Unit 1: "I Won't Grow Up"
Suggested Works
LITERARY TEXTS
Stories
- "Eleven" (Sandra Cisneros)
- Peter Pan (J.M. Barrie)
- Peter and the Starcatchers (Dave Barry, Ridley Pearson, and Greg Call)
- When I was Your Age, Volume Two: Original Stories about Growing Up (Amy Ehlrich, ed.)
- The Secret Knowledge of Grown-Ups (David Wisneiwski)
- James and the Giant Peach (Rohald Dahl)
- Charlie and the Chocolate Factory (Rohald Dahl)
- The Giver (Lois Lowry)
- Almost (Richard Torrey)
- Lighthouse (Robert Munsch)
- "Past, Present, Future" (Emily Bronte)
- "A Birthday" (Christina Rosetti)
INFORMATIONAL TEXTS
Nonfiction
- J.M. Barrie: The Magic Behind Peter Pan (Susan Bivin Aller)
- Boy: Tales of Childhood (Rohald Dahl)
Articles
- "Peter Pan's early years" (Bod Minzesheimer, USA Today, September 1, 2004)
- "Prequel to Peter Pan fills in the blanks with fun" (Sue Corbett, Miami Herald, no date)
- "Classic story flies in many forms" (A Peter Pan timeline)" (Bob Minzesheimer, USA Today, September 1, 2004)
ART,MUSIC, AND MEDIA
Music
- Moose Charlap and Carolyn Leigh, "I Won't Grow Up" (1954). Note: This song is from Peter Pan, the musical, and the version in which KCathy Rigby sings the part of Peter is recommended.
- Ahmad Ali Lewis "Back in the Day" (1994).
- Glenn Casale and Gary Halvorson, dir., Peter Pan (2000)
- Marc Forest, dir., Finding Neverland (2004)
- Henry Selick, dir., James and the Giant Peach (1996)
- Me Stuart, dir., Willy Wonka and the Chocolate Factory (1971)
- Tim Burton, dir., Charlie and the Chocolate Factory (2005)
- Peter Pan (BBC Radio Presents) (Random House Audio)
- Peter and the Starcatchers (audiobook CD) (Brilliance Audio)
- James and the Giant Peach (audiobook CD) (Puffin Books)
Sample Activities and Assessments
1. LITERATURE RESPONSE
As you read the original and prequel versions of Peter Pan, take notes about the following in your journal (Reader's Notebook):
Be sure to write down the page numbers of relevant information, or mark your book with sticky notes, so you can go back and cite the text during class discussion, You will be given an opportunity ti talk through your idea with a partner prior to class discussion (RL.6.1, RL.7.1, RL.8.1).
2. LITERARY RESPONSE
Discuss the elements of setting (i.e. time, place, environment) with your classmates. Find examples of how time, place and environment are used for Peter Pan. Write your ideas on a sticky note before sharing ideas as a class. After the class discussion, look back into the texts to find specific examples of how J.M. Barrie described Neverland and even how he described the Darling home in England. Create a three column chart in your Reader's Notebook (or on the computer) to help organize your notes; use one column for each element of setting (RL.6.1, RL.7.1, Rl.8.1, RL.6.3, RL.6.3, RL.8.3).
3. LITERATURE RESPONSE
Create a character map of one of the characters from Peter Pan, citing specific examples from the text. As a class, we will compare and contrast similarities and differences in how the characters develop over the course of the story, and discuss how we learn from the behavior of literary characters-- both through examples and "non-examples" (RL.6.1, RL.7.1, RL.8.1, RL.6.3, RL.7.3, RL.8.3)
4. WRITING ARGUMENT
How is listening to Peter Pan, Peter and the Starcatchers, or James and the Giant Peach as an audiobook similar to and different from reading the book? Which do you prefer? Why? Write an argument to support your preference in your journal or post it on the classroom blog, and compare your response to those of your classmates. Discuss at least three reasons for your preference, citing evidence from the text. (RL.6.7, RL.7.7, RL..8., W.6.1, W.7.1, W.8.1, L.6.1a,b, L.7.1a,b., L.8.1a,b., L.6.2a,b., L.7.2a,b., L.8.2a,b).
5. DRAMATIZATION/FLUENCY
Choose a scene from one of the books that you find humorous or that touched you in some way. Work with classmates to present the scene as a dramatic reading. You may also record your presentation using a video camera to compare the difference in impact between seeing and hearing the words (SL.6.6, SL7.6, SL.8.6).
6. INFORMATIVE/EXPLANATORY WRITING
What did you learn about the authors from the biographies, autobiographies, letter, or interviews that you didn't know before? How much of the author's experiences do you "see" in the text after learning more about him/her? Prior to drafting your essay, you should establish a plan for locating creditable and reliable information. Your explanation should be a well-developed essay that includes three to four supporting details. Edit your writing for pronouns, punctuation, and spelling (RL.6.1, FL.7.1, FL.8.1, L.6.1a, L.7.1a, L.8.1a)
7. POETRY RESPONSE
How is the treatment of growing up similar and different in the poems and the prose we've read? Write your idea in your Reader's Journal prior to class discussion (SL.6.6, SL.7.6, SL.8.6).
8. LITERATURE RESPONSE/MEDIA APPRECIATION
What does the phrase "I won't grow up" mean to you? Based on the lyrics from the musical version of Peter Pan, what does growing up mean to Peter? Does this song include all aspects of growing up? Your teacher may ask you to first write your own responses in your Writer's Notebook and share it with a partner prior to discussing as a class (SL.6.1a,b, SL.7.1a,b, SL.8.1a,b) (Note: Alternatively, you may watch the "I Won't Grow Up" scene from the movie or on YouTube and then discuss.) (RL.6.7, RL.7.7, RL.8.7).
9. WORD STUDY
Keep an index card file of words studied while reading Peter Pan, Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, and so on. Can you select a word and find its root? How do prefixes and suffixes affect the part of speech and spelling? (Note: This will be an ongoing activity all year long.) (L.6.4a,b, L.7.4a,b. L.8.4a,b).
10. INFORMATIVE/EXPLANATORY WRITING
Write an informative.explanatory essay in response to the essential question (What distinguishes childhood from adulthood?). Choose at least three things learned from a character or an author and explain what you learned from them. Prepare the essay for publication by editing , especially for pronouns, punctuation, and spelling. Upload your essay to the classroom blog or a class wiki. Be prepared to make an audio recording of your essay and upload it as a podcast on the class web page for this unit. (W.6.9a,b, W.7.9a,b, W.8.9a,b; L.6.1a,b., L.7.1a,b., L.8.1a,b; L.6.2a,b, L.7.2a,b, L.8.2a,b).
11. GRAMMAR AND USAGE
Your teacher will teach mini-lessons on the individual language standards. For example, he/she will explain relative pronouns and adverbs to the class, and then you ill practice some cloze activities as a class: (i.e., (1) I told you about the dog ____[who, whose, whom, which, that] lives next door. (2) The stars were shining _____ [brightly, bright] in the night sky.) Select a piece of your own writing, circle the relative pronouns and adverbs, and ensure the correct words were used. (L.6.1a, L.7.1a, L.8.1a).
12. MECHANICS/GRAMMAR WALL
As a class, create a Mechanics/Grammar bulletin board where, throughout the year, you will add to a checklist of editing topics as they are taught through targeted mini-lesson and listed on the bulletin board, you are expected to edit your work for the elements before publication. (L.6.1, L.7.1, L.8.1; L.6.2, L.7.2, L.8.2; L.6.3, L.7.3, L.8.3).
13. MECHANICS
Your teacher will teach mini-lessons on the individual language standards. For example, as a class you will find examples of commas, parentheses, and dashes in books read in class. See if the class can generalize rules for when these are used. (See the following examples: (1) The 25th anniversary of our school (August 25, 2008) brought back memories for the retired teachers who worked there. (2) The 25th anniversary of our school--August 25, 2008-- brought back memories for the retired teachers who worked there. (3) Sheila's youngest brother, Connor, will be visiting her in the hospital.) Then, you will choose a piece of your own writing and see if there is a place where information could be added-- and decide if a comma, parentheses, or a dash is needed. Check your work with a partner. (L.6.2a, L.7.2a, L.8.2a).
14. VOCABULARY/WORD WALL
As a class, create a Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study. (L.6.4, L.7.4, L.8.4).
15. VOCABULARY / WORD WALL
As a class continue adding to the Vocabulary Wall bulletin board where, throughout the year, your will add and sort words as you learn them in each unit of study, (L.6.4).
As you read the original and prequel versions of Peter Pan, take notes about the following in your journal (Reader's Notebook):
- Setting
- List of characters and their traits
- The character's internal responses and external behaviors to events in the story
- The events that lead up to climax, and ultimately, the character's development
- "I Won't Grow Up"-- how do Peter Pan's actions reflect these famous words?
Be sure to write down the page numbers of relevant information, or mark your book with sticky notes, so you can go back and cite the text during class discussion, You will be given an opportunity ti talk through your idea with a partner prior to class discussion (RL.6.1, RL.7.1, RL.8.1).
2. LITERARY RESPONSE
Discuss the elements of setting (i.e. time, place, environment) with your classmates. Find examples of how time, place and environment are used for Peter Pan. Write your ideas on a sticky note before sharing ideas as a class. After the class discussion, look back into the texts to find specific examples of how J.M. Barrie described Neverland and even how he described the Darling home in England. Create a three column chart in your Reader's Notebook (or on the computer) to help organize your notes; use one column for each element of setting (RL.6.1, RL.7.1, Rl.8.1, RL.6.3, RL.6.3, RL.8.3).
3. LITERATURE RESPONSE
Create a character map of one of the characters from Peter Pan, citing specific examples from the text. As a class, we will compare and contrast similarities and differences in how the characters develop over the course of the story, and discuss how we learn from the behavior of literary characters-- both through examples and "non-examples" (RL.6.1, RL.7.1, RL.8.1, RL.6.3, RL.7.3, RL.8.3)
4. WRITING ARGUMENT
How is listening to Peter Pan, Peter and the Starcatchers, or James and the Giant Peach as an audiobook similar to and different from reading the book? Which do you prefer? Why? Write an argument to support your preference in your journal or post it on the classroom blog, and compare your response to those of your classmates. Discuss at least three reasons for your preference, citing evidence from the text. (RL.6.7, RL.7.7, RL..8., W.6.1, W.7.1, W.8.1, L.6.1a,b, L.7.1a,b., L.8.1a,b., L.6.2a,b., L.7.2a,b., L.8.2a,b).
5. DRAMATIZATION/FLUENCY
Choose a scene from one of the books that you find humorous or that touched you in some way. Work with classmates to present the scene as a dramatic reading. You may also record your presentation using a video camera to compare the difference in impact between seeing and hearing the words (SL.6.6, SL7.6, SL.8.6).
6. INFORMATIVE/EXPLANATORY WRITING
What did you learn about the authors from the biographies, autobiographies, letter, or interviews that you didn't know before? How much of the author's experiences do you "see" in the text after learning more about him/her? Prior to drafting your essay, you should establish a plan for locating creditable and reliable information. Your explanation should be a well-developed essay that includes three to four supporting details. Edit your writing for pronouns, punctuation, and spelling (RL.6.1, FL.7.1, FL.8.1, L.6.1a, L.7.1a, L.8.1a)
7. POETRY RESPONSE
How is the treatment of growing up similar and different in the poems and the prose we've read? Write your idea in your Reader's Journal prior to class discussion (SL.6.6, SL.7.6, SL.8.6).
8. LITERATURE RESPONSE/MEDIA APPRECIATION
What does the phrase "I won't grow up" mean to you? Based on the lyrics from the musical version of Peter Pan, what does growing up mean to Peter? Does this song include all aspects of growing up? Your teacher may ask you to first write your own responses in your Writer's Notebook and share it with a partner prior to discussing as a class (SL.6.1a,b, SL.7.1a,b, SL.8.1a,b) (Note: Alternatively, you may watch the "I Won't Grow Up" scene from the movie or on YouTube and then discuss.) (RL.6.7, RL.7.7, RL.8.7).
9. WORD STUDY
Keep an index card file of words studied while reading Peter Pan, Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, and so on. Can you select a word and find its root? How do prefixes and suffixes affect the part of speech and spelling? (Note: This will be an ongoing activity all year long.) (L.6.4a,b, L.7.4a,b. L.8.4a,b).
10. INFORMATIVE/EXPLANATORY WRITING
Write an informative.explanatory essay in response to the essential question (What distinguishes childhood from adulthood?). Choose at least three things learned from a character or an author and explain what you learned from them. Prepare the essay for publication by editing , especially for pronouns, punctuation, and spelling. Upload your essay to the classroom blog or a class wiki. Be prepared to make an audio recording of your essay and upload it as a podcast on the class web page for this unit. (W.6.9a,b, W.7.9a,b, W.8.9a,b; L.6.1a,b., L.7.1a,b., L.8.1a,b; L.6.2a,b, L.7.2a,b, L.8.2a,b).
11. GRAMMAR AND USAGE
Your teacher will teach mini-lessons on the individual language standards. For example, he/she will explain relative pronouns and adverbs to the class, and then you ill practice some cloze activities as a class: (i.e., (1) I told you about the dog ____[who, whose, whom, which, that] lives next door. (2) The stars were shining _____ [brightly, bright] in the night sky.) Select a piece of your own writing, circle the relative pronouns and adverbs, and ensure the correct words were used. (L.6.1a, L.7.1a, L.8.1a).
12. MECHANICS/GRAMMAR WALL
As a class, create a Mechanics/Grammar bulletin board where, throughout the year, you will add to a checklist of editing topics as they are taught through targeted mini-lesson and listed on the bulletin board, you are expected to edit your work for the elements before publication. (L.6.1, L.7.1, L.8.1; L.6.2, L.7.2, L.8.2; L.6.3, L.7.3, L.8.3).
13. MECHANICS
Your teacher will teach mini-lessons on the individual language standards. For example, as a class you will find examples of commas, parentheses, and dashes in books read in class. See if the class can generalize rules for when these are used. (See the following examples: (1) The 25th anniversary of our school (August 25, 2008) brought back memories for the retired teachers who worked there. (2) The 25th anniversary of our school--August 25, 2008-- brought back memories for the retired teachers who worked there. (3) Sheila's youngest brother, Connor, will be visiting her in the hospital.) Then, you will choose a piece of your own writing and see if there is a place where information could be added-- and decide if a comma, parentheses, or a dash is needed. Check your work with a partner. (L.6.2a, L.7.2a, L.8.2a).
14. VOCABULARY/WORD WALL
As a class, create a Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study. (L.6.4, L.7.4, L.8.4).
15. VOCABULARY / WORD WALL
As a class continue adding to the Vocabulary Wall bulletin board where, throughout the year, your will add and sort words as you learn them in each unit of study, (L.6.4).
Additional Resources
- Literary Elements Map (ReadWriteThink) (RL.6.3)
- Lights, Camera, ActionL Interviewing a Book Character (ReadWriteThink) (RL.6.3)
- Book Report Alternative: Creating a Childhood for a Character (ReadWriteThink) (RL.6.3)
- Action is Character: Exploring Character Traits with Adjectives (ReadWriteThink) (RL.6.1)
- Internalization of Vocabulary Through the Use if a Word Map (ReadWriteThink) (RL.6.4, RI.6.4)
- Improve Comprehension: A Word Game Using Root Words and Affixes (ReadWriteThink) (RL.7.4, RI.7.4)
- You Can't Spell the Word Prefix Without a Prefix (ReadWriteThink) (RL.6.7. RI.7.4)
- March is Music in Our Schools Month (ReadWriteThink) (SL.6.1)
- Roald Dahl Was Born on This Day in 1916 (ReadWriteThink) (RL.6.7)
- Story map (ReadWriteThink)
Terminology
- Character development
- Character traits
- Elements of setting: place, time, environment
- Interviews
- Prequel