ESL Reading Comprehension + Writing Activity Worksheets on…

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ESL Reading Comprehension + Writing Activity Worksheets on Peter Pan

This English Second Language Teaching Resource on Peter Pan (3 PDF Slides; Reading Comprehension + Writing Activity) can be ideal to train Language skills in English. Suitable participants for this ESL EFL TESOL Reading + Writing Activity are Foreign Students at middle and High School (7th-12th Grade; teens).

Newcomers or any ESL Learner is also more than suitable for this ESL EFL TESOL Activity on Peter Pan (fictional character by J.M Barrie). This Teaching Educational Resource Product can also be ideal for ESL EFL Centers worldwide or any English second language tutor.

This ESL EFL TESOL Teaching Resource on Peter Pan (Worksheet; 3 PDF Printable slides) is ideal for intermediate advanced English as a Second or Foreign Language (ESL EFL) Learners.

Within this ESL Reading Comprehension + Essay Writing Activity Worksheet on Peter Pan (fictional character by J.M Barrie) is included:

1 text on Peter Pan (fictional character by J.M Barrie)
13 Questions on the text
2 Essay Prompts for ESL Writing Activity (writing an essay on your own personal opinion on Peter Pan and whether you have ever read or watched it + writing an essay on your own opinion on whether you agree on Peter Pan's fear to grow up or whether you agree more with Wendy's point of view; it's important to accept to grow up)

This ESL, EFL Teaching Resource Reading + Writing Activity on Peter Pan (3 PDF Printable Slides; worksheets) is great for Intermediate advanced English as a second or foreign language learners (ESL- EFL). This English Second Language Worksheet on Peter Pan (fictional character by J.M Barrie) aims to train and Reading Comprehension + Writing Skills.

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If you want to browse more PDF ESL, EFL, TESOL Teaching Resources and Educational Material click here Learning with Alan!

In the classroom

Teaching tips & learning objectives

Learning objectives

Students will recall factual details from an informational text, such as the author, publication dates, and character roles.
Students will explain the meaning of vocabulary and expressions in context, such as 'escapist' and 'to hold on.'
Students will support a true/false claim about a character with evidence drawn from the text.
Students will write an extended personal or persuasive response connecting the text's themes to their own opinions.

Teaching tips

Preview vocabulary such as 'escapist,' 'nemesis,' and the idiom 'to hold on' before assigning the passage, since two questions ask students to define or explain them in context.
The Tinker Bell true/false question asks students to argue their answer from the text, not just answer yes or no — model how to cite the passage before students attempt it independently.
Because both writing prompts ask for personal opinion and are longer-form, consider assigning them as a follow-up writing block rather than in the same sitting as the 13 comprehension questions.

Skills covered

Reading comprehension — students answer 13 factual and inferential questions about an informational passage on Peter Pan.
Textual evidence and argumentation — students argue whether a true/false statement about Tinker Bell's personality is supported by the passage.
Vocabulary in context — students explain words and expressions such as 'escapist' and 'to hold on' as used in the text.
Extended written response — students write a personal reflection essay and a persuasive response comparing Peter's and Wendy's viewpoints.

Good to know

Questions teachers ask about this resource

Do the writing prompts require outside research, or can students answer from the passage and their own opinions?

Both prompts ask for personal reflection and opinion — whether students enjoyed the story and which side of the Peter-versus-Wendy debate they favor — so they can be answered directly from the reading and the student's own experience, without outside research.

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Curriculum

Standards, concepts & topics

Standards

CCSS.RI.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.RI.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.W.9.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

Core concepts

Reading comprehension
Textual evidence
Vocabulary in context
Persuasive and reflective writing

Topics

ESL English English Second Language Reading Comprehension Writing Activity Essay Worksheets Printable

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Categories this resource belongs to

ELA Worksheets Esl Worksheets 10th Grade Worksheets 11Th Grade Worksheets 12Th Grade Worksheets 7th Grade Worksheets

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