Curriculum / ELA / 3rd Grade / Unit 1: Defining Identity: Dyamonde Daniel and My Name is María Isabel / Lesson 21

Defining Identity: Dyamonde Daniel and My Name is María Isabel

Lesson 21

ELA

Unit 1

3rd Grade

Lesson 21 of 22

The following assessments accompany Unit 1. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the Reading Focus Areas of the unit to comprehend a new text, topically or thematically related to the content of the unit. It may be administered in addition to the Content Assessment.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 20

Lesson 22

Lesson Map

Describe a few key aspects of your identity.

Standards

SL.3.1

Describe what Dyamonde is like using details from the text.

Make Way for Dyamonde Daniel — Chapter 1

Standards

RL.3.3

Explain how Dyamonde's life changed and how it impacts the way she feels.

Make Way for Dyamonde Daniel — Chapter 2

Standards

RL.3.3

Explain how Dyamonde feels about Free and what that shows about her.

Make Way for Dyamonde Daniel — Chapter 3

Standards

RL.3.3

progress
monitoring

progress
monitoring

Write complete simple sentences that include a subject and a predicate.

Sentences and Fragments Handout (G3, U1, L5)

Standards

L.3.1.i

Explain why Dyamonde is puzzled by Free and what it shows about her.

Make Way for Dyamonde Daniel — Chapter 4

Standards

RL.3.3

progress
monitoring

progress
monitoring

Analyze how Dyamonde and Free are similar.

Make Way for Dyamonde Daniel — Chapter 5

Standards

RL.3.3

Explain what else Free and Dyamonde learn about each other.

Make Way for Dyamonde Daniel — Chapters 6 and 7

Standards

RL.3.3

Analyze how Dyamonde and Free changed and what causes the change.

Make Way for Dyamonde Daniel — Chapter 8

Standards

RL.3.3

progress
monitoring

progress
monitoring

Describe Dyamonde by gathering details and participating in a class discussion.

Make Way for Dyamonde Daniel

Standards

L.3.6RL.3.3RL.3.6SL.3.1SL.3.1.aSL.3.1.d

progress
monitoring

progress
monitoring

Write a story about what might happen if Free moved back to Detroit.

Day 1 - Brainstorming

Brainstorm a story that includes the exposition, climax, and resolution.

Move to Motor City Mentor Text (G3, U1, L11)
Story Mountain Graphic Organizer (G3)

Standards

W.3.2.cW.3.3.aW.3.3.bW.3.5

Day 2 - Drafting

Draft a piece of realistic fiction that continues the story of Dyamonde and Free.

Story Mountain Graphic Organizer (G3) — (Completed)

Standards

W.3.3.aW.3.3.bW.3.5

Day 3 - Revision & Editing

Revise writing to add dialogue between characters.

Standards

W.3.2.cW.3.3.aW.3.3.bW.3.5

Explain how María Isabel feels about going to school.

My Name Is María Isabel — Preview and Chapter 1

Standards

RL.3.3RL.3.6

Explain what problem María Isabel has at school and how it makes her feel.

My Name Is María Isabel — Chapters 2 and 3

Standards

RL.3.3RL.3.6

Describe the story of your name or a nickname and why it is important to honor others' names.

Standards

L.3.1L.3.2SL.3.1SL.3.1.aSL.3.1.dSL.3.6

Use coordinating conjunctions and a comma to produce compound sentences.

Standards

L.3.1.hL.3.1.i

Analyze if María Isabel feels welcome at her new school.

My Name Is María Isabel — Chapter 4

Standards

RL.3.3RL.3.6

Explain why María Isabel is feeling grateful.

My Name Is María Isabel — Chapters 5 and 6

Standards

RL.3.3RL.3.6

progress
monitoring

progress
monitoring

Determine what advice to give María Isabel about how to make it a happy time for everyone.

My Name Is María Isabel — Chapters 7 and 8

Standards

RL.3.3RL.3.6

Explain what lesson María Isabel learns and how she learns it.

My Name Is María Isabel — Chapters 9 and 10

Standards

RL.3.2RL.3.3

progress
monitoring

progress
monitoring

Describe María Isabel by gathering details and participating in a class discussion.

My Name Is María Isabel

Standards

L.3.6RL.3.3RL.3.6SL.3.1SL.3.1.aSL.3.1.d

progress
monitoring

progress
monitoring

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Write a personal narrative about an experience that has shaped who you are.

Day 1 - Brainstorming

Brainstorm and plan a personal narrative that includes the exposition, rising actions, climax, falling action, and resolution.

Standards

W.3.3W.3.3.a

Day 2 - Planning

Plan a personal narrative that includes the exposition, rising actions, climax, falling action, and resolution.

Story Mountain Graphic Organizer (G3)

Standards

W.3.3W.3.3.aW.3.3.d

Day 3 - Drafting

Draft a personal narrative that includes all of the components of the narrative arc.

Story Mountain Graphic Organizer (G3)

Standards

W.3.3W.3.3.aW.3.3.d

Day 4 - Revision & Editing

Identify and remove unnecessary information from their personal narratives to make their stories clearer and more focused.

Revision Sentences (G3, U1, L22)

Standards

L.3.1.iL.3.2.fW.3.3W.3.3.aW.3.3.b

Day 5 - Publishing

Publish a class anthology celebrating the stories of all the students in class.

Standards

L.3.1.iL.3.2.fW.3.3W.3.3.aW.3.3.d

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