Curriculum / ELA / 3rd Grade / Unit 6: Roald Dahl / Lesson 19
ELA
Unit 6
3rd Grade
Lesson 19 of 19
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Lesson Notes
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Write stories in the style of Roald Dahl.
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Write your own creative narrative with a focused plot using the writing of Roald Dahl as a guide. Make sure your story:
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L.3.1.i — Produce simple, compound, and complex sentences.
L.3.2.f — Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
W.3.3.a — Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.d — Provide a sense of closure.
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.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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.
Describe the Enormous Crocodile.
Standards
RL.3.3
RL.3.2RL.3.3
Analyze why people seek retaliation and if seeking retaliation is an effective way to solve a problem.
L.3.6RL.3.3SL.3.1SL.3.1.aSL.3.1.d
Explain the difference between a fragment and a complete sentence.
L.3.1.fL.3.1.iL.3.3.b
Describe Mr. and Mrs. Twit.
Describe Mr. and Mrs. Twit’s relationship and how they treat each other.
Explain what evidence Roald Dahl uses to show that Mr. Twit is an instigator.
Describe how Mr. and Mrs. Twit respond to the plan and why their responses are different.
Determine if a sentence is a complete sentence or incomplete sentence.
Describe what evidence Roald Dahl includes to describe where and how Mr. and Mrs. Twit live.
Describe what evidence Roald Dahl includes to help readers better understand Muggle-Wump and Roly-Poly bird and why they are important.
Explain how Muggle-Wump has changed and why by analyzing key details that describe character traits, motivations and relationships.
Evaluate the animals’ plan for revenge and if they got what they intended.
Identify the four different types of sentences and explain when they’re used.
L.3.6RL.3.2RL.3.3SL.3.1SL.3.1.aSL.3.1.dSL.3.6
Determine two or three traits that describe the Twits in depth.
L.3.6RL.3.2RL.3.3SL.3.1.aSL.3.1.d
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
SL.3.1
Explain what we can learn about writing stories from Roald Dahl and why it is important to study the work of authors by listening to interview clips from Roald Dahl describing his motivations for writing.
SL.3.6
5 days
L.3.1.iL.3.2.fW.3.3.aW.3.3.d
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