Summer
Lesson Plan:
Peter Pan and Neverland 2: The Flight Part 1
October 10, 2015
October 10, 2015
Learning Objectives
Students will be able to use reading comprehension to describe the main character. Students will be able to interpret words and phrases in the text and use them to complete a comprehension worksheet.
Lesson
Introduction (10 minutes)
- Tell your class that they will be continuing work in their Peter Pan and Neverland workbooks today.
- Pass out each student's workbook and pencils. If they still have their workbooks, instruct your students to get them out.
- Review some reflection questions from the previous Peter Pan lesson. Great discussion questions include: Why would someone want to remain a child forever? Would you like to remain a child forever? Why or why not?
- Ask your students to turn to page 6 in their workbooks, titled Chapter 4: The Flight Part 1.
Explicit Instruction/Teacher Modeling (5 minutes)
- Tell students that today, they'll be completing pages 6, 7, and 8 in their workbooks.
- Read the instructions on each page aloud to the class, making sure to pause and answer any questions.
- Make certain to explain that since page 7 is an opinion question, students will need to select the word(s) they feel, in their opinion, best answer the question. They will then have to support the ideas with evidence from the text.
Guided Practice/Interactive Modeling (5 minutes)
- Read through the questions on page 7 with the class.
- Suggest to the students that they should be thinking about how to describe Peter while they read the excerpt on page 6. Encourage students to highlight or underline descriptive words and phrases as they read, so they can reference them later.
Independent Working Time (30 minutes)
- As students work on pages 6 to 8 of their workbook, walk around the room to answer questions, clarify directions, and assist as necessary.
Extend
Differentiation
- Enrichment: Challenge advanced students to write an opinion essay about Peter Pan's personality, using their notes from page 7. Give them some guiding questions to think about, such as: What kind of person is Peter? Why do you think he acts the way he does? Do you think he feels the way he acts, or do you think he's hiding something?
- Support: Gather students who need additional support into a small group, and have them take turns reading the passage. Discuss each question on page 7, reviewing the text when necessary. Providing struggling students with highlighters may help them visually outline their thoughts, and the scaffolding that will help them answer questions on pages 7 and 8.
Review
Assessment (5 minutes)
- Collect all of the notebooks and grade each student's work for comprehension.
Review and Closing (10 minutes)
- After everyone has turned in their workbooks for grading, ask students about their views on Peter Pan. Some example questions include: Which word or words did you choose to describe Peter? Why?
- After a brief discussion, leave them with reflection questions such as: How would you have felt about Peter if he were more attentive? What if he knew more about how other boys and girls act? Do you know some people who remind you of Peter Pan? Why do they remind you of Peter?
