Exciting, Humorous, Adventurous, Delightful, Fast-Paced | Reviews: “…readers drawn by authorial star power or swashbuckling will come away satisfied.” Kirkus Review “The authors plait multiple story lines together in short, fast-moving chapters, with the growing friendship between Molly and Peter at the narrative's emotional center. Capitalizing on familiar material, this adventure is carefully crafted to set the stage for Peter's later exploits. This smoothly written page-turner just might send readers back to the original.” Margaret A. Chang, School Library Journal |
Bibliography:
Barry, D., & Pearson, R. (2004). Peter and the Starcatchers. New York: Disney Editions/Hyperion Books for Children.
Barry, D., & Pearson, R. (2004). Peter and the Starcatchers. New York: Disney Editions/Hyperion Books for Children.
Reading Level: An AR rating of 5.2 (5th grade) with an interest level of middle grades (4th-8th grade).
Suggested Delivery: Read A-Loud
Summary:
A dock at the London pier has two ships, the Wasp and the Never Land. One has a magical trunk on-board that has an odd effect on anyone who touches it. It can make rats and people fly. The problem is the trunk is on the wrong ship.
On-board the Never Land, Peter and his new friend Molly begin an adventure with surprising twists. They fight a band of pirates and a thieving duo to keep the magical trunk from falling into the wrong hands. The trunk is thrown into the sea during a small fight with the pirates. A storm hits and destroys the Never Land. Survivors of the destroyed Never Land are swept onto the beaches of Prawn Island, incidentally where the trunk has landed. Events begin to intensify. Fish are transformed into mythical creatures, a tribe of natives tries to feed the survivors to a Mister Grin, and the pirates arrive at the island. Can Peter and Molly keep the trunk from the wrong hands and save the world?
A dock at the London pier has two ships, the Wasp and the Never Land. One has a magical trunk on-board that has an odd effect on anyone who touches it. It can make rats and people fly. The problem is the trunk is on the wrong ship.
On-board the Never Land, Peter and his new friend Molly begin an adventure with surprising twists. They fight a band of pirates and a thieving duo to keep the magical trunk from falling into the wrong hands. The trunk is thrown into the sea during a small fight with the pirates. A storm hits and destroys the Never Land. Survivors of the destroyed Never Land are swept onto the beaches of Prawn Island, incidentally where the trunk has landed. Events begin to intensify. Fish are transformed into mythical creatures, a tribe of natives tries to feed the survivors to a Mister Grin, and the pirates arrive at the island. Can Peter and Molly keep the trunk from the wrong hands and save the world?
Key Vocabulary:
Tubby (4): to be fat and tiny
Mermaid (6): a fairy tale creature whose top half is woman and bottom is half fish
Cargo (7): the belongings being carried on a ship
Trunk (8): a container with a lid and a lock
Pirate (13): someone who robs ships at sea
Captain (31): the highest leader of a ship
Dory (47): a small, flat-bottomed boat
Starstuff (146): a made up substance that falls to the earth that has magical properties
Starcatchers (146): people who capture starstuff and send the starstuff back to the space
Vegetation (226): a lot of plants covering an area
Longboat (242): a large boat with oars
Fairy (439): a mythical creature that looks like a small person that can fly and has magical powers
*Definitions are based off of http://www.merriam-webster.com/
Tubby (4): to be fat and tiny
Mermaid (6): a fairy tale creature whose top half is woman and bottom is half fish
Cargo (7): the belongings being carried on a ship
Trunk (8): a container with a lid and a lock
Pirate (13): someone who robs ships at sea
Captain (31): the highest leader of a ship
Dory (47): a small, flat-bottomed boat
Starstuff (146): a made up substance that falls to the earth that has magical properties
Starcatchers (146): people who capture starstuff and send the starstuff back to the space
Vegetation (226): a lot of plants covering an area
Longboat (242): a large boat with oars
Fairy (439): a mythical creature that looks like a small person that can fly and has magical powers
*Definitions are based off of http://www.merriam-webster.com/
Before Reading Strategy:
Have students discuss what they know about Peter Pan. If students are unfamiliar with Peter Pan then this would be a good place to give a brief overview of that story.
Have students discuss what they know about Peter Pan. If students are unfamiliar with Peter Pan then this would be a good place to give a brief overview of that story.
During Reading Strategy:
Have the students create a timeline map. This is a combination of a timeline and a map. After each section, have the students draw a picture of a major event. Then, next to it write a brief description. However, instead of drawing the information in straight lines, draw it like you would draw a map. Be sure to number each event. Here is an example of some of the events from Peter and the Starcatchers. An alternative to putting everything on one page is to draw all the events that happen at sea on one page and then create a separate map for Mollusk Island. | |
After Reading Strategy
As a class, discuss the similarities and differences between Peter Pan and Peter from Peter and the Starcatchers. To aid in this discussion you can do an ongoing Venn Diagram (either on the board, on the overhead, on the computer via projector, online, etc.). This discussion can serve as a springboard for using the Story Bird electronic resource. |
Inferential Comprehension Writing Activity:
Have the students pretend they are Mister Grin. Ask them to write a short biography of Mister Grin based off of the information provided for by Fighting Prawn. Be sure to include feelings and thoughts in the biography. Don’t forget to include Mister Grin’s feelings on being imprisoned as well as the sudden ability to fly.
Have the students pretend they are Mister Grin. Ask them to write a short biography of Mister Grin based off of the information provided for by Fighting Prawn. Be sure to include feelings and thoughts in the biography. Don’t forget to include Mister Grin’s feelings on being imprisoned as well as the sudden ability to fly.
Electronic Resources:
Using storybird.com have students chose a fairy tale to create a prologue for. Start the students off with an example. Then, have them chose a story and create an outline. Once they have the outlined completed they can start on storybird.com. This activity will help students connect to the story by attempting to create their own prologue will still maintaining the important characteristics of the characters, like Barry and Pearson did for this novel.
Break students into groups of 2-4 students. Have them compile a list of ten terms that are important to the book. However, you may want to consider having a limit of only 1-2 words that are character names.
Then, using the link below, have them create their own crossword puzzle. If there is time have them share the puzzle with another group. By having students compile a limited list of words they are forced to think of the most important information in the book. By creating a crossword puzzle, the students have to think of ways to describe that term in a logical way.
http://www.discoveryeducation.com/free-puzzlemaker/
Using storybird.com have students chose a fairy tale to create a prologue for. Start the students off with an example. Then, have them chose a story and create an outline. Once they have the outlined completed they can start on storybird.com. This activity will help students connect to the story by attempting to create their own prologue will still maintaining the important characteristics of the characters, like Barry and Pearson did for this novel.
Break students into groups of 2-4 students. Have them compile a list of ten terms that are important to the book. However, you may want to consider having a limit of only 1-2 words that are character names.
Then, using the link below, have them create their own crossword puzzle. If there is time have them share the puzzle with another group. By having students compile a limited list of words they are forced to think of the most important information in the book. By creating a crossword puzzle, the students have to think of ways to describe that term in a logical way.
http://www.discoveryeducation.com/free-puzzlemaker/
References:
Dictionary and Thesaurus - Merriam-Webster Online. (n.d.). Dictionary and Thesaurus - Merriam-Webster Online. Retrieved August 6, 2013 from http://www.merriam-webster.com/.
Free Puzzlemaker . (n.d.). Discovery Education. Retrieved August 6, 2013 from http://www.discoveryeducation.com/free-puzzlemaker/.
Dictionary and Thesaurus - Merriam-Webster Online. (n.d.). Dictionary and Thesaurus - Merriam-Webster Online. Retrieved August 6, 2013 from http://www.merriam-webster.com/.
Free Puzzlemaker . (n.d.). Discovery Education. Retrieved August 6, 2013 from http://www.discoveryeducation.com/free-puzzlemaker/.