Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 10

Embracing Difference: The Hundred Dresses and Garvey's Choice

Lesson 10

ELA

Unit 5

3rd Grade

Lesson 10 of 29

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Lesson Overview

Objective

Brainstorm before writing to make paragraphs coherent and cohesive.

Lesson Map

Explain the significance of "have fun with her" and how it relates to the author’s description of characters.

The Hundred Dresses pp. 2–7

Standards

RL.3.3

Describe how Wanda is treated and the role Peggy and Maddie play in the way Wanda is treated.

The Hundred Dresses pp. 8–18

Standards

RL.3.3

Defend if Maddie thinks the way they are treating Wanda is right and if you agree or disagree.

The Hundred Dresses pp. 8–18 — (Close Read)

Standards

RL.3.3RL.3.6

Describe what types of details Maddie remembers about the day the hundred dresses game began.

The Hundred Dresses pp. 19–28 — (middle of "A Bright Blue Day")

Standards

RL.3.3RL.3.5

Explain how the dress game began and how Peggy’s actions impacted the entire community.

The Hundred Dresses pp. 28–33

Standards

RL.3.3RL.3.5RL.3.6

Explain how the author shows that Maddie is conflicted about the way she treats Wanda and if you agree with Maddie’s rationalization of her actions.

The Hundred Dresses pp. 34–39

Standards

RL.3.3RL.3.6

Discussion & Writing

Analyze the roles Peggy, Maddie, and Wanda play in the hundred dresses game.

The Hundred Dresses

Standards

RL.3.3SL.3.1SL.3.4W.3.1

Analyze and explain how the illustrations on pages 42–43 contribute to a reader’s understanding of the text.

The Hundred Dresses pp. 40–45 — (Stop at "Draw!")

Standards

RL.3.5RL.3.7

Explain the effect the letter has on Maddie, Peggy, and Miss Mason.

The Hundred Dresses pp. 45–50

Standards

RL.3.3RL.3.6

Brainstorm before writing to make paragraphs coherent and cohesive.

Standards

W.3.1W.3.1.aW.3.1.bW.3.1.d

Explain why Maddie and Peggy left the house feeling "downcast and discouraged" and whether or not each girl is beginning to change.

The Hundred Dresses pp. 51–58

Standards

RL.3.3

Explain what conclusion Maddie reaches after reflecting on what happened with Wanda and if you agree with the conclusion Maddie reaches.

The Hundred Dresses pp. 59–63

Standards

RL.3.2RL.3.3RL.3.6

Analyze why Maddie and Peggy decided to write a letter to Wanda and what impact it had on both of them.

The Hundred Dresses pp. 64–68

Standards

RL.3.3RL.3.6

Explain the impact Wanda’s letter has on Maddie and Peggy.

The Hundred Dresses pp. 69–80

Standards

RL.3.3RL.3.6

3 days

Write an opinion piece about whether or not Peggy, Wanda, and Maddie’s roles in the hundred dresses game evolve.

The Hundred Dresses
Grade 3 Literary Analysis and Opinion Writing Rubric
Single Paragraph Outline

Standards

RL.3.3SL.3.1SL.3.3SL.3.4W.3.1W.3.1.aW.3.1.bW.3.1.d

Identify the central message of The Hundred Dresses and explain how it was conveyed through key details in the text.

The Hundred Dresses

Standards

RL.3.2SL.3.1SL.3.1.cSL.3.1.dW.3.1

2 days

Write a continuation of The Hundred Dresses by using relevant details from the text to write a story with a clear sequence of events and descriptive details.

Narrative Writing Rubric (G3)

Standards

L.3.1.aW.3.3W.3.3.aW.3.3.bW.3.3.d

Analyze how the poems on pages 1–18 work together to build a deeper picture of the way Garvey feels about himself and the way his dad views him.

Garvey's Choice pp. 1–18

Standards

RL.3.3RL.3.5

Explain why Garvey states that he would find a patch of earth and pull it up over his head and what details the author includes in previous poems to support this.

Garvey's Choice pp. 19–32

Standards

RL.3.3RL.3.5

Analyze how the poems help a reader build a deeper understanding of how Garvey views himself and how his self-image influences his actions.

Garvey's Choice pp. 33–43

Standards

RL.3.3RL.3.5

Analyze how the poems help a reader build a deeper understanding of how the idea of chorus both challenged and grew Garvey’s self-image.

Garvey's Choice pp. 44–56

Standards

RL.3.3RL.3.5

Analyze how each poem helps a reader build a deeper understanding of how joining chorus and meeting Manny influences Garvey.

Garvey's Choice pp. 57–69

Standards

RL.3.3RL.3.5

Explain how each poem helps a reader build a deeper understanding of how Garvey is learning and growing.

Garvey's Choice pp. 70–78

Standards

RL.3.3RL.3.5

Analyze how each poem helps a reader build a deeper understanding of the ways that Garvey continues to grow and change.

Garvey's Choice pp. 79–90

Standards

RL.3.3RL.3.5

Analyze how each poem helps a reader build a deeper understanding of how Garvey changed and what factors caused the change.

Garvey's Choice pp. 91–105

Standards

RL.3.2RL.3.3RL.3.5

Discussion & Writing

Identify the central message of Garvey’s Choice and explain how it was conveyed through key details in the text.

Garvey's Choice

Standards

RL.3.2SL.3.1SL.3.1.cSL.3.1.dW.3.1

Compare and contrast Maddie and Garvey’s experiences with bullying and self-image and what they both learned about themselves, by comparing and contrasting key details from two texts.

Garvey's Choice
The Hundred Dresses

Standards

RL.3.2RL.3.9SL.3.1SL.3.1.cSL.3.1.d

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

4 days

Write an opinion piece to convince your principal to use your ideas to prevent bullying at your school.

Grade 3 Literary Analysis and Opinion Writing Rubric

Standards

L.3.1L.3.1.iL.3.2L.3.2.aL.3.2.bW.3.1W.3.1.aW.3.1.bW.3.1.d

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