Module Lessons / Grade 3: Module 3: Unit 1: Lesson 11

Language Dive Guide: Peter Pan – Chapter 10

Notes / Refer to the Language Dive in Module 3, Unit 1, Lesson 7, for detailed notes on how the Language Dive format has been modified starting in Module 3. Dives from Modules 1 and 2 as you work with the new format.
Sentence / Wendy clung to Peter, refusing to go without him, but he pushed her from the rock and away she flew. (from page 81 of Peter Pan by Tania Zamorsky)
Rationale / This sentence is compelling because it uses an adverbial to give a reason and convey character traits that help show how characters feel, thus connecting to a big idea, Daily Learning Target, and RL3.3, L.3.1a. Invite students to discuss each chunk briefly, but encourage extended conversation and practice with the focus structure refusing to go without him. After discussing this structure, students use it to talk about themselves. They will apply their understanding of the meaning and structure of this sentence when discussing character traits and when describing characters in their own narratives in Unit 3.
Time / 15 minutes
Throughout the Language Dive / Follow the same routines found in Module 3, Unit 1, Lesson 7.
Deconstruct / Refer to the chunk chart for language goals; display the sentence strip chunks; display and distribute the task card. Follow the same routine found in Module 3, Unit 1, Lesson 7, to assist students in deconstructing, reconstructing, and practicing the chosen sentence.
Practice (Focus Structure)
Reconstruct
Practice
(Sentence)

Language Dive Chunk Chart:
Peter Pan, Chapter 10

Wendy clung to Peter,
Deconstruct: Language Goals /
  • Wendy: “Who is this chunk about?” Wendy (subject/proper noun)
  • clung to Peter: “What did Wendy do?” She held tightly to Peter. Students can act out this chunk by clinging to a nearby desk. (past tense verb + preposition + object = predicate)

refusing to go without him,
Deconstruct: Language Goals /
  • “What was the reason Wendy clung to Peter?” She was showing she was not willing to leave Peter. She knows the danger on the rock and doesn’t want to leave him alone. (present participle + infinitive + preposition + object = adverbial/-ing phrase)
  • “Close your eyes and imagine how Wendy clung to Peter, refusing to go without him. Show me how Wendy looked refusing to go without him.”
  • Underline the –ing ending of refusing, and invite students to do the same. ✎
  • “Cover this –ing adverbial chunk with your hand. Now read the first chunk without it: Wendy clung to Peter. What if we remove this chunk? Does the first chunk still make sense?” Yes.
  • “So, can you figure out why Tania Zamorsky added this –ing adverbial? What is one way can we use –ing adverbials in our writing?” to add a reason to a clause, in this case, to the clause Wendy clung to Peter. This –ing adverbial also shows us Wendy’s character traits: loyal, determined, and brave. It shows us that she feels love and care for Peter.
  • “Do you agree or disagree with what your classmate said? Why?” Responses will vary.

Practice (Focus Structure) /
  • I _____ my friend, _____. (I texted my friend, asking about her weekend.)
  • (Subject + verb + object, + -ing adverbial.)
–To provide lighter support: “Can you say this sentence as two sentences and then make them one again? How?”
–To provide heavier support: Provide a word bank for students to use when completing the sentence frame.
–Students can act out their sentence, then write and sketch what they shared on their note-catchers. ✎
but he pushed her
Deconstruct: Language Goals /
  • he: “Who is this chunk about? Who doe he refer to?” Peter (subject pronoun)
  • pushed her: “What did Peter do? Who does her refer to?” He shoved Wendy. (past tense verb + object pronoun = predicate)
  • but: “Why did Tania Zamorsky write but here?” to connect the two previous chunks to the rest of the sentence and to signal contrast between the chunks. Wendy refused; Peter pushed her. (conjunction)

from the rock
Deconstruct: Language Goals /
  • “Which direction did Peter push Wendy?” off of the rock. from gives more information about the direction of the verb pushed in the previous chunk. (preposition + article + noun = adverbial/prepositional phrase)

and away she flew.
Deconstruct: Language Goals /
  • she: “Who is this chunk about? Who does she refer to?” Wendy. (subject pronoun)
  • flew: “What did Wendy do?” traveled up in the air (past tense verb)
  • away: “Which direction did Wendy fly?” from the rock. away gives more information the direction of the verb flew. (adverb)
  • and: “Why did Tania Zamorsky write and here?” to connect the previous chunks to this clause and to signal there is related information coming. Wendy refused; Peter pushed her; Wendy flew. (conjunction)

Wendy clung to Peter, refusing to go without him, but he pushed her from the rock and away she flew.
Reconstruct /
  • “Close your eyes and imagine the sentence. Sketch what you imagined on your note-catcher.” ✎
  • “How can you say this sentence in your own words?” Wendy didn’t want to flee without Peter, so she held tightly to him. However, Peter pushed her from the rock to make her fly.
  • “How does this Language Dive add to your understanding of the big idea?” The sentence helps us understand both Wendy’s and Peter’s character traits better. It shows that they were both caring,loyal, and brave, and that they feel strongly towards one another.

Practice
(Sentence) /
  • I _____ my friend _____, but_____. (I texted my friend, asking about her weekend, but she was busy.)
–To provide lighter support: “Can you say this sentence as two or more sentences and then make them one again? How?”
–To provide heavier support: Invite students to discuss the meaning of the sentence in home language groups.
  • Language Chunk Wall suggestions:
–Adverbs and adverbial phrases and clauses (describing verbs, adjectives, adverbs): refusing to go without him, / from the rock / and away she flew.
–Verbs and verb phrases (actions and states of being): Wendy clung to Peter, / but he pushed her / and away she flew.
–Language to connect words, phrases, clauses: but he pushed her / and away she flew.

Language Dive Sentence Strip Chunks:
Peter Pan, Chapter 10

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

Language Dive Note-catcher:
Peter Pan, Chapter 10

Name: ______ Date: ______

Wendy clung to Peter, refusing to go without him, but he pushed her from the rock and away she flew.
I ______my friend,
______.
(Subject + verb + object, + -ing adverbial.)
Sketch your sentence.
Sketch the Language Dive sentence.
Peter Pan: Text-Dependent
Questions – Chapter 10
(Answers, for Teacher Reference)
RL.3.1, RL.3.3, RL.3.6
Complete the note-catcher below to analyze Peter's character in Chapter 10: / Character: Peter / 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 or different from Peter's point of view? / Student responses will vary, but may include that they were frightened for Peter and Wendy, just as Peter was scared. Students may also add that they did not agree with Peter's excitement about dying.
How does this action move the story forward?(RL.3.3) / Peter's actions save Wendy, himself, and the Never bird’s eggs. This means Peter and Wendy are able to continue having adventures in Neverland.
Action:
What does Peter do? Give at least one piece of evidence from the text. / Peter pushes Wendy off the rock to save her with the kite. When the Never bird offers him her nest, he puts the eggs in a hat to save them.
Character point of view/motivation:
What is Peter thinking/feeling about the situation that motivates him/her to take action? Give at least one piece of evidence from the text. / He thinks it is more important to save Wendy than himself. He is scared at first, but then he is excited. The text says, “Like any boy, Peter was scared to die. But soon his fear changed to excitement.” (page 81) In the end, he is also grateful to the Never bird for saving him.
Traits
distinguishing qualities or characteristics of Peter's character / brave, caring, kind, selfless
Peter Pan: Text-Dependent
Questions – Chapter 10
RL.3.1, RL.3.3, RL.3.6
Name:______Date:______
Complete the note-catcher below to analyze Peter's character in Chapter 10: / Character: Peter / 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 or different from Peter's point of view? (RL.3.6)
How does this action move the story forward? (RL.3.3)
Action:
What does Peter do? Give at least one piece of evidence from the text.
Character point of view/motivation:
What is Peter thinking/ feeling about the situation that motivates him/her to take action? Give at least one piece of evidence from the text.
Traits
distinguishing qualities or characteristics of Peter's character

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, determined, problem-solver, silly, mischievous
John / trusting, doesn’t worry, forgetful
Peter / carefree, irresponsible, untrustworthy, foolish, silly, risk-taker, mischievous, brave, caring, kind, selfless
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, brave, lacking self-confidence, clever
Tiger Lily (Indian) / fierce, brave, calm, strong
Tinker Bell / jealous, spiteful, boastful

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?)
10: The Never Bird / Peter, who is injured, and Wendy, who is weak, are stranded on a rock in the lagoon after the fight with the pirates. Peter helps Wendy to escape using a kite, and then he escapes with the help of the Never Bird, which gives him her nest. / What happens in this chapter is a result of the fight between the pirates and the lost boys in the previous chapter.

Language Dive II Practice Homework

(Answers, for Teacher Reference)

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

the mermaids / as unfriendly as Tinker Bell / turned out to be / Much to Wendy’s disappointment,

Much to Wendy’s disappointment, the mermaids turned out to be as unfriendly as Tinker Bell.

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

Answers will vary, but may include: Someone who is unfriendly does not say hello.

She ignores other people or leaves them out.

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

Answers will vary, but may include: Friendly people smile and say hello when they see you. They invite you into conversation and ask you questions.

  1. Complete the sentence. Use information about yourself. I am as

______as ______. (Answers will vary.)

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

______is as ______as ______.

[Character in Peter Pan]

(Answers will vary.)

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