Language Arts Curriculum

Homework Resources
Grade 3: Module 3: Unit 1
Exploring Literary Classics

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Unit 1: Analyzing Author’s Craft: Character

Development in Peter Pan

Common Core State Standards addressed: RL.3.1, RL.3.2,

RL.3.4, RL.3.5, RL.3.6, RL.3.7, L.3.4, L.3.5

Guiding Questions and Big Ideas

 How do writers capture a reader’s imagination?
– Authors show-not-tell how a character feels through
dialogue and description.
– Authors choose words and phrases for effect to help readers
imagine they are in the story.
 What can we learn from reading literary classics?
– Literary classics are told in different ways over time.
– Literary classics can show how things have changed since
the time they were written.

What will your student be doing at school?

In this unit, students begin reading a retold version of the
literary classic Peter Pan1 to build their understanding of how the
historical context of a literary classic can have an impact on the
content and also to analyze how writers develop characters to
capture a reader’s imagination. In the first half of the unit,
students read an informational text to build background
knowledge about the author, J.M. Barrie, and some of the
relevant aspects of society in Great Britain at the time the novel
was written. Students then focus on analyzing how the events in
each chapter build on what came before, and they consider how
the illustrations in the first four chapters of Peter Pan contribute
1
Peter Pan contains references to stereotypes common in British society in
the early 1900s, including racism and sexism. To provide context, students
read an informational text about the time period. The issues presented will
be carefully and sensitively discussed to give students context as they read
the story. Consider speaking with your student about this at home both
before and after reading the book. Raise any concerns with the teacher.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

to the meaning of the text. After reading each chapter, students

make connections between the historical context and the content
of the chapter.
In the second half of the unit, through teacher-guided close
reading, independent close reading, and discussion, students
analyze the characters by carefully examining the traits,
motivations, actions, and points of view of the novel’s main
characters.

They also analyze figurative language, word relationships, and

shades of meaning to gain a deeper understanding of the
meaning of the text.

The Language standards that students will focus on in this unit

(L.3.5a, L.3.5b, L.3.5c) require them to:

 Distinguish the literal and nonliteral meanings of words and

phrases, such as determining the meaning of “her heart
jumped into her mouth.” (L.3.5a)
 Identify real-life connections between words and their use,
such as describing people who are friendly or helpful.
 Distinguish shades of meaning among related words, such as
knew, believed, suspected, heard, and wondered.

Working to become an ethical person is a habit of character

that is emphasized in this unit. Students practice respect,
empathy, and compassion as they consider the historical context
of the novel and the impact these issues may have on peers.

How can you support your student at home?

 Talk to your student about the guiding questions, particularly
if any of the topics raised might be sensitive for your student.
 Talk to your student about the texts he or she is reading in the
classroom, particularly if any of the topics raised might be
sensitive for your student.
 Read narrative texts and talk to your student about how the
author has developed the characters by analyzing the traits,

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Module Lessons Grade 3: Module 3: Unit 1 Homework

actions, and point of view of the characters and comparing the

point of view of the characters to the point of view of the
reader. Consider asking:
“What did you think and feel as you were reading?”
“Do you agree with his point of view? Why/why not?”
 Read narrative chapter texts and talk to your student about
how each chapter builds on the events in the previous
chapters.
 Read literary classics and stories, including those from home
countries. Talk to your student about how things have changed
since they were written and what this tells us about how
things were then.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Unit 1: Homework
In this unit, homework for Lessons 1–6 focuses on research
reading. Homework for Lessons 7–11 focuses on determining the
meaning of words and phrases based on the L.3.5 language
standard.

Research reading: Your student is expected to independently

research the topic by reading topic-related books of his or her
choice for approximately 20 minutes each day and responding to
a prompt of choice in the front of the independent reading
journal. These are usually books your student will bring home
from school; however, they may be topic-related books chosen by
the student at the public or home library. Prompts for
independent reading can be found in the homework materials
provided.

Choice reading: If your student would also like to

independently read and respond to a book of free choice, he or
she may use the back of the independent reading journal.
Prompts for independent reading can be found in the homework
materials provided.

Vocabulary logs:
In the front, students record new academic vocabulary: words
you might find in informational texts on many different topics.
For example, the words challenges, questions, and explain could
be found in books on any topic.

In the back, students record new topical vocabulary: words

about a particular topic. For example, the words character,
setting, and theme would be found on the topic of literary
classics.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In
Date*
1 Students are 1. Read and reflect 1. Lesson 2.
introduced to the on the guiding Students are
topic and read the questions and not required to
first chapter of what they mean hand in
Peter Pan. to you. anything; they
2. Bring in literary just need to be
prepared for a
classics, stories
reflective
that were written
discussion if
long ago and are
they have
still enjoyed
something they
today, that are
would like to
meaningful to
share with the
you and your
group (not
family.
mandatory).
2. Lesson 2

2 Students read an 1. Research 1. Teacher will

informational text reading and check
about the author answering independent
and the historical prompt reading
context of Peter journals
Pan before making strategically.
connections
between the
historical context
and the content of
Chapter 1 of the
novel. Students also
select a research
reading book.

3 Students read 1. Research 1. Teacher will

Chapter 2 of Peter reading and check
Pan and answer answering independent
questions about prompt reading
what they have just journals
read. They then strategically.
make connections
between the
historical context
and the content of
Chapter 2 of the
novel.
4 Students read 1. Research 1. Teacher
Chapter 3 of reading and will check

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In
Date
Peter Pan and answering independent
answer questions prompt reading
about what they journals
have just read. strategically.
They then make
connections
between the
historical context
and the content of
Chapter 3 of the
novel.
5 Students read 1. Research 1. Teacher
Chapter 4 of reading and will check
Peter Pan and answering independent
answer questions prompt reading
about what they journals
have just read for strategically.
the mid-unit
assessment. They
then make
connections
between the
historical context
and the content of
Chapter 4 of the
novel.
6 Students read 1. Research 1. Teacher
Chapter 5 of reading and will check
Peter Pan before answering independent
being guided prompt reading
through a close journals
read of excerpts strategically.
of the chapter to
analyze traits and
points of view of
characters. They
then make
connections
between the
historical context
and the content of
Chapter 5 of the
novel.
7 Students read 1. Language 1. Lesson 9
Chapter 6 of Dive I Practice 2. Teacher
Peter Pan and 2. Research will check

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In
Date
participate in a reading and independent
Language Dive, answering reading
during which they prompt journals
analyze the strategically.
meaning of
figurative
language in the
chapter. They
then answer
questions about
what they have
just read and
make connections
between the
historical context
and the content of
Chapter 6 of the
novel.
8 Students read 1. Research 1. Teacher will
Chapter 7 of Peter reading and check
Pan before being answering independent
guided through a prompt reading
close read of journals
excerpts of the strategically.
chapter to analyze
traits, actions, and
points of view of
characters. They
then make
connections
between the
historical context
and the content of
Chapter 7 of the
novel.
9 Students read 1. Language Dive II 1. Lesson 11
Chapter 8 of Peter Practice 2. Teacher will
Pan and participate 2. Research check
in a Language Dive, reading and independent
during which they answering reading
make connections prompt journals
between real-life strategically.
words and their
use. They answer
questions about
what they have just

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In
Date
read before making
connections
between the
historical context
and the content of
Chapter 8 of the
novel.
10 Students read 1. Shades of 1. Lesson 12
Chapter 9 of Peter Meaning 2. Teacher will
Pan before being Practice check
guided through a 2. Research independent
close read of reading and reading
excerpts of the answering journals
chapter to analyze prompt strategically.
traits, actions, and
points of view of
characters. They
then make
connections
between the
historical context
and the content of
Chapter 9 of the
novel.
11 Students read 1. Language Dive 1. Lesson 12
Chapter 10 of Peter III Practice 2. Teacher will
Pan and participate 2. Research check
in a Language Dive, reading and independent
during which they answering reading
discuss the function prompt journals
of adverbs. They strategically.
answer questions
about what they
have just read
before making
connections
between the
historical context
and the content of
Chapter 10 of the
novel.
12 Students read 1. Research 1. Teacher will
Chapter 11 of Peter reading and check
Pan and answer answering independent
questions about prompt reading
what they have just journals

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In
Date
read for the end of strategically.
unit assessment.
They then make
connections
between the
historical context
and the content of
Chapter 11 of the
novel.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Independent Reading
Directions: Remember to record responses to research
reading in the front of your independent reading journal and
responses to choice reading in the back. Try to choose a
different prompt each time.

Record any new vocabulary in your vocabulary log. Remember,

academic vocabulary is recorded in the front, and domain-
specific vocabulary (words about the topic) is recorded in the
back. Mark vocabulary found during independent reading with a
symbol such as an asterisk (*).

Record:
 Date
 Title and author of your reading book
 Pages you have read
 Prompt
 Response

Example:
Date: 04/08/2018

Book Title and Author: My Librarian Is a Camel by Margriet

Ruurs

Pages Read: Thailand, pages 28–29

Prompt: What is the main idea of the text you read? What are
some of the key details, and how do they support the main idea?

Response: The main idea is that elephants help some students in

the Omkoi region of Thailand get books and learn. Some of the
key details that support this main idea are that more than 20
elephants are being used to carry books, and in each trip the
elephants visit seven or eight villages. The elephants carry metal
slates on their backs to teach students to read and write.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Consider using the following independent reading prompts2:

 What is the main idea of the text? What are some of the key
details, and how do they support the main idea?
 What do the illustrations (photographs, maps) tell you? How
do they help you to understand the words?
 What questions do you now have after reading? What would
you like to learn more about? Why?
 What are the most important facts you learned from reading?
 What is the most interesting fact you learned today? Why?
 How does what you read today connect to something you have
learned in lessons?
 Choose one new word from your reading today and analyze it
on a vocabulary square:

Definition in your own Synonyms (words that mean

words the same)

Words with the same affix Sketch

or root

Translation in home language (if appropriate):

2
Some of the prompts will not be appropriate for the text students are
reading. Invite students to choose a prompt that works for the text they
have just read.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Language Dive I Practice

Name: ____________________________________________ Date: ___________________

1. Look at the scrambled sentence below from Peter Pan. Write it in the correct
sequence:

it strained and
to meet him at the door. Like a puppy,
wiggled

2. Sketch the meaning of the above sentence:

3. Complete the sentence. Use information about yourself.

Like a __________________________, I ________________________ and

____________________ to ______________________________________.

4. Circle all examples of figurative language below:

Wendy jumped up, excited. Suddenly Peter laughed.

The island slowed. It was the stars, spying.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Language Dive II Practice

Name: ____________________________________________ Date: ___________________

1. Look at the scrambled sentence below from Peter Pan. Write it in the correct
sequence:

as unfriendly as turned out Much to Wendy’s

the mermaids
Tinker Bell to be disappointment,

2. In your own words, describe someone who is unfriendly. How does he/she
behave?

3. In your own words, describe someone who is friendly. How does he/she
behave?

4. Complete the sentence. Use information about yourself.

I am as _______________________ as ______________________________.

5. Complete the sentence to describe a character in Peter Pan.

___________________________ is as _____________________________ as

__________________________________________.
[Character in Peter Pan]

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Shades of Meaning

Name: ____________________________________________ Date: ___________________

Directions: Answer the questions below.

Wendy wasn’t sure if it was true, but she was scared anyway.
1. Read the sentence above. How certain was Wendy that the story was true?
Underline the correct answer. (L.3.5c)

A. Wendy was very doubtful that the story was true.

B. Wendy was fairly certain that the story was true.
C. Wendy was certain the story was true.
D. Wendy was uncertain whether or not the story was true.

Peter knew Wendy was right, but didn’t want to admit it.
2. Read the sentence above. How certain was Peter that Wendy was right?
Underline the correct answer. (L.3.5c)

A. Peter was very doubtful that Wendy was right.

B. Peter was fairly certain Wendy was right.
C. Peter was certain Wendy was right.
D. Peter was uncertain whether Wendy was right.

John and Michael believed their mother might lock the window.
3. Read the sentence above. How certain were John and Michael their mother
might lock the window? Underline the correct answer. (L.3.5c)

A. John and Michael were very doubtful their mother might lock the window.
B. John and Michael were fairly certain their mother might lock the window.
C. John and Michael were certain their mother might lock the window.
D. John and Michael were uncertain whether their mother might lock the
window.

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Module Lessons Grade 3: Module 3: Unit 1 Homework

Language Dive III Practice

Name: ____________________________________________ Date: ___________________

1. Look at the scrambled sentence below from Peter Pan. Write it in the correct
sequence:

Wendy refusing to
from the but he and away
clung to go without
rock pushed her she flew.
Peter, him,

2. Underline the phrase in the sentence above that modifies to add details about
the verb clung.

3. Circle the phrase in the sentence above that modifies to add details about the
verb pushed.

4. Write the above sentence as two or more sentences:

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Module Lessons Grade 3: Module 3: Unit 1 Homework

5. Expand the sentence below. Underline the phrase that best modifies to add
details about the verb climbed.

Wendy and Peter climbed the rock, __________________________________

________________________________________________________________

and after a while they fell unconscious. reaching as high as they could.

then waited and watched the water rise.

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