Neverland

Author: Hannah Hoots

Date created: 03/21/2016 10:08 AM EDT ; Date modified: 03/22/2016 6:43 PM
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PLANNING
Essential Question

What is the native language in the book?

What are some of the food types that the characters eat?
What are some of the traditions in the book?

Topic or Unit of Study The difference between the imaginary world and our
world.
Grade/Level

Grade 3

Subject(s)

Elementary, Information Literacy, Language Arts

(English), Life Skills, Reading, Social Studies

CT Approval/ Date

N/A

21ST CENTURY SKILLS AND TECHNOLOGY TOOLS

Standards

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NC- North Carolina Essential Standards (2011)

Subject: Social Studies
Grade or Concentration: Third Grade
Strand: Culture
Essential Standard:
3.C.1 Understand how diverse cultures are visible in local
and regional communities.
Clarifying Objective:
3.C.1.1 Compare languages, foods and traditions of

various groups living in local and regional communities

USA- Common Core State Standards (June 2010)
Subject: English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Grade: Grade 3 students:
Content Area: Foundational Skills (K5)
Strand: Reading
Domain: Phonics and Word Recognition
Standard:
3. Know and apply grade-level phonics and word analysis
skills in decoding words.
a. Identify and know the meaning of the most common
prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words.
Learning
Targets/Objectives

I can identify the difference with the foods in an

imaginary story compared to the real world.
I can identify cultural differences between Captain Hook
and Peter Pan.
I can identify key words from the book.

Technology Tools
Assessment/Rubrics

I will be looking at the student's work to see if they are

grasping the book well. Some things I will be looking for
is...

How well they did in the teacher center? Do we

need to recover something?

How well they did with comparing and differences

in Center Two?

How well their writing and planning is coming

along in Center Three?

Attachments:
1. Center One Checklist.docx

2. Center Three Checklist.docx

3. Center Two Checklist.docx
IMPLEMENTATION
Introduction to
Lesson

Cover the rules about working in groups:

Keep noise volume low.

Read the directions.

You may ask a partner to spark ideas.

If you have any questions raise your hand.

Watch the timer.

o

It will be on the board.

Centers:

There will be three centers.

Students are placed into the three groups prior to

the day.

Each group will receive 25 minutes to work in each

center.

I will instruct the students when and where to

move.

I will be working with center one.

Attachments:
1. Peter Pan Center.docx
Teacher Input

Play the soft instrumental Peter Pan soundtrack.

o

Center 2 & 3 will be closest to the speakers.

Center 1 will be the away from the speakers.

It needs to be low volume so thinking

processes can still occur.

Center 1: Peter Pan Cultural Vocabulary List!

o

During this time the group would be working

with the teacher directly.

For the students who are at level they will

decode the following words with the teacher
using white boads.

Comparing

Languages

Traditions

Various

Regional

For the students with ELL and EC they will

decode the following words with the teacher
using white boards.

Comparing

Foods

Groups

Living

Local

As the teacher I will...

Have them point at the word we

would be working on

Say the word

Have them repeat the word

Say the word

Have them repeat the word

Say the word

Have them say the word in their mind

Say the word

Have them spell it out on their white

board

Say the word

Have them count out the syllables

Then talk about the word with the

students to see if they understand it

Center 2: Comparison Chart Never Land vs. Us!

o

The students will work on this independently

They must fill in the chart.

Example: Which is the imaginary

world vs which one is real.

Never Land is imaginary while

Us is real.

The students will be working on comparison

and differences between the book to our
world.

Center 3: Cultural Journal Entry!

o

The students will work on this independently

For this journal entry the students need to

first fill in the chart by answering the
questions

Then they can write all about the topics they

had to answer to create their own Never
Land

Attachments:
1. Comparison Chart Neverland vs Activity.docx
2. Cultural Journal Entry Activity.docx
3. Peter Pan Cultural Vocabulary List
Activity.docx
Guided Practice

Teacher Center
Center 1: Peter Pan Cultural Vocabulary List!

During this time the group would be working with

the teacher directly.

For the students who are at level they will decode

the following words with the teacher using white

boads.

Comparing

Languages

Traditions

Various

Regional

For the students with ELL and EC they will decode

the following words with the teacher using white
boards.
o

Comparing

Foods

Groups

Living

Local

As the teacher I will...

o

Have them point at the word we would be

working on

Say the word

Have them repeat the word

Say the word

Have them repeat the word

Say the word

Have them say the word in their mind

Say the word

Have them spell it out on their white board

Say the word

Have them count out the syllables

Then talk about the word with the students

to see if they understand it

Independent Practice

Center 2: Comparison Chart Never Land vs. Us!

o

The students will work on this independently

They must fill in the chart.

Example: Which is the imaginary

world vs which one is real.

Never Land is imaginary while

Us is real.

The students will be working on comparison

and differences between the book to our
world.

Center 3: Cultural Journal Entry!

o

The students will work on this independently

For this journal entry the students need to

first fill in the chart by answering the
questions

Then they can write all about the topics they

had to answer to create their own Never
Land

Differentiated
Instruction

The teacher will differentiate this lesson plan for a

student with a learning challenge in writing and who has
difficulties with articulations of sounds by differentiating
the product based on the students learning style by
providing multiple means of expression through strategy
from the DI chart.

Closure

Once each group has had a chance to be at each table we

will gather on the classroom thinking rug and discuss the
topics...

Was the activities fun?

What would make them more engaging for you all?

Lets decode the word (Tinkerbell) together.

Who can tell me what a tradition is?

Who can tell me what cultural is?

Who feels comfortable with cultural differences?

Time Allotment

1 class periods. 1.5 Hrs. per class.

MATERIALS AND RESOURCES

Instructional
Materials

Resources

REFLECTION
Authors comments
and reflection

Paper

Pencils

Coloring Pencils

Dry Erase Markers

White Boards

Journals

Activities

Peter Pan Book

Standards