Module Lessons / Grade 3: Module 3: Unit 1: Lesson 8

Close Reading Note-catcher:
Peter Pan – Chapter 7

(Answers, for Teacher Reference)

RL.3.1, RL.3.3, RL.3.6, L.3.5b

  1. Describe someone who is jealous. What does it mean to be jealous? (L.3.5b)

Sample student response: Someone who is jealous wishes he or she had whatever it is that someone else has. This could be an object, a character trait, or something that someone else has achieved; for example, someone who is jealous of a winner of a race usually wishes he or she had won the race instead.

Character: Tinker Bell
Traits
distinguishing quality or characteristic of Tinker Bell’s character / Character point of view/motivation:
What is Tinker Bell thinking/ feeling about the situation that motivates her to take action? Give at least one piece of evidence from the text. / Action:
What does Tinker Bell do? Give at least one piece of evidence from the text. / Your point of view: What is your point of view of the situation? What were you thinking/ feeling about the situation as you were reading? Why? How is it the same as or different from Tinker Bell’s?
jealous, spiteful / Tinker Bell is jealous of Wendy because she wants Peter all to herself. The text says, “It was the voice of Tinker Bell, shrill and jealous.” (page 50) / Tinker Bell pinches Wendy to try to make her fall and then tells the lost boys to shoot her down with a bow and arrow. The text says, “She was no longer pretending to be nice to Wendy, but was pinching her and trying to make her fall.” (pages 50–51) / Student responses will vary, but most will probably suggest that, unlike Tinker Bell, they think what she did was wrong because Wendy could have been seriously hurt.

Close Reading Note-catcher
Peter Pan – Chapter 7

RL.3.1, RL.3.3, RL.3.6, L.3.5a

Name: ______Date: ______

  1. From what you have seen so far and from what happens in this chapter, what character traits does Tinker Bell have? Record them in the first column of the chart on the next page. (RL.3.3)
  2. Describe someone who is jealous. What does it mean to be jealous? (L.3.5b)
  1. A “point of view” is a way of thinking about or looking at something. The point of view of a character can motivate him or her to take action. What does Tinker Bell think and feel about this situation? You are going to be interviewed as you pretend to be Tinker Bell. (RL.3.1, RL.3.6)

Interview directions – Round 1:
  1. Partner A will be the reporter, partner B will be Tinker Bell.
  2. Partner A asks this question:
“Tinker Bell, what are you thinking and feeling about this situation?”
  1. Partner B should answer clearly, using the text, beginning the answer with:
“From my point of view …”
  1. Switch parts so that partner A is Tinker Bell and partner B is the reporter.

  1. What is Tinker Bell thinking/feeling about the situation that motivates her to take action? Complete the second column of the following chart.
  2. What does Tinker Bell do? Give at least one piece of evidence from the text and record it in the third column of the following chart. (RL.3.1, RL.3.3)

Interview directions – Round 2
  • Repeat the same interview process, but this time be yourself and think about your own point of view.
  • Reporter: Ask these questions:
“What is your point of view of the situation? What were you thinking/feeling about the situation as you were reading? Why?”
  1. What is your point of view of the situation? What were you thinking/feeling about the situation as you were reading? Why? How is it the same as or different from Tinker Bell’s? Complete the final column of the following chart. (RL.3.6)

Character: Tinker Bell
Traits
distinguishing quality or characteristic of Tinker Bell’s character / Character point of view/motivation:
What is Tinker Bell thinking/ feeling about the situation that motivates her to take action? Give at least one piece of evidence from the text. / Action:
What does Tinker Bell do? Give at least one piece of evidence from the text. / Your point of view: What is your point of view of the situation? What were you thinking/ feeling about the situation as you were reading? Why? How is it the same as or different from Tinker Bell’s?

Close Reading Guide: Peter Pan – Chapter 7

(For Teacher Reference)
RL.3.1, RL.3.3, RL.3.6, L.3.5a

Purpose and Notes /
  • The purpose of this close read is for students to analyze character traits and compare their own point of view of a situation as a reader to the point of view of a character. Also introduced during this close read is the link between point of view and motivation and the character actions that result from this motivation.
  • Continue to use discussion protocols (e.g., Think-Pair-Share, Conversation Cues, and total participation techniques) to engage all students in collaborative discussion about the text.

Excerpt of Text (reread aloud) / Questions and Directions
Pages 50–51, from “Unaware that the pirates …” to “… poor Tootles to shoot Wendy. /
  • Ask:
“What is happening in the story?” (Tinker Bell wants Wendy to fall from the sky, so she tells the lost boys to shoot her down.)
“What character traits does Tinker Bell show in behaving this way?” (jealous, spiteful)
  • Guide students to complete Question 1 in the first column of the chart on their note-catcher.
  • Guide students to complete Question 2 on their note-catcher.
  • Focus students on the word motivation in the Point of View column. Invite students to use the vocabulary strategies on the Close Readers Do These Things anchor chart and their affix lists to determine the meanings of motivate and motivation (the reason for acting or behaving in a certain way).
  • Remind students of what a point of view is. Tell students that, as they determined through the meaning of the word, the way someone thinks or feels about a situation can motivate him or her to take action.
  • Guide students through the directions for the Round 1 interview for Question 3 on their note-catcher and as they complete the second column on their note-catcher.
  • Emphasize the connection between the point of view and the motivation and then focus students on Question 4 on their notecatcher. Tell students that actions often come as a result of what they are thinking and feeling. Provide the example that if you are angry, you might shout, or if you are excited, you might jump in the air with joy.

  • Ask:
“If you are feeling tired, what might you do? What action might you take?” (lie down to sleep)
  • “If you are feeling sad, what might you do? What action might you take?” (cry)
  • Guide students to complete Question 4 in the third column of the chart on their note-catcher.
  • Guide students through the directions for the Round 2 interview for Question 5 on their note-catcher and as they complete the final column on their note-catcher. Ask the following questions to guide:
“What do you think of Tink’s behavior? Do you agree with what she did? Why/why not?”
“How does your point of view compare to the point of view of Tinker Bell?”
Pages 51–54, from “Slightly frowned as he looked …” to “… she rolled onto her side and fell asleep.” /
  • Ask:
“How does Peter feel about what Tinker Bell did to Wendy? What in the text makes you think so?” (angry; it says, “Angrily, Peter raised the arrow” and also he told Tink he didn’t want to be her friend anymore)
“How does this compare to your point of view of the situation? Do you think and feel the same as Peter?” (Responses will vary.)
“How does Wendy feel about what Tinker Bell did? What in the text makes you think so?” (She seems to forgive her. She tells Peter not to banish Tinker Bell.)
“How does this compare to your point of view of the situation? Do you think and feel the same as Peter?” (Responses will vary.)
“Why do you think the characters feel differently about the same experience?” (They are different people who have different life experiences and different character traits.)
  • Invite students to help you update the Character Traits anchor chart to add Tinker Bell and also to add anything new to the characters already listed. Refer to the Character Traits anchor chart (example, for teacher reference) as necessary.

Character Traits Anchor Chart

(Example, for Teacher Reference)

RL.3.3

Examples of Character Traits: helpful, loyal, stubborn
Character Name / Character Traits
Wendy / responsible, motherly, worrier, forgiving
John / trusting, doesn’t worry
Peter / carefree, irresponsible, untrustworthy
Tootles (lost boy) / sweet, humble
Slightly (lost boy) / Arrogant
Curly (lost boy) / troublemaker, takes the blame for things he didn’t do
Starkey (pirate) / Polite
Hook (pirate) / courageous
Tiger Lily (Indian) / Fierce
Tinker Bell / jealous, spiteful

Analyzing Peter Pan Anchor Chart

(Example, for Teacher Reference)
RL.3.1, RL.3.2, RL.3.5

Chapter / What happens?
(Brief summary—no more than three sentences) / How does the chapter build on the previous chapter?
(What happened in the previous chapters? How does this chapter build on what has happened so far?)
7: The Wendy Bird / Tinker Bell tells the lost boys to shoot Wendy out of the sky, but the arrow catches the acorn around her neck and Wendy isn’t hurt too badly. The lost boys build Wendy her own house. / In the previous chapters, Tinker Bell has already shown her jealousy of Wendy, and in this chapter we see action by Tinker Bell to try to hurt Wendy. In the previous chapters, Peter has also mentioned how the lost boys would like a mother, and we see evidence of this in this chapter.
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