Units 1-3 |
Duration: 1/14/19-3/22/19 |
Summary
Exploring Literary Classics
What can we learn from reading literary classics? In this module, students consider the answer to this question through a case study of Peter Pan by J.M. Barrie. In Unit 1, students begin reading Peter Pan. At the beginning of the unit, they also read an informational text about the author and historical context. As students read chapters of Peter Pan, they make connections between what they have read in Peter Pan and the issues presented in the informational text. Students also consider how each new chapter of Peter Pan builds on the events in previous chapters. In the second half of the unit, students analyze character traits and actions and compare their point of view to the point of view of the characters.
Once students have finished reading Peter Pan, in the second half of Unit 2, they write a book review explaining whether they would recommend the story to a friend. They finish the unit by participating in a discussion about their opinions of the book. In Unit 3, students revise a scene of Peter Pan using some of the reasons students would not recommend the story to a friend. After revising one part of the story, they create a presentation explaining why and how they have revised that scene. For the performance task, students read aloud their revised scenes to an audience before explaining how and why they revised the scene.
Foundational Skills & Language
Students will capitalize appropriate words and titles and use commas in addresses. They will consult reference materials including beginning dictionaries as needed to check and correct spellings. They will use conventional spelling for high frequency and other studied words and for adding suffixes to base words. Students will use sentence level context as a clue to the meaning of a word or phrase and use a known root word as a clue to the meaning of an unknown word.
Foundational Reading
Students will follow the scope and sequence for Project Read.
What can we learn from reading literary classics? In this module, students consider the answer to this question through a case study of Peter Pan by J.M. Barrie. In Unit 1, students begin reading Peter Pan. At the beginning of the unit, they also read an informational text about the author and historical context. As students read chapters of Peter Pan, they make connections between what they have read in Peter Pan and the issues presented in the informational text. Students also consider how each new chapter of Peter Pan builds on the events in previous chapters. In the second half of the unit, students analyze character traits and actions and compare their point of view to the point of view of the characters.
Once students have finished reading Peter Pan, in the second half of Unit 2, they write a book review explaining whether they would recommend the story to a friend. They finish the unit by participating in a discussion about their opinions of the book. In Unit 3, students revise a scene of Peter Pan using some of the reasons students would not recommend the story to a friend. After revising one part of the story, they create a presentation explaining why and how they have revised that scene. For the performance task, students read aloud their revised scenes to an audience before explaining how and why they revised the scene.
Foundational Skills & Language
Students will capitalize appropriate words and titles and use commas in addresses. They will consult reference materials including beginning dictionaries as needed to check and correct spellings. They will use conventional spelling for high frequency and other studied words and for adding suffixes to base words. Students will use sentence level context as a clue to the meaning of a word or phrase and use a known root word as a clue to the meaning of an unknown word.
Foundational Reading
Students will follow the scope and sequence for Project Read.
Essential Questions
- How do writers capture a reader's imagination?
- What can we learn from reading literary classics?
- Can I capitalize words and titles?
- Can I use commas in addresses?
- Can I use reference materials to check for correct spelling?
- Can I spell high frequency words and add suffixes to base words?
- Can I determine the meaning of an unknown word using context clues?
- Can I use a root word as a clue to the meaning of an unknown word?
- Can I use reference materials to find the meaning of an unknown word?
- Can I decode words with common Latin suffixes?
- Can I read High Frequency Words?
I Can Statements
Key Standards
Literature Standards
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL 3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL 3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL 3.10 Comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Foundational Reading
RF.3.3 Know and apply grade-‐level phonics and word analysis skills in decoding words.
W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.
Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Language
L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening
L 3.5 Demonstrate understanding of word relationships and nuances in word meanings.
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL 3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL 3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL 3.10 Comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Foundational Reading
RF.3.3 Know and apply grade-‐level phonics and word analysis skills in decoding words.
- Identify and know the meaning of the most common prefixes and derivational suffixes.
- Decode words with common Latin suffixes.
- Decode multi-‐syllable words.
- Read grade-‐appropriate irregularly spelled words.
- Read on-‐level text with purpose and understanding.
- Read on-‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
- Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.
W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.
Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Language
L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening
L 3.5 Demonstrate understanding of word relationships and nuances in word meanings.
