Literacy Module 3 Overview:
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 fi nished 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 fi nish 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.
Literacy Learning Targets:
Big Ideas and Guiding Questions
- How do writers capture a reader's imagination?
- What can we learn from reading literary classics?
Unit 1: Analyzing Author's Craft: Character Development in Peter Pan
- 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 describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can determine the meaning of words using clues from the story. (RL.3.4)
- I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can distinguish between my point of view and the author’s point of view. (RL.3.6)
- I can write an opinion piece that supports a point of view with reasons. (W.3.1)
- I can introduce the topic of my opinion piece.
- I can identify reasons that support my opinion.
- I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)
Unit 2: Writing Grounded in Evidence: An Opinion of Peter Pan
- I can craft narrative texts about real or imagined experiences or events. (W.3.3)
- I can establish a situation.
- I can introduce the narrator and/or characters of my narrative.
- I can organize events in an order that makes sense in my narrative.
- I can use dialogue to show the actions, thoughts, and feelings of my characters.
- I can use descriptive words to show the actions, thoughts, and feelings of my characters.
- I can use transitional words and expressions to show passage of time in a narrative text.
- I can write a conclusion to my narrative.
- I can craft narrative texts about real or imagined experiences or events. (W.3.3)
- I can establish a situation.
- I can introduce the narrator and/or characters of my narrative.
- I can organize events in an order that makes sense in my narrative.
- I can use dialogue to show the actions, thoughts, and feelings of my characters.
- I can use descriptive words to show the actions, thoughts, and feelings of my characters.
- I can use transitional words and expressions to show passage of time in a narrative text.
- I can write a conclusion to my narrative.
- With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can read third-grade level texts accurately and fluently to make meaning. (RF.3.4)
Unit 3: Reading Like a Writer: Revising Scenes from Peter Pan
- I can retell a story using key details from the text. (RL.3.2)
- I can write informative/ explanatory texts that convey ideas and information clearly. (W.3.2)
- With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can determine the meaning of words using clues from the story. (RL.3.4)
- I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)
- I can write an opinion piece that supports a point of view with reasons. (W.3.1)
- I can use linking words to connect my opinion and reasons.
- I can write informative/ explanatory texts that convey ideas and information clearly. (W.3.2)
- With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)
- With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
- I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)
- I can use conventions to send a clear message to my reader. (L.3.2)
- I can express ideas using carefully chosen words. (L.3.3)
Math Learning Targets:
- NC.3.G.1 Reason with two-dimensional shapes and their attributes.
- Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals.
- Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids.
- NC.3.MD.5 Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
- NC.3.MD.7 Relate area to the operations of multiplication and addition.
- Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
- Multiply side lengths to find area of rectangles with whole-number side lengths in the context of problem solving, and represent whole-number products as rectangular areas in mathematical reasoning.
- Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the larger rectangle is the sum of the two smaller rectangles.
- NC.3.MD.8 Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length.
- NC.3.NF.1- Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts;
- Explain that a unit fraction is one of those parts.
- Represent and identify unit fractions using area and length models.
- NC.3.NF.2- Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models.
- Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction.
- Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.
- NC.3.NF.3- Represent equivalent fractions with area and length models by:
- Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths.
- Explaining that a fraction with the same numerator and denominator equals one whole.
- Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
- NC.3.NF.4- Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths.
Science Learning Targets:
Earth in the Solar System
- 3.E.1 Recognize the major components and patterns observed in the Earth/Moon/Sun system.
- 3.E.1.1 Recognize that the Earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system.
- 3.E.1.2 Recognize that changes in the length and direction of an object’s shadow indicate the apparent changing position of the Sun during the day although the patterns of the stars in the sky, to include the Sun, stay the same.
- 3.E.2 Compare the structures of the Earth’s surface using models or three-dimensional diagrams.
- 3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
- 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.
Social Studies:
Economics and Financial Literacy
- 3.E.1 Understand how the location of regions affects activity in a market economy.
- 3.E.1.1 Explain how location impacts supply and demand.
- 3.E.1.2 Explain how locations of regions and natural resources influence economic development (industries developed around natural resources, rivers and coastal towns).
- 3.E.2 Understand entrepreneurship in a market economy.
- 3.E.2.1 Explain why people become entrepreneurs.
- 3.E.2.2 Give examples of entrepreneurship in various regions of our state.