.1a I have an introduction that gives the reader the information needed to underﬆand the topic or issue.

W.3.1a I liﬆ reasons for my opinion.

W.3.1b I give evidence and reasons to support my opinion.

EL Education Curriculum 75 Grade 3: Module 3: Unit 2: Lesson 9

Standard Characteriﬆics of Eﬀective Characteriﬆics of Yes? Opinion Writing My Book Review No? W.3.1c I use linking words to connect my opinion and reasons.

W.3.1d I have a conclusion that reﬆates the focus of my piece.

W.3.8 I liﬆ my sources. (partial)

L.3.1 My words and sentences follow the rules of writing.

L.3.2 My spelling, capitalization, and punctuation are correct.

L.3.3 The words and sentences I use L.3.6 are appropriate for this task and purpose. W.3.4

76 Grade 3: Module 3: Unit 2: Lesson 10

Language Dive Note-catcher: Model Book Review, Proof Paragraph 1 Reason

Name: ______Date: ______

As you read the ﬆory, your imagination goes wild! Sketch the literal and ﬁgurative meaning of your imagination goes wild!

Literal Figurative

As you ______, your imagination goes wild! (As + subject + predicate, subject + predicate!)

As you read the ﬆory, ______.

The ﬁrﬆ reason I ______recommend the book ______

EL Education Curriculum 77 Grade 3: Module 3: Unit 2: Lesson 11

Language Dive Note-catcher: Model Book Review, Proof Paragraph 2 Reason

Name: ______Date: ______

While I liked the book, parts of it were upsetting to read because sometimes the characters were cruel.

Sketch one thing you didn’t like about the book.

While I liked the book, ______. (While + subject + predicate, subject + predicate.)

While I liked/didn’t like the book, ______because

______.

One reason I would recommend the book with some cautions/would not recommend the book is

______.

78 Grade 3: Module 3: Unit 2: Lesson 12

Preparing for a Text-Based Discussion: Peter Pan in Kensington Gardens Note-catcher

RL.3.1, SL.3.1a

Name: ______Date: ______

Queﬆion: Would you recommend Peter Pan in Kensington Gardens to a friend? Why/why not? Circle/underline: • Would recommend • Would not recommend • Would recommend with some cautions

Reasons Evidence/example Elaboration from the text How does this evidence support the reason?

EL Education Curriculum 79 Grade 3: Module 3: Unit 2: Lesson 13

Spoken Compared to Written English

L.3.3b

Reading aloud from a text sounds very diﬀerent to having a discussion or giving a presentation. Some ways they are diﬀerent include:

Examples Word Choice When speaking we are more ‘can’t’ inﬆead of likely to use contractions or ‘cannot’ slang words than we will in writing ‘dunno’ inﬆead of ‘don’t know Sentences In writing we often use “Yes, exactly!” inﬆead complex sentences, but in of, “That is correct.” speaking we are more likely to use shorter simple sentences. Sometimes we don’t even speak in complete sentences! Grouping of In writing, we group anyway, okay, as I Ideas information into paragraphs. say, I mean, to begin We can’t do this in speaking. with, right Inﬆead we use ‘discourse markers’, which are words and phrases that connect and organize what we are saying

80 Grade 3: Module 3: Unit 2: Lesson 13

Discussion Notes

SL.3.1

Name: ______Date: ______

My Discussion Notes: Ideas and Queﬆions

My learning about the text from this discussion:

My goal for the next discussion:

EL Education Curriculum 81 Grade 3: Module 3: Unit 2: Lesson 13

Preparing for a Text-Based Discussion: Peter Pan Note-catcher

RL.3.1, SL.3.1a

Name: ______Date: ______

Queﬆion: Would you recommend Peter Pan to a friend? Why/why not? Circle/underline: • Would recommend • Would not recommend • Would recommend with some cautions Reasons Evidence/example Elaboration from the text How does this evidence support the reason?

82 Grade 3: Module 3: Unit 2: Lesson 14

Tracking Progress: Collaborative Discussion

Name: ______Date: ______Learning Target: I can participate in an effective collaborative discussion. Standards I’m Tracking: SL.3.1 1. How am I doing? • For each criterion, self-assess by putting a check mark in the appropriate column. • Strive to be honeﬆ with yourself. Remember, your ability grows with your effort, so it’s fine if you aren’t there yet! You will receive feedback on different colored ﬆicky notes/flags, and in a different colored pen on the checkliﬆ.

Standard Characteriﬆics of an 4 3 2 1 Eﬀective Collaborative Advanced Proﬁcient Developing Beginning Discussion *SL.3.1a I prepared for the discussion by reading the text(s). *SL.3.1a I use information from the text and other information I know about the topic in a discussion. *SL.3.1b I follow agreed- upon rules for the discussion. SL.3.1c I ask queﬆions to better underﬆand what others are saying. SL.3.1c I ﬆay on topic. SL.3.1c I link my ideas to those of others. SL.3.1d I explain my own ideas and how my underﬆanding has grown from the discussion.

EL Education Curriculum 83 Grade 3: Module 3: Unit 2: Lesson 14

2. How have I improved since I laﬆ worked on this skill? ______

______

Teacher Response: ______

______

3. How can I improve next time? ______

______

Teacher Response: ______

______

Anchor Standard: SL.1 By the end of Grade 12, I will be able to: Prepare for and participate eﬀectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing my own clearly and persuasively.

84 Grade 3: Module 3: Unit 2

Homework Resources (for Families) Exploring Literary Classics

Unit 2: Writing Grounded in Evidence: An Opinion of Peter Pan

Common Core State Standards addressed: RL.3.1, RL.3.2c, RL.3.4, RL.3.9, W.3.1c, W.3.5, SL.3.1, L.3.1f, L.3.2e, L.3.2f, L.3.2g, L.3.4.

Guiding Queﬆions and Big Ideas

What can we learn from reading literary classics?

Literary classics are told in di!erent ways over time. Literary classics can show how things have changed since the time they were written.

Readers have di!ering opinions about the texts they read and support their opinions with evidence from the text.

What will your ﬆudent be doing at school?

In this unit, students continue the reading routines from Unit 1 to finish reading Peter Pan. At the same time, they read chapters of Peter Pan in Kensington Gardens, another story about Peter Pan written by J.M. Barrie, to compare and contrast the stories. Once they have finished Peter Pan, students recount the story and analyze it for the central message. A central message is a key idea the author wants the reader to take away from reading the story. For the mid-unit assessment, students closely read the final chapter of Peter Pan in Kensington Gardens to compare it to Peter Pan and also to analyze it for the central message.

In the second half of the unit, students write a book review of Peter Pan in which they state an opinion with reasons about whether they would recommend Peter Pan to a friend. For the end of unit assessment, students revise their book reviews for linking words and phrases and to correct spelling errors. They also participate in a text-based discussion in which they share their opinion of Peter Pan and listen to the opinions of others.

The Language standards that students will focus on in this unit (L.3.2e, L.3.2f, L.3.2g) require them to:

Ensure subject-verb and pronoun-antecedent agreement (L.3.1f ) Use conventional spelling for high-frequency words (L.3.2e) Use spelling patterns and generalizations in writing words (L.3.2f ) Consult reference materials to check and correct spellings (L.3.2g)

Working to become an ethical person is a habit of character that is emphasized in this unit. Students practice respect, empathy, and compassion as they discuss their opinions of Peter Pan.

Subject-verb and Pronoun-antecedent Agreement (L.3.1f)

In Unit 2, students are introduced to English subject-verb and pronoun-antecedent agreement through Language Dive sentences in Lessons 2 and 4. They have the opportunity to practice this learning in their speaking and writing and in the ALL Block.

86 Grade 3: Module 3: Unit 2: Homework Resources (for Families)

Rules for English subject-verb agreement:

1. Subject and verb must agree in number. When a subject is singular, the verb needs to be singular. When a subject is plural, the verb needs to be plural. To make a singular present tense verb in third person, you add -s. To be is irregular, taking di!erent forms in the present and past tenses. Examples:

The girls jump in the air. They jump in the air. The girl jumps in the air. She jumps in the air. The bird is in the air. It is in the air. The birds were in the air. They were in the air.

2. When using existential there (e.g., there is, there are, there was, there were), the verb needs to agree with the subject, which comes after the verb. Examples:

There are frogs in the pond. There is a frog in the pond.

Rules for English pronoun-antecedent agreement:

The English language uses pronouns to refer back to an antecedent. The antecedent is the noun (person, place, or thing) the pronoun is referring back to. The pronoun must agree with the antecedent in number. When an antecedent is singular, the pronoun needs to be singular. When an antecedent is plural, the pronoun needs to be plural.

1. Use subject pronouns when the pronoun refers back to the subject of a sentence and is doing the action. Examples:

Lorena said she didn’t want to go. (Lorena = antecedent; she = subject pronoun) Our friends went to the park, and they invited us. (Our friends = antecedent; they = subject pronoun) Oscar tripped when he went downstairs. (Oscar = antecedent; he = subject pronoun)

2. Use object pronouns when the action is being done to the antecedent. Examples:

The grandmother saw the kids playing outside and told them to come into the house for dinner. (the kids = antecedent; them = object pronoun) Arnon picked up Larissa from her house and took her to the airport. (Larissa = antecedent; her = object pronoun)

3. Use possessive determiners and pronouns to show when something belongs to the antecedent. Examples:

Arnon picked up Larissa from her house and took her to the airport. (Larissa = antecedent; her = object pronoun) Our friends take their dog to the park; we take ours to the beach. (Our friends = antecedent; their = possessive determiner; ours = possessive pronoun)

EL Education Curriculum 87 Exploring Literary Classics

Subject pronouns Object pronouns Possessive determiners and pronouns I me my, mine you you your, yours he him his, his she her her, hers it it its, its we us our, ours they them their, theirs

How can you support your ﬆudent at home?

Talk to your student about his/her opinion of the texts read in the classroom. Encourage him/her to cite evidence from the text to support his/her opinion. Read narrative texts and talk to your student about whether he/she would recommend the story to a friend, using evidence from the text to support the opinion. Consider inviting your student to write the opinion in a book review. Read online book reviews with students and analyze them for reasons and evidence to determine whether they are e!ective book reviews. Read narrative texts by the same author with your student and compare the stories. Read literary classics and stories, including those from home countries. Talk to your student about how things have changed since the stories were written and what this tells us about how things were then.

Unit 2: Homework

In this unit, homework focuses on research reading and practicing the skills introduced during Language Dives.

Research reading: Your student is expected to independently research the topic by reading topic-related books of his or her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the independent reading journal. These are usually books your student will bring home from school; however, they may be topic-related books chosen by the student at the public or home library. Prompts for independent reading can be found in the homework materials provided.

Choice reading: If your student would also like to independently read and respond to a book of free choice, he or she may use the back of the independent reading journal. Prompts for independent reading can be found in the homework materials provided.

Vocabulary logs:

In the front, students record new academic vocabulary, or words you might ﬁnd in informational texts on many di!erent topics. For example, the words challenges, questions, and explain could be found in books on any topic. In the back, students record new topical vocabulary, or words about a particular topic. For example, the words character, setting, and theme would be found on the topic of literary classics. 88 Grade 3: Module 3: Unit 2: Homework Resources (for Families)

Lesson Lesson Content Homework Practice Due In Anticipated Date* 1 Students read Chapter 12 1. Research reading and 1. Teacher will check inde- of Peter Pan and Chapter 1 answering prompt pendent reading journals of Peter Pan in Kensington strategically. Gardens. They then compare the two stories so far. 2 Students read Chapter 13 1. Language Dive I: Peter Pan 1. Lesson 4. of Peter Pan and Chapter 2 in Kensington Gardens 2. Teacher will check inde- of Peter Pan in Kensington Practice pendent reading journals Gardens. They then compare 2. Research reading and strategically. the two stories so far. answering prompt 3 Students read Chapter 14 1. Research reading and 1. Teacher will check inde- of Peter Pan and Chapter 3 answering prompt pendent reading journals of Peter Pan in Kensington strategically. Gardens. They then compare the two stories so far. 4 Students read Chapter 15 1. Language Dive II: Peter 1. Lesson 6 of Peter Pan and Chapter 4 Pan in Kensington Gardens 2. Teacher will check inde- of Peter Pan in Kensington Practice pendent reading journals Gardens. They then compare 2. Research reading and strategically. the two stories so far. answering prompt 5 Students read Chapter 16 1. Research reading and 1. Teacher will check inde- of Peter Pan and Chapter 5 answering prompt pendent reading journals of Peter Pan in Kensington strategically. Gardens. They then compare the two stories so far. 6 Students read Chapter 17 of 1. Recommending Peter Pan 1. Lesson 8 Peter Pan, recount the story, 2. Research reading and 2. Teacher will check inde- and identify a central message. answering prompt pendent reading journals strategically. 7 Students read Chapter 6 1. Research reading and 1. Teacher will check inde- of Peter Pan in Kensington answering prompt pendent reading journals Gardens and compare it to strategically. Peter Pan for the mid-unit assessment. 8 Students analyze a model book 1. Research reading and 1. Teacher will check inde- review about Peter Pan in answering prompt pendent reading journals Kensington Gardens in prepara- strategically. tion for writing their own book reviews about Peter Pan in the following lessons. 9 Students form an opinion about 1. Research reading and 1. Teacher will check inde- Peter Pan and write the intro- answering prompt pendent reading journals duction of their book review. strategically. 10 Students write Body Paragraph 1 1. Language Dive I: Model Book 1. Lesson 11 of their book review about Review Practice 2. Teacher will check inde- Peter Pan. 2. Research reading and pendent reading journals answering prompt strategically.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

EL Education Curriculum 89 Exploring Literary Classics

Lesson Lesson Content Homework Practice Due In Anticipated Date* 11 Students write Body 1. Language Dive II: Model 1. Lesson 12 Paragraph 2 of their book Book Review Practice 2. Teacher will check inde- review about Peter Pan. 2. Research reading and pendent reading journals answering prompt strategically. 12 Students write the conclusion 1. Research reading and 1. Teacher will check inde- of their book review and pre- answering prompt pendent reading journals pare for a text-based discussion strategically. about their opinion of Peter Pan in Kensington Gardens. 13 Students participate in a 1. Research reading and 1. Teacher will check inde- text-based discussion about answering prompt pendent reading journals their opinion of Peter Pan in strategically. Kensington Gardens and prepare for the discussion in the next lesson about their opinion of Peter Pan. 14 Students participate in a text- 1. Research reading and 1. Teacher will check inde- based discussion about their answering prompt pendent reading journals opinion of Peter Pan and revise strategically. their book reviews for linking words and phrases and to correct spelling errors for the end of unit assessment.

90 Grade 3: Module 3: Unit 2: Homework Resources (for Families)

Independent Reading (For Families)

Directions: Remember to record responses to research reading in the front of your independent reading journal and responses to choice reading in the back. Try to choose a different prompt each time.

Record any new vocabulary in your vocabulary log. Remember, academic vocabulary is recorded in the front, and domain-speciﬁc vocabulary (words about the topic) is recorded in the back. Mark vocabulary found during independent reading with a symbol such as an asterisk (*).

Record: • Date • Title and author of your reading book • Pages you have read • Prompt • Response

Example: Date: 04/08/2015

Book Title and Author: “My Librarian Is a Camel” by Margriet Ruurs

Pages Read: Thailand, pages 28–29

Prompt: What is the main idea of the text you read? What are some of the key details, and how do they support the main idea?

Response: The main idea is that elephants help some students in the Omkoi region of Thailand get books and learn. Some of the key details that support this main idea are that more than 20 elephants are being used to carry books, and in each trip the elephants visit seven or eight villages. The elephants carry metal slates on their backs to teach students to read and write.

EL Education Curriculum 91 Exploring Literary Classics

Consider using the following independent reading prompts*: • What is the main idea of the text? What are some of the key details, and how do they support the main idea? • What do the illustrations (photographs, maps) tell you? How do they help you to under- stand the words? • What questions do you now have after reading? What would you like to learn more about? Why? • What are the most important facts you learned from reading? • What is the most interesting fact you learned today? Why? • How does what you read today connect to something you have learned in lessons? • Choose one new word from your reading today and analyze it on a vocabulary square:

Deﬁnition in your own words Synonyms (words that mean the same)

Words with the same a"x or root Sketch

Translation in home language (if appropriate):

*Some of the prompts will not be appropriate for the text students are reading. Invite students to choose a prompt that works for the text they have just read. 92 Grade 3: Module 3: Unit 2: Homework Resources (for Families)

Homework: Language Dive I: Peter Pan in Kensington Gardens Practice (For Families) Name: ______Date: ______

1. Look at the scrambled sentence below from Peter Pan in Kensington Gardens. Write it in the correct sequence: to show Peter He sneeringly he wasn’t Peter’s pointed out really a bird nightgown, at all. toes, and lack of feathers

______

2. Write the sentence in your own words.

______

3. Complete the sentence frames to ensure subject-verb agreement. Use the paﬆ tense verb to be (aﬃrmative or negative). Laﬆ night, I ______really tired. Yeﬆerday, my friends ______really tired.

4. Circle the sentences that do not have correct subject-verb agreement. Peter was born a long time ago. He have never had a birthday. Peter realized he were thirﬆy. So Peter was ﬆuck on Bird’s Island. EL Education Curriculum 93 Exploring Literary Classics

5. Rewrite the sentences circled above so they have correct subject-verb agreement.

______

94 Grade 3: Module 3: Unit 2: Homework Resources (for Families)

Homework: Language Dive II: Peter Pan in Kensington Gardens Practice (For Families) Name: ______Date: ______

1. Look at the scrambled sentence below from Peter Pan in Kensington Gardens. Write it in the correct sequence: and there were but the window to the window, He ﬂew iron bars on it. was closed ﬆraight

______

2. Sketch the sentence.

3. Underline the antecedent in each sentence below, then add a pronoun to complete each sentence. Be sure to use correct pronoun-antecedent agreement. The cake was round, and there were candles on ______. The trees were tall, and there were leaves on ______.

4. Look at the antecedent and pronoun in each sentence, then circle the sentences that do not use correct pronoun-antecedent agreement. A. The window was wide open, juﬆ as he knew they would be. B. The fairies are beautiful dancers, and they have balls in fairy rings. C. When the fairies changed the closing time, they changed them to six-thirty. D. The fairy Queen told Peter she would give him a wish. EL Education Curriculum 95 Exploring Literary Classics

5. Rewrite the sentences circled above using correct pronoun- antecedent agreement. ______

______

96 Grade 3: Module 3: Unit 2: Homework Resources (for Families)

Homework: Recommending Peter Pan (For Families) Directions: In Lesson 6, you ﬁnished reading the ﬆory of Peter Pan. Now you are going to think of some reasons why you might or might not recommend this ﬆory to a friend, with evidence from the text. This homework will be collected, but you do not need to write your name on this paper. The ideas of the class will be collected together on one anchor chart. It is important that you are honeﬆ about your reasons and that you support your reasons with evidence.

Reasons to Evidence Reasons Not to Evidence Recommend Recommend

EL Education Curriculum 97 Exploring Literary Classics

Homework: Language Dive I: Model Book Review Practice (For Families) Name: ______Date: ______

1. Look at the scrambled sentence below from the Model Book Review: Peter Pan in Kensington Gardens. Write it in the correct sequence: your imagination goes wild! As you read the ﬆory,

______

2. Sketch the sentence.

3. Fill in the blank with another way to say your imagination goes wild, using your own words. As you read the ﬆory, ______.

______

4. Write a reason you would/would not recommend your independent reading book or home language book, using the following sentence frames. The ﬁrﬆ reason I would/would not recommend the book is ______. As you read the ﬆory, ______.

98 Grade 3: Module 3: Unit 2: Homework Resources (for Families)

Homework: Language Dive I: Model Book Review Practice (For Families) Name: ______Date: ______

1. Look at the scrambled sentence below from the Model Book Review: Peter Pan in Kensington Gardens. Write it in the correct sequence: because sometimes parts of it were While I liked the the characters were upsetting to read book, cruel.

______

2. Sketch the sentence.

3. Fill in the blank with a reason you didn’t like the book, Peter Pan, using your own words. (If you didn’t like the book at all, use the frame, “While I didn’t like the book, _____.”) While I liked the book, ______.

______

EL Education Curriculum 99 Exploring Literary Classics

4. Write a reason you would recommend with cautions an independent reading book or home language book you have read, using the following sentence frames. One reason I would recommend the book with cautions is ______

______.

While I liked the book, ______.

______

5. Look at the use of while in each sentence, then circle the sentence that does not use while to show contraﬆ. A. While I like playing soccer, I think everything about it is wonderful. B. While I like playing with my cousin, sometimes she makes me feel angry. C. While I like writing, it can be diﬃcult for me at times. D. While I like the book, parts of it are upsetting to read.

6. Rewrite the sentence circled above, changing the ending as needed to show contraﬆ.

______

100