In the second half of this unit, students will write an opinion essay about whether they would recommend the story of Peter Pan to a friend ( W.3.1 ).L.4 : 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.R.1 0: Read and comprehend complex literary and informational texts independently and proficiently.R.4 : 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.1 : 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.In this assessment, students are tracking progress toward anchor standards:.When assessing and providing feedback on this assessment, use the teacher answer key and sample student responses (see Assessment Overview and Resources) to help complete the student Tracking Progress recording form.All assessment Materials (student prompt and teacher checklist) are included in the Assessment Overview and Resources.Consider providing time over multiple days if necessary. For some students, this assessment may require more than the 35 minutes allotted.Consider inviting students who require this to sit in a group away from the rest of the class, so as not to be distracting. Some students may need the text read aloud before they work on the questions.If students receive accommodations for assessments, communicate with the cooperating service providers regarding the practices of instruction in use during this study as well as the goals of the assessment.Students transfer the skills they have learned in Lessons 1-6 for comparing chapters of Peter Pan in Kensington Gardens with Peter Pan to complete the mid-unit assessment.Īreas in which students may need additional support:.The characteristic that students practice in this lesson is perseverance, as they read and answer questions independently for the mid-unit assessment. In this lesson, the habit of character focus is working to become effective learners.For the mid-unit assessment in Work Time A, students read Chapter 6 of Peter Pan in Kensington Gardens and answer selected response and short-constructed response questions ( RL.3.1, RL.3.2, RL.3.4, RL.3.9, L.3.1f, L.3.4 ).This allows students to see how they performed in order to improve on today's mid-unit assessment and to ask questions if they don't understand the feedback. In Opening A, students' End of Unit 1 Assessments are returned with feedback.
Purpose of lesson and alignment to standards: Select a prompt and respond in the front of your independent reading journal. Mid-Unit 2 Assessment: Comparing Two Peter Pan Stories (35 minutes)Ī. Returning End of Unit 1 Assessment (5 minutes)ī. L.3.1f: Ensure subject-verb and pronoun-antecedent agreement.Ī.L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
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.3.5: 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.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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