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Exploring Peter Pan: Reading and Analyzing Key Details, Characters, and Motivations

This module focuses on developing reading and analytical skills through a carousel of pictures and texts about Peter Pan. Students will learn to participate in conversations, ask questions, and identify main ideas, details, character traits, and motivations. They will also practice using literary terms and context clues to deepen their understanding of the story.

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Exploring Peter Pan: Reading and Analyzing Key Details, Characters, and Motivations

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  1. Module 3

  2. Unit 1Lesson 1 Reading and Talking with Peers: A Carousel of Pictures and Texts about Peter Pan

  3. Learning Targets • 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 answer questions using specific details from literary text. (RL.3.1)

  4. Directions: • Read the quote. It is okay if you don’t understand it yet. • Think of a question you have based on what you read. It might be a question you are curious about, or a question about a word or phrase that you do not understand. • Underline words you don’t know or can’t figure out. It is okay if you underlined a lot of words. It is good just to start noticing hard words! • Circle words that help you figure out possible answers to those questions. • Write possible answers to your questions using complete sentences. Part 1: Mystery Text Quotes

  5. Part 2: What do you think these excerpts are mostly about? Use evidence from the text to support your thinking.

  6. Here it is…

  7. Lesson 2 Reading for the Main Idea in a Chapter Book

  8. Learning Targets • I can retell a story using key details from the text. (RL.3.2) • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)

  9. Reading Partner Norms • Sit side by side. • Read to yourself. • Ask your partner for help if you are stuck on a word.

  10. Discussion • What is the gist of Chapter 2? • Where (setting)? • Who (characters)? • What (events)?

  11. Lesson 3 Reading for Details that Capture a Reader’s Imagination and Answering Questions (Chapter 2)

  12. Learning Targets • I can use context clues to determine the meaning of words in Peter Pan. • I can answer questions about Chapter 2 using specific details from the text. • I can identify key details in Chapter 2 that capture my imagination.

  13. Why does that excerpt capture your imagination?How does that detail help you understand the events of the story?

  14. Lesson 4 Identifying Character Traits: A Study of Tinker Bell (Chapter 3)

  15. Learning Targets • I can identify character traits using evidence from the text. • I can use literary terms to describe the characters, setting, and events in the chapter. • I can use context clues to determine the meaning of words in Peter Pan.

  16. Discussion Questions • Did Tinker Bell surprise you in some way? Use evidence from the text to support your thinking.

  17. Lesson 5 Identifying Character Motivations: Why Do Characters Do What They Do? (Chapter 4)

  18. Learning Targets • I can identify characters’ motivations using evidence from the text. • I can use literary terms to describe the characters, setting, and events in the chapter. • I can use context clues to determine the meaning of words in Peter Pan.

  19. Story As soon as I walked in the door from school, the phone was ringing. It was my best friend. She asked me if I could go to the movies later that day. I asked my dad if I could go to the movies if I did my homework without complaining first. He said yes! I ran up to my room and completed my math homework in 10 minutes! Happily, I ran out the door and headed to the theater to meet my best friend and catch a flick!

  20. Lesson 6 Character Actions: Looking Closely at How Characters’ Actions Move the Story Forward (Chapter 5)

  21. Learning Targets • I can describe how Peter and Wendy’s actions contribute to the sequence of events in Chapter 5. • I can use literary terms to describe the characters, setting, and events in the chapter. • I can use context clues to determine the meaning of words in Peter Pan.

  22. What are three actions you took in order to get to school today?

  23. Work Time • Listen to pages 33, 34 as they are read aloud to you. • Finish Chapter 5 with your reading partner. • Complete What/ So What recording form.

  24. Closing • Where/ Who/ What Recording Form

  25. Lesson 7 Character Analysis: Looking Closely at One Character in Peter Pan (Revisiting Chapters 1–5)

  26. Learning Targets • I can describe the characters in a story (traits, motivations, feelings). • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). • I can write an opinion piece that supports a point of view with reasons.

  27. What kind of character is Mr. Darling? What evidence do you have?

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