Peter Pan and Neverland 4: The Flight Part 3
Students will be able to use context clues to determine the meaning of words and phrases in the selections. Students will be able to write an appropriately organized comparison essay that draws on the text for information. Students will be able to convey their topic and information clearly in their writing.
- Tell your students that today, they will be finishing excerpts from The FlightIn their Peter Pan workbooks, and comparing the characters of Peter, Wendy, and John.
- Ask your students questions about Peter, Wendy, and John to help prepare them for the essay. Great examples include: What kind of person is Peter? How can you tell? What is Wendy's personality like? How do you know? What is John like? How do you know?Encourage your students to use text evidence to back up their responses.
Explicit Instruction/Teacher modeling(5 minutes)
- Pass out a workbook and a Peter Pan Writing worksheet to each student.
- Instruct your students to get out a pencil and turn to page 12, titled Chapter 4: The Flight Part 3.
- As students skim the passage, reiterate the directions for the comprehension exercise on page 13.
- Tell your class they will be reading the excerpt on page 12, and answering the questions on page 13. Ask your class if they have any questions regarding the assignment.
Guided practise(10 minutes)
- Direct your students' attention to the Peter Pan Writing worksheet, and call on a volunteer to read the writing prompt aloud.
- Refresh your students' knowledge about the main characters by directing their attention to The Flight Part 2On page 9 of their workbooks. Encourage them to look back to previous comprehension questions to remind themselves about the personalities of Wendy and Peter.
- Draw a t-chart with three columns on the whiteboard. Label the columns Wendy, Peter, and John.
- Ask your class for words that describe Wendy, Peter, and John. Record one or two responses in each column.
- Encourage your class to make a chart similar to the one you made on a scratch piece of paper, to help them when they're writing their essays.
Independent working time(30 minutes)
- Instruct your students to read the passage on page 12, and answer the questions on page 13.
- Once they have finished work in their workbooks, have them move on to creating a comparison chart and writing a compare/contrast essay about Peter, Wendy, and John. Remind them to provide text evidence to support their views about each character's personality.
- As your students work, circle the room to answer questions, clarify questions, and to assist as necessary.
- EnrichmentChallenge advanced students to write a more in-depth analysis of the similarities and differences between the three characters in question by utilizing the entire text of Peter Pan, as opposed to just the excerpts. Alternatively, ask them to compare Wendy, John, Peter, and Michael.
- Support:Gather students who need additional support together in a small group. Read the passage on page 12 aloud, stopping to answer questions as needed. To prepare for the essay, continue work on the comparison chart together. Each time a student shares a trait associated with Peter, Wendy, or John, find evidence in the text to back it up as a group. This guided practise will help students feel more comfortable with finding text evidence to support their claims.
- Collect each student's workbook, notes, and writing exercise. Use these materials to assess their comprehension of the passage, and to determine how successful they are at compare/contrast writing.
Review and closing(10 minutes)
- Once everyone has finished, ask your class to reflect on what they've just written. Possible questions include: What is the biggest similarity is between Wendy, Peter, and John? Is this a good thing? What is the biggest difference between the three of them? Is this a good thing? If we were to read the entire book (instead of just these excerpts) or watch the animated film, would our opinions change?