In this unit, students will apply their careful reading of Peter Pan to write about the book. Students first will practice summary writing and write a brief summary of the Classic Starts edition of Peter Pan. In the mid-unit assessment, students will apply their summary writing skills by writing an on-demand summary of a familiar story: Waiting for the Biblioburro, used in Module 1. This assessment centers on NYSP12 ELA standards RL 3.2, W3.2, and W.3.4. Next, students will consider the module’s guiding question: “How do writers capture a reader’s imagination?” and craft an opinion piece about their favorite Peter Pan character. Students will build on their skills as opinion writers from Unit 1 by supporting their reasons with specific examples from the story. Students will engage in the writing process of planning, drafting, and revising their work with this two-part performance task (summary and opinion). They will give and receive feedback about their writing through structured critique protocols to strengthen their writing. This two-part performance task (summary and opinion) centers on PK12 NYS ELA standards: RL.3.2, RL.3.3, R.L.3.5, W.3.1, W.3.2, W.3.4, W.3.5, L.3.1, L.3.2, and L.3.3. In the end of unit assessment, students will apply their opinion writing skills by writing about a second character from the Classic Starts edition of Peter Pan. This assessment centers on W.3.1, W.3.4, and L.3.2.
Grade 3 ELA Module 3A, Unit 3
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Common Core Learning Standards
|RL.3.2||Recount stories, including fables, folktales, and myths from diverse cultures; determine the...|
|W.3.1||Write opinion pieces on topics or texts, supporting a point of view with reasons.|
|W.3.2||Write informative/explanatory texts to examine a topic and convey ideas and information clearly.|