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Grade 3: Module 3A: Unit 2: Lesson 10 Looking Carefully at Conventions: Reviewing Quotation Marks (and Reading Chapter 16)

GRADE 3: MODULE 3A: UNIT 2: LESSON 10

Looking Carefully at Conventions:

Reviewing Quotation Marks (and Reading Chapter 16)

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.

NYS Common Core ELA Curriculum • G3:M3A:U2:L10 • November 2013

CCI Enhanced Module (Williamsville Central Schools) May 2015 • 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can identify the main message or lesson of a story using key details from the text. (RL.3.1)

I can use dialogue to show the actions, thoughts, and feelings of my characters. (W.3.3)

I can use conventions to send a clear message to my reader. (L.3.2)

With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)

Supporting Learning Targets Ongoing Assessment

• I can identify the setting, characters, and events of Chapter 16 of Peter Pan.

• I can accurately use quotation marks in my dialogue.

• I can use beginning and ending punctuation marks within dialogue.

• 5Ws recording form for Chapter 16

• Students’ edited draft scenes







Agenda Teaching Notes

1. Opening

A. Engaging the Reader: Read-aloud of Chapter 16

(10 minutes)

2. Work Time

A. Independent Reading: Gathering the Where,

When, Who, What and Words of Chapter 16 (25

minutes)

B. Updating the Where/When/Who/What Anchor

Chart (5 minutes)

C. Guided Practice: Using Quotation Marks

Accurately (7 minutes)

D. Partner Practice: Using Quotation Marks

Accurately (8 minutes)

3. Closing and Assessment

A. Debrief: Exit Ticket (5 minutes)

4. Homework

A. Lesson 10 Homework

• Review Module 2, Unit 3, Lesson 10 for another example of an editing lesson.

• Post: Learning targets.

• Text-dependent questions are not part of the lesson work for all of the chapters of Classic Starts edition of

Peter Pan. However, sets of text-dependent questions are available for the chapters as a supplemental

material. These could be used at the discretion of the teacher.







Lesson Vocabulary Materials

editing, accurately, quotation marks,

punctuation, dialogue

• Classic Starts edition of Peter Pan (book; one per student)

• Students’ Peter Pan journals/notebooks

• 5Ws recording form (for use with Chapter 16)

• Chapter Reading Task Card (from Unit 1 or use the sample in Supporting Materials to copy for students or display)

• Chapter 16 Word Buddy (one per student)

• Document camera

• Sticky notes

• Where/When/Who/What anchor chart (begun in Unit 1)

• Chapter 16 Sample Where/When/Who/What anchor chart (for teacher reference)

• Equity sticks

• Guided Practice: Using Quotation Marks Accurately recording form (one per student and one to display)

• Guided Practice: Using Quotation Marks Accurately (answers, for teacher reference)

• Partner Practice: Using Quotation Marks Accurately recording form (one per student)

• Partner Practice: Using Quotation Marks Accurately (answers, for teacher reference)

• Exit Ticket: Using Quotation Marks in Dialogue (one per student)

• Lesson 10 Homework (one per student)

Supplemental Materials

• Alternate Exit Ticket: Using Quotation Marks in Dialogue (for optional use)

• Alternate Exit Ticket: Using Quotation Marks in Dialogue (answers for teacher reference)

• Chapter 16 Text-Dependent Questions (for optional use)

• Alternate Chapter 16 Text-Dependent Questions (for optional use with select students; with answers partially formed)

• Chapter 16 Text-Dependent Questions (answers for teacher reference)







Opening Meeting Students’ Needs

A. Engaging the Reader: Read-aloud to Introduce Chapter 16 (10 minutes)

• Gather students together as a group. They will need their copy of Classic Starts edition of Peter Pan.

• Tell students that the end is nearing for their reading of the Classic Starts edition of Peter Pan. There are two chapters left to

read in the book.

• Ask students to open their Peter Pan books to Chapter 16, page 128. Invite them to read along as you read aloud. Tell students

they will have the chance to reread this chapter on their own but for now they should just follow along in the text as it is read

aloud to them. Read the chapter aloud, fluently and with expression, and do not stop to engage in conversation with students

until the end.

• The read-aloud portion of the

chapter serves to build fluency

and hook kids into the chapter.

• Reading aloud to students as they

read along helps to build their

fluency. ELLs and struggling ELA

students benefit from hearing a

text read aloud before they read it

on their own.







Work Time Meeting Students’ Needs

A. Independent Reading: Gathering the Where, When, Who, What and Words of Chapter 16 (25 minutes)

• Have students reposition themselves so they are seated with their reading partner. This should be the same partner they

read with since Unit 1 (but may be different from their writing partner in this unit).

• Display the learning target: “I can identify the setting, characters, and events of Chapter 16 of Peter Pan.” This is a very

familiar target for students so there shouldn’t be a need to spend time discussing it.

• Tell students that they will now reread this momentous chapter again on their own. Distribute a fresh copy of the 5Ws

recording form to students. Direct students to have out their Chapter Reading Task Card (originally from Lesson 2 of

Unit 1) to provide a focus for their reading of Chapter 16. (A copy is available in the Supporting Materials that can be

displayed/projected if students no longer have the task card.)

• If necessary, remind students about the structure of the reading partner work. As students read, they will be recording

unfamiliar words in the upper portion of the 5Ws recording form. Additionally, students will be tracking the characters,

setting, and key events for the chapter for the Where/When/Who/What part of the recording form. Tell students they may

use sticky notes if they would like to keep track of the setting, characters, and events as they read but remind students to

not record them on the recording form until they work with their partner.

• Give students 15 minutes to reread the chapter on their own.

• As students read, circulate and provide guidance and support as needed. Encourage students who might struggle to follow

events in a longer text to use sticky notes to track the gist as they read.

• If students finish early, they may reread the chapter or portions of it or they may continue reading in their independent

reading for this unit. Students could also identify an excerpt from within the current chapter to use for fluency practice.

• After 15 minutes of independent reading, invite students to pair up with their reading partner and discuss their ideas about

the where, when, who, and what of Chapter 16 (step 1 of the partner work). As they discuss the aspects of the chapter, they

should complete the Where/When/Who/What part of the recording form together. Students should be prepared to help fill

in the class anchor chart and should complete step 2 of the partner work as well. When they’re ready for that step, they can

come get a copy of the Word Buddy for Chapter 16.

• Make audio recordings of the

chapters available to students.

These could be used by struggling

students in advance of the class

read-aloud to provide an additional

exposure to the text. They can also

be used outside of the module

lessons.

• While students read Chapter 16,

there are two possible ways to

support them:

a. Invite students to read aloud an

excerpt from wherever they are

in the text. This will allow you to

assess and coach them in their

fluency.

b. Ask students: “What is

happening in the chapter so far?

Where is this taking place? Who

are the main characters, and

what are they doing?” This will

allow you to see how students

are progressing with the

learning target.








B. Updating the Where/When/Who/What Anchor Chart (5 minutes)

• Gather students together with their 5Ws recording forms and invite them to reference it as the class completes the

Where/When/Who/What anchor chart for Chapter 16. Ask students to share with the whole class their ideas for the

important characters, events, and settings for this chapter. (A sample for Chapter 16 is provided in Supporting Materials

for teacher reference.)

• Invite students to make adjustments to their own recording forms if needed. (An alternative activity could be to present the

anchor chart with the Chapter 16 information already displayed and guide the reading partnerships in the review of the

information, allowing students to make adjustments or corrections as necessary.)

• Students should keep their 5Ws recording form for Chapter 16 in a safe place to house with those from other chapters.

Students will need these chapter recaps in Unit 3 when they summarize the story.

• Students who have not finished

their 5Ws recording form can be

allowed to complete the

where/when/who/what during the

review.

C. Guided Practice: Using Quotation Marks Accurately (7 minutes)

• Display the remaining learning targets:

* “I can edit my work to accurately use quotation marks in my dialogue.”

* “I can use beginning and ending punctuation marks within dialogue.”

• Tell students that in the next lesson they are going to work on editing. To ready students for the work of this lesson, simply

remind students that to ‘edit’ means to change. Ask:

* “Based on what you see in the learning targets, what kinds of things will you be working on?

• Give students a minute to think and then discuss. Use equity sticks to choose one or two students to share their responses.

• Tell students that using dialogue has been a big part of their scene writing and that it is important to ensure quotation marks

are used accurately, or correctly, so the reader knows which character is talking and what they are saying.

• Distribute Guided Practice: Using Quotation Marks Accurately and display a copy on a document camera. Read

the passage aloud. Review with students that quotation marks, or “talking marks,” are a signal to the reader that what’s

inside the quotation marks is something the character actually said. Explain that the quotes wrap around the words spoken

by a character.

• Guide students through the correct placement of the quotation marks in this dialogue scene with sound instructional points

that they can take in to the subsequent partner activity.

• The Guide to Using Quotation

Marks resource from Lesson 7 may

be a beneficial resource to make

available to students.








D. Partner Practice: Using Quotation Marks Accurately (8 minutes)

• Distribute the Partner Practice: Using Quotation Marks Accurately recording form to students. This is structured

identically to the guided practice. Students will work with their writing partner to determine where the quotation marks

should go in the dialogue. Students should be encouraged to use their Peter Pan text as a reference.

• After students work for about 7 minutes, gather together again whole group. Using equity sticks, call on a few students to tell

where they placed quotation marks on the partner document. As correct answers are confirmed, ask students to check and

correct their own papers.

• If there are students who will

struggle with this even in a

partnership, consider pulling a

small group aside so guidance can

be provided.

Closing and Assessment Meeting Students’ Needs

A. Exit Ticket: Using Quotation Marks in Dialogue (5 minutes)

• Distribute the Exit Ticket to students. Tell them that after the guided practice and partner practice, they should be able to

correctly punctuate the sentences from Peter Pan on their own. They may use both recording forms from Work Times C and

D as a reference, as well as their Peter Pan text.

• Collect exit tickets to informally assess.

• Struggling students could use the

alternate version or be asked to only

complete 1 or 2 of the examples on

the exit ticket.

Homework Meeting Students’ Needs

• Reread your favorite part of Chapter 16 aloud to yourself or to someone in your family. Tell them the important thing that

happened in the chapter. Complete the quotation marks activity.

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Grade 3: Module 3A: Unit 2: Lesson 10 Supporting Materials





Where / When / Who / What for Chapter 16

(Answers for Teacher Reference)

Where and When does this

chapter take place?

Who are the active characters

in this chapter?

What are the most important

events in this chapter?

In the Jolly Roger sailing on the

sea back to Neverland

The day after the big fight on

the Jolly Roger

Wendy, John, Michael

The lost boys

Peter

Tinker Bell

They sail back to Mermaid

Lagoon in the Jolly Roger

(pretending to be pirates).

Wendy, John, Michael, and

some of the lost boys plan to

still leave Neverland for

London.

Peter and Tinker Bell fly ahead

of the others so Peter can

relock the window but changes

his mind when he sees the dried

tears on Mrs. Darling’s cheeks.

Wendy, John, Michael, and the

lost boys arrive home and see

Mr. Darling sleeping in Nana’s

kennel outside.

They climb into bed to surprise

Mrs. Darling.

The Darlings’ home in London Mr. and Mrs. Darling

Nana

Mr. Darling allows Nana back in

the house and admits he was

wrong.

Mr. Darling vows to stay in

Nana’s kennel until the children

return home.

Mr. Darling becomes known for

his sacrifice of staying in the

kennel out of love for his

children.





Chapter Reading Task Card

15 minutes: Read the chapter.

As you read the chapter:

1. Keep track of the words you wonder about by recording them in the

chart at the bottom of the recording form.

2. Make sure you are thinking about…

Where: What is the setting?

When: When does the action take place?

Who: Who are the active characters?

What: What is/are the important event(s) of the chapter?

Keep this in mind as you read today because after you read, you will discuss all of this with your partner.

10 minutes: Work with your partner.

After you finish reading:

1. Work with your partner and discuss your ideas about the characters,

setting, and events of the chapter. As you work, complete the

Where/When/Who/What part of the recording form. You do not need

to write full sentences. Be prepared to help fill in the class anchor

chart.

2. Review the words you collected on your recording form. Compare them

with your partner’s. Use your Word Buddy document for the chapter to

clarify the meaning of the words.





Guided Practice: Using Quotation Marks Accurately

Name:

Date:

1. Pick up your sword he told Hook, who obeyed

2. What are you Hook asked

3. How is it possible that you have beaten me? You cannot be just an

ordinary boy Hook asked in confusion

4. I am not an ordinary boy Peter said.

5. I am youth. I am joy. I am a little bird that just escaped its shell.

And, above all, I am fair





Guided Practice: Using Quotation Marks Accurately


1. “Pick up your sword,” he told Hook, who obeyed.

2. “What are you?” Hook asked.

3. “How is it possible that you have beaten me? You cannot be just an ordinary boy.”

4. “I am not an ordinary boy,” Peter said.

5. “I am youth. I am joy. I am a little bird that just escaped its shell. And, above all, I

am fair.”





Partner Practice: Using Quotation Marks Accurately

Name:

Date:

1. We are putting Tiger Lily onto the rock Smee called

2. You will not Hook screamed angrily

3. Peter said sadly to die would be an awfully big adventure

4. What are you quacking about Peter asked rudely

5. Can we go Peter they pleaded

6. Wendy said go greet your father at the door

7. We won’t let you go they cried

8. Your house may be bigger Tinker Bell informed Wendy but mine is

better





Partner Practice: Using Quotation Marks Accurately


1. “We are putting Tiger Lily onto the rock,” Smee called.

2. “You will not!” Hook screamed angrily.

3. Peter said sadly, “To die would be an awfully big adventure.”

4. “What are you quacking about?” Peter asked rudely.

5. “Can we go Peter?” they pleaded.

6. Wendy said, “Go greet your father at the door.”

7. “We won’t let you go!” they cried.

8. “Your house may be bigger,” Tinker Bell informed Wendy, ”but mine is

better.”





Exit Ticket

Name:

Date:

1. I would rather have no children at all Wendy replied

scornfully

2. Hurry, we must rescue Wendy Peter vowed

3. Hook said it’s time to walk the plank





Alternate Exit Ticket

Name:

Date:

1. _I would rather have no children at all Wendy_ _ replied

scornfully_

2. _Hurry, we must rescue Wendy_ _ Peter vowed_

3. Hook said_ _It’s time to walk the plank_ _





Lesson 10 Homework

Name:

Date:

Reread your favorite part of Chapter 16 aloud to yourself or to someone in

your family. Tell someone at home what important thing happened in the

chapter.

Place the quotation marks accurately. Capitalize and punctuate the dialogue

sentences.

1. They must be swimming or flying back the boys concluded

2. Tootles asked what about the baby

3. We want to dance the twins cried out





Exit Ticket (Answers for Teacher Reference)

1. “I would rather have no children at all,” Wendy replied scornfully.

2. “Hurry, we must rescue Wendy!” Peter vowed.

3. Hook said, “It’s time to walk the plank.”





Chapter 16 Word Buddy

1. alterations: page 128

Sentence in the story Meaning of the bold word or phrase

With slight alterations from Wendy, the

pirates’ clothes fit the boys just fine…

“alterations” here means changes or fix-ups

With slight changes from Wendy, the pirates’ clothes fit the boys just fine…

2. jaunty: page 128


…pants cut off at the knees and jaunty hats and

eye patches.

“jaunty” here means stylish

…pants cut off at the knees and stylish hats and eye patches.

3. jibs and sheets: page 129


As they worked, securing jibs and sheets and

all sorts of other sailor words, they sang and

cheered heartily.

“jibs” means triangular sails on a sailing ship

“sheets” here means a devise that controls the

direction of a sail on a ship

As they worked, securing the triangular sails and devices that control direction and all

sorts of other sailor words, they sang and cheered heartily.

4. scum: page 129


“You scum,” he cried. “scum” here means gross thing or material

“You gross thing,” he cried.





Chapter 16 Word Buddy

5. mangy: page 129


“You mangy dogs!” “mangy” means shabby or ragged

“You shabby dogs!”

6. sacrifice: page 131


The true beauty of his sacrifice, however, soon

shone through.

“sacrifice” here means noble offer

The true beauty of his noble offer, however, soon shone through.

7. confined: page 131


When the public learned why he had confined

himself to Nana’s kennel…

“confined” here means locked up

When the public learned why he had locked up himself to Nana’s kennel…

8. status: page 131


…and yet Mr. Darling could not enjoy his new

status in the community.

“status” here means place or position

…and yet Mr. Darling could not enjoy his new place in the community.

9. Hmmpf: page 134


“Hmmpf,” he said, a little disappointed. “Hmmpf” is a phrase that is said when someone

hears something they don’t like or agree with





Chapter 16 Text-Dependent Questions

Name:

Date:

Directions:

1. Read the questions carefully. 2. Read the text and as you read, look for evidence that can be used to answer the

questions. 3. Write the answer in a complete sentence and use specific evidence from the text

to support your thinking.

1. What do the boys do after they set sail for England? Use evidence from the text to support your thinking.

2. Back in London, what was Mr. Darling doing that was unusual for him? Use evidence from the text to support your thinking.





3. What makes Peter change his mind about locking the window to the nursery? Use

evidence from the text to support your thinking.






Name:

Date:

Directions:

1. Read the questions carefully. 2. Read the text and as you read, look for evidence that can be used to answer the

questions. 3. Write the answer in a complete sentence and use specific evidence from the text

to support your thinking.

1. What do the boys do after they set sail for England? Use evidence from the text to

support your thinking.

After they set sail for England, the boys _______________________

__________________________________________________

__________________________________________________.

2. Back in London, what was Mr. Darling doing that was unusual for him? Use evidence

from the text to support your thinking.

What Mr. Darling was doing that was unusual was _______________

__________________________________________________

__________________________________________________.





3. What makes Peter change his mind about locking the window to the nursery? Use

evidence from the text to support your thinking.

Peter changed his mind about locking the nursery room window after he

__________________________________________________

__________________________________________________.







1. What do the boys do after they set sail for England?

After they set for England the boys all play at being pirates. They sang and cheered and let loose the sails.

2. Back in London, what was Mr. Darling doing that was unusual for him?

Mr. Darling felt so badly about his decision to chain Nana up the night the children disappeared that he punished himself. He crawled into Nana’s kennel and said he would not come out until the children were back home.

3. What makes Peter change his mind about locking the window to the nursery?

Peter changes his mind about relocking the nursery room window after he sees the

dried tears Mrs. Darling’s puffy cheeks. It made him feel guilty.

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