Peter Pan and Neverland Activity

Peter Pan and Neverland 5:
Understanding Peter
Fifth Grade Reading
by Elizabeth S. Tyree October 10, 2015
Goodbye London, hello Neverland. In this lesson, students will complete the final pages of their Peter Pan and
Neverland workbooks by taking a more in-depth look at Peter's full character and what possibilities Neverland
might hold.
Learning Objectives
Students will be able to make inferences from the provided excerpts in order to answer questions over the topic.
Students will be able to follow instructions to complete the workbook.
Materials and preparation
Peter Pan and Neverland workbook (one per

student)
Pencil
Crayons or colored pencils
Interactive whiteboard, document camera, or
projector (optional)
Attachments
Peter Pan and Neverland Workbook (PDF)
Introduction (5 minutes)
Tell students that today, they will be completing their Peter Pan and Neverland workbooks. Explain that
the class will be focusing more on Peter as a character, and Neverland.
Pass the workbooks out to your students.
Explicit Instruction/Teacher modeling (5 minutes)
Instruct your students to turn to page 14 in their workbooks, titled Chapter 4 Reading Comprehension.
Discuss the instructions for the remaining pages 14 to 19 with your students. Stop after each page to
clarify and answer any questions your students might have about the directions.
Guided Practice (10 minutes)
Display page 14 to your class, using an interactive whiteboard, document camera, or projector.
Alternatively, recreate the t-chart on your whiteboard using dry erase markers.
Prompt your class to tell you about what Neverland represents for Peter and Wendy. Encourage your
students to look back at the excerpts from chapter 4 to help them. As students make educated guesses,
remind them to back up their stances using evidence from the text.
Record one or two answers on the t-chart for your class to reference as they work independently.
Independent working time (35 minutes)
Instruct your students to complete pages 14 to 19.
Get more lesson plans at https://www.education.com/lesson-plans/

As your class works, circle the room to answer questions, clarify instructions, and assist as necessary.
Differentiation
Enrichment: Challenge your advanced students to write a story that explains their drawings about the
mermaid scales on page 18. How did Peter end up with all of those scales? Encourage students to use
their imaginations.
Support: Gather students who need additional support into a small group. For each of the pages 14 to
19, discuss the assignment, and work together to find evidence in the excerpts from chapter 4 to
strengthen your argument. Model how to do this for each page, and then assist students as they work.
Assessment (5 minutes)
Collect the workbooks as students finish. Assess the work done on pages 14 to 19 to gauge each
student's comprehension of the passages, and their success as using text evidence to strengthen the
arguments they make about Peter Pan.
Review and closing (10 minutes)
Talk to your students about the characters of Peter, Wendy, Michael, and John. Ask them reflection
questions such as: What have you learned about people in general from reading this? Would you want to
be flying with Peter? What about with Michael and John? With Wendy?
Finally, ask students an end of class reflection question to ponder throughout the rest of the day. This
might be something like: Peter is very easily distracted and doesn't know how to handle being around
others at first. Do you think this is a result of him living on Neverland for so long, or is it more to blame on
his being without a parent on the island? Why?
Get more lesson plans at https://www.education.com/lesson-plans/

Peter Pan
and Neverland
12
9 3
6
Table of Contents
Peter Pan and Neverland
To Grow Up or Not to Grow Up
Visualizing Neverland
Chapter 4: The Flight, Part 1
Chapter 4: Reading Comprehension
Peter Pan: Your Tour Guide to Neverland
Meet Peter Pan
Think Outside the Box: Tidying Your Mind
You Tell the Story
Make Your Mark
Certificate of Completion
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http://www.education.com/education-plus/
Copyright © 2012 Education.com. All Rights Reserved

To Grow Up or Not to Grow Up?
T he story of Peter Pan begins as follows:
All children, except one, grow up. They soon know that they will grow up, and the
way Wendy knew was this. One day when she was two years old she was playing in a
garden, and she plucked another flower and ran with it to her mother. I suppose she must
have looked rather delightful, for Mrs. Darling put her hand to her heart and cried, “Oh,
why can’t you remain like this forever!” This was all that passed between them on the
subject, but henceforth Wendy knew that she must grow up. You always know after you
are two. Two is the beginning of the end.
This passage suggests that there is some sadness associated with remaining a child forever.
What are the pros and cons?
Pros Cons
More worksheets at www.education.com/worksheets Copyright © 2012-2013

2011-2012 by Education.com
Forever a Child
Would it be good or bad to stay a child forever?
Use your ideas to write a persuasive paragraph that includes your opinion,
supported by at least three strong points.

Visualizing Neverland
In the story of Peter Pan, the main characters take a magical flight to Neverland.
Neverland is described in the following passage:
I don’t know whether you have ever seen a map of a person’s mind. Doctors sometimes
draw maps of other parts of you, and your own map can become intensely interesting, but
catch them trying to draw a map of a child’s mind, which is not only confused, but keeps going
round all the time. There are zigzag lines on it, just like your temperature on a card, and these
are probably roads in the island, for the Neverland is always more or less an island, with
astonishing splashes of colour here and there, and coral reefs and rakish-looking craft in the
offing, and savages and lonely lairs, and gnomes who are mostly tailors, and caves through
which a river runs, and princes with six elder brothers, and a hut fast going into decay, and
one very small old lady with a hooked nose. It would be an easy map if that were all, but there
is also first day at school, religion, fathers, the round pond, needle-work...chocolate pudding
day, getting into braces, say ninety-nine, three-pence for pulling out your tooth yourself, and
so on, and either these are part of the island or they are another map showing through, and it
is all rather confusing, especially as nothing will stand still.
Neverland exists in the mind of each child.Draw your interpretation of

Neverland using details from the passage above, along with your own ideas.

Peter Pan
J.M.Barrie
12
9 3
Read the passage below from J.M. Barrie’s Peter Pan

then complete the worksheets that follow.
Chapter 4: The Flight

Part 1
“Second to the right, and straight on till morning.” then the birds would follow and snatch it back; and
they would all go chasing each other gaily for miles,
That, Peter had told Wendy, was the way to the parting at last with mutual expressions of good-will.
Neverland; but even birds, carrying maps and But Wendy noticed with gentle concern that Peter did
consulting them at windy corners, could not have not seem to know that this was rather an odd way of
sighted it with these instructions. Peter, you see, just getting your bread and butter, nor even that there are
said anything that came into his head. other ways.
At first his companions trusted him implicitly, and so Certainly they did not pretend to be sleepy, they were
great were the delights of flying that they wasted sleepy; and that was a danger, for the moment they
time circling round church spires or any other tall popped off, down they fell. The awful thing was that
objects on the way that took their fancy. Peter thought this funny.
John and Michael raced, Michael getting a start. “There he goes again!” he would cry gleefully, as
Michael suddenly dropped like a stone.
They recalled with contempt that not so long ago
they had thought themselves fine fellows for being “Save him, save him!” cried Wendy, looking with
able to fly round a room. horror at the cruel sea far below. Eventually Peter
would dive through the air, and catch Michael just
Not so long ago. But how long ago? They were before he could strike the sea, and it was lovely the
flying over the sea before this thought began to way he did it; but he always waited till the last
disturb Wendy seriously. John thought it was their moment, and you felt it was his cleverness that
second sea and their third night. interested him more. Also he was fond of variety, and
the sport that engrossed him one moment would
Sometimes it was dark and sometimes light, and now suddenly cease to engage him, so there was always
they were very cold and again too warm. Did they the possibility that the next time you fell he would let
really feel hungry at times, or were they merely you go.
pretending, because Peter had such a jolly new way
of feeding them? His way was to pursue birds who He could sleep in the air without falling, by merely
had food in their mouths suitable for humans and lying on his back and floating, but this was, partly at
snatch it from them; least, because he was so light that if you got behind
him and blew he went faster.

Reading Comprehension
Peter Pan
J.M.Barrie
12
9 3
Based on the reading from Chapter 4 of Peter Pan, answer the questions below
about Peter’s character.
Part 1
How would you describe Peter? (circle one or more)
kind mischievous sad clever serious fun other
Why? Use evidence from the text to support your ideas.
What Peter says:
What Peter does:
What other characters say or think about him:
Do you think Peter would be a good friend to have? Why?:

Vocabulary Practice
Peter Pan
J.M.Barrie
12
9 3
Answer the vocabulary questions below and refer back to the text as needed.
Part 1
Definitions
Write the letter in the blank space next to the correct definition.
a. consulting to take up all of your attention
b. implicitly sharing the same feeling
c. contempt without question
d. disturb bother or trouble
e. mutual to check for advice or information
f. engrossed to have negative feelings towards

something or someone
Find a word in the text that means:

happy scared
tired bad

Peter Pan
J.M.Barrie
12
9 3


Part 2
“Do be more polite to him,' Wendy whispered to own window.
John, when they were playing 'Follow the Leader.”
“And who is to get food for us, John?”
“Then tell him to stop showing off,” said John.
“I nipped a bit out of that eagle's mouth pretty neatly,
When playing Follow the Leader, Peter would fly Wendy.”
close to the water and touch each shark's tail in
passing, just as in the street you may run your finger “After the twentieth try,” Wendy reminded him.“And
along an iron railing. They could not follow him in even though we became good at picking up food, see
this with much success, so perhaps it was rather like how we bump against clouds and things if he is not
showing off, especially as he kept looking behind to near to give us a hand.”
see how many tails they missed.
Indeed they were constantly bumping. They could
“You must be nice to him,” Wendy impressed on her now fly strongly, though they still kicked far too
brothers. “What could we do if he were to leave us?” much; but if they saw a cloud in front of them, the
more they tried to avoid it, the more certainly did
“We could go back,” Michael said. they bump into it. If Nana had been with them, she
would have had a bandage round Michael's forehead
“How could we ever find our way back home with- by this time.
out him?”
Peter was not with them for the moment, and they
“Well, then, we could go on,” said John. felt rather lonely up there by themselves. He could
go so much faster than they that he would suddenly
“That is the awful thing, John. We should have to go shoot out of sight, to have some adventure in which
on, for we don't know how to stop.” they had no share. He would come down laughing
over something fearfully funny he had been saying to
This was true; Peter had forgotten to show them how a star, but he had already forgotten what it was, or he
to stop. would come up with mermaid scales still sticking to
him, and yet not be able to say for certain what had
John said that if the worst came to the worst, all they been happening. It was really rather irritating to
had to do was to go straight on, for the world was children who had never seen a mermaid.
round, and so in time they must come back to their

Peter Pan
J.M.Barrie
12
9 3
Based on the reading from Chapter 4 of Peter Pan, answer the questions below
about Wendy’s character.
Part 2
How would you describe Wendy? (circle one or more)
kind nurturing sad bossy serious outgoing other
Why? Use evidence from the text to support your ideas.
What Wendy says:
What Wendy does:
What other characters say or think about her:
Do you think Wendy would be a good sister to have? Why?:

Vocabulary Practice
Peter Pan
J.M.Barrie
12
9 3
Part 2
Definitions
a. polite to help someone remember
b. impressed thin, overlapping plates
c. reminded to emphasize or urge something
d. constantly to be annoying
e. scales something happening over and over
f. irritating showing good manners towards

others
What do you think?

In your own words, write definitions for the following:
fearfully
mermaid

Peter Pan
J.M.Barrie
12
9 3


Part 3
“And if he forgets them, so quickly,” Wendy So with occasional tiffs, but on the whole
argued, “how can we expect that he will go on rollicking, they drew near the Neverland; for
remembering us?” after many moons they did reach it, and, what
is more, they had been going pretty straight all
Indeed, sometimes when he returned he did not the time, not perhaps so much owing to the
remember them, at least not well. Wendy was guidance of Peter or Tink as because the island
sure of it. She saw recognition come into his was out looking for them. It is only thus that
eyes as he was about to pass them the time of any one may sight those magic shores.
day and go on; once even she had to tell him
her name. “There it is,” said Peter calmly.
“I'm Wendy,” she said agitatedly. “Where, where?”
He was very sorry. “I say, Wendy,” he “Where all the arrows are pointing.”
whispered to her, “always if you see me
forgetting you, just keep on saying ‘I'm Indeed a million golden arrows were pointing
Wendy,’ and then I'll remember.” out the island to the children, all directed by
their friend the sun, who wanted them to be
Of course this was rather unsatisfactory. How- sure of their way before leaving them for the
ever, to make amends he showed them how to night.
lie out flat on a strong wind that was going
their way, and this was such a pleasant change
that they tried it several times and found they
could sleep thus with security. Indeed they
would have slept longer, but Peter tired quickly
of sleeping, and soon he would cry in his cap-
tain voice, “We get off here.”

Vocabulary Practice
Peter Pan
J.M.Barrie
12
9 3
Part 3
Definitions
a. recognition knowing someone
b. agitatedly not good enough
c. unsatisfactory sometimes
d. amends upset or disturbed
e. occasional carefree or with high spirits
f. rollicking to make up for
Antonyms
Antonyms are words that have the opposite meaning of another word. For example, WET and DRY.
Find the antonym in the text for the following words:
enemy laugh
weak yelled
far crooked

Peter Pan
J.M.Barrie
12
9 3
What does Neverland represent for Peter? For Wendy?
Peter Wendy

Peter Pan:
YOUR Tour Guide to Neverland?
In Chapter 4, Peter Pan shows himself to be a very dynamic character and leader for the children.
Which leadershp qualities does he have? Which does he lack?
Qualities Peter Has Qualities Peter Lacks
Explain whether you would follow him to Neverland or not. Support your opinion with
evidence from the text.

Meet Peter Pan:
Using Context Clues to Understand a Character
Reread the passages from Chapter 4 carefully. Write what each reveals about Peter Pan.
“Save him, save him!” cried Wendy, looking with horror at the cruel sea far below. Eventually
Peter would dive through the air, and catch Michael just before he could strike the sea, and it was
lovely the way he did it; but he always waited till the last moment, and you felt it was his
cleverness that interested him and not the saving of human life. Also he was fond of variety, and
the sport that engrossed him one moment would suddenly cease to engage him, so there was
always the possibility that the next time you fell he would let you go.
Indeed, sometimes when he returned he did not remember them, at least not well. Wendy was
sure of it. She saw recognition come into his eyes as he was about to pass them the time of day
and go on; once even she had to call him by name.
“I’m Wendy,” she said agitatedly.
He was very sorry. “I say, Wendy,” he whispered to her, “always if you see me forgetting you, just
keep on saying ‘I’m Wendy,’ and then I’ll remember.”
They had been flying apart, but they huddled close to Peter now. His careless manner had gone
at last, his eyes were sparkling, and a tingle went through them every time they touched his body.
They were now over the fearsome island, flying so low that sometimes a tree grazed their feet.
Nothing horrid was visible in the air, yet their progress had become slow and laboured, exactly as
if they were pushing their way through hostile forces. Sometimes they hung in the air until Peter
had beaten on it with his fists.

Think Outside the Box:
Tidying Your Mind!
T he following passage from Peter Pan describes a mother’s nightly ritual of cleaning up and
organizing her children’s minds while they sleep:
Mrs. Darling first heard of Peter when she was tidying up her children’s minds. It is the
nightly custom of every good mother after her children are asleep to rummage in their minds and
put things straight for next morning, repacking into their proper places the many articles that have
wandered during the day. If you could keep awake (but of course you can’t) you would see your own
mother doing this, and you would find it very interesting to watch her. It is quite like tidying up
drawers. You would see her on her knees, I expect, lingering humorously over some of your con-
tents, wondering where on earth you had picked this thing up, making discoveries sweet and not so
sweet, pressing this to her cheek as if it were as nice as a kitten, and hurriedly stowing that out of
sight. When you wake in the morning, the naughtiness and evil passions with which you went to
bed have been folded up small and placed at the bottom of your mind and on the top, beautifully
aired, are spread out your prettier thoughts, ready for you to put on.
J ust for fun, show YOUR mind before you go to sleep and what it would look like
after your parents come and clean it up.
Before After

o u
Y Tell the Story
Peter Pan
J.M. Barrie draws a vivid picture of the character Peter Pan, but still leaves much to the
reader’s imagination. Read the passage below and add your own ideas to the scene!
Peter was not with them for the moment, and they felt rather lonely up there by them-
selves. He could go so much faster than they that he would suddenly shoot out of sight, to have
some adventure in which they had no share. He would come down laughing over something
fearfully funny he had been saying to a star, but he had already forgotten what it was, or he would
come up with mermaid scales still sticking to him, and yet not be able to say for certain what had
been happening. It was really rather irritating to children who had never seen a mermaid.
What funny thing does

Peter Pan say to the star?
What explains the mermaid scales?

Make your Mark! Jot down character notes about Peter and Wendy on the back of these bookmarks or get creative and draw your own.
Find a copy of Peter Pan and keep track of where you left off with these fun bookmarks!
Wendy Peter Pan

Great job!
is an Education.com reading superstar

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Peter Pan and Neverland 5:

by Elizabeth S. Tyree October 10, 2015

Materials and preparation

Peter Pan and Neverland workbook (one per

Peter Pan and Neverland Workbook (PDF)

Explicit Instruction/Teacher modeling (5 minutes)

Guided Practice (10 minutes)

Independent working time (35 minutes)

Instruct your students to complete pages 14 to 19.

Get more lesson plans at https://www.education.com/lesson-plans/

Review and closing (10 minutes)

Get more lesson plans at https://www.education.com/lesson-plans/

Copyright © 2012 Education.com. All Rights Reserved

More worksheets at www.education.com/worksheets Copyright © 2012-2013

More worksheets at www.education.com/worksheets Copyright © 2012-2013

Neverland exists in the mind of each child.Draw your interpretation of

More worksheets at www.education.com/worksheets Copyright © 2012-2013

Read the passage below from J.M. Barrie’s Peter Pan

Chapter 4: The Flight

More worksheets at www.education.com/worksheets Copyright © 2012-2013

kind mischievous sad clever serious fun other

Why? Use evidence from the text to support your ideas.

What Peter says:

What Peter does:

What other characters say or think about him:

Do you think Peter would be a good friend to have? Why?:

More worksheets at www.education.com/worksheets Copyright © 2012-2013

a. consulting to take up all of your attention

b. implicitly sharing the same feeling

c. contempt without question

d. disturb bother or trouble

e. mutual to check for advice or information

f. engrossed to have negative feelings towards

Find a word in the text that means:

More worksheets at www.education.com/worksheets Copyright © 2012-2013

Read the passage below from J.M. Barrie’s Peter Pan

Chapter 4: The Flight

More worksheets at www.education.com/worksheets Copyright © 2012-2013

kind nurturing sad bossy serious outgoing other

Why? Use evidence from the text to support your ideas.

What Wendy says:

What Wendy does:

What other characters say or think about her:

Do you think Wendy would be a good sister to have? Why?:

More worksheets at www.education.com/worksheets Copyright © 2012-2013

a. polite to help someone remember

b. impressed thin, overlapping plates

c. reminded to emphasize or urge something

e. scales something happening over and over

f. irritating showing good manners towards

What do you think?

More worksheets at www.education.com/worksheets Copyright © 2012-2013

Read the passage below from J.M. Barrie’s Peter Pan

Chapter 4: The Flight

“I'm Wendy,” she said agitatedly. “Where, where?”

More worksheets at www.education.com/worksheets Copyright © 2012-2013

a. recognition knowing someone

b. agitatedly not good enough

d. amends upset or disturbed

e. occasional carefree or with high spirits

f. rollicking to make up for

More worksheets at www.education.com/worksheets Copyright © 2012-2013

What does Neverland represent for Peter? For Wendy?

More worksheets at www.education.com/worksheets Copyright © 2012-2013