Curriculum / ELA / 3rd Grade / Unit 1: Defining Identity: Dyamonde Daniel and My Name is María Isabel / Lesson 11
ELA
Unit 1
3rd Grade
Lesson 11 of 21
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Lesson Notes
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Write a story about what might happen if Free moved back to Detroit.
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Imagine Free finds out he’s moving back to Detroit. Write a story about how Dyamonde responds. Your story should:
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L.3.1.i — Produce simple, compound, and complex sentences.
L.3.2.c — Use commas and quotation marks in dialogue.
W.3.3.a — Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.b — Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Standards that are practiced daily but are not priority standards of the unit
L.3.1.a — Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1.b — Form and use regular and irregular plural nouns.
L.3.1.c — Use abstract nouns (e.g., childhood).
L.3.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.c — Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.3.6 — With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Explain how María Isabel feels about going to school.
Describe a few key aspects of your identity.
Standards
SL.3.1
Describe what Dyamonde is like using details from the text.
RL.3.3
Explain how Dyamonde's life changed and how it impacts the way she feels.
Explain how Dyamonde feels about Free and what that shows about her.
Explain why Dyamonde is puzzled by Free and what it shows about her.
Analyze how Dyamonde and Free are similar.
Explain what else Free and Dyamonde learn about each other.
Analyze how Dyamonde and Free changed and what causes the change.
Describe Dyamonde by gathering details and participating in a class discussion.
L.3.6RL.3.3RL.3.6SL.3.1SL.3.1.aSL.3.1.d
Explain the difference between a fragment and a complete sentence. Write sentences to describe Dyamonde.
L.3.1.fL.3.1.iL.3.3.b
4 days
L.3.1.iL.3.2.cW.3.3.aW.3.3.bW.3.5
RL.3.3RL.3.6
Explain what problem María Isabel has at school and how it makes her feel.
Describe the story of your name and why it is important to honor other’s names.
L.3.1L.3.2SL.3.1SL.3.1.aSL.3.1.dSL.3.6
Analyze if María Isabel feels welcome at her new school.
Explain why María Isabel is feeling thankful.
Determine what advice to give María Isabel about how to make it a happy time for everyone.
Explain what lesson María Isabel learns and how she learns it.
RL.3.2RL.3.3
Describe María Isabel by gathering details and participating in a class discussion.
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
5 days
Write a story about an experience that has shaped who you are.
L.3.1.iL.3.2.fW.3.3W.3.3.aW.3.3.d
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