Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 11

Embracing Difference: The Hundred Dresses and Garvey's Choice

Lesson 11

ELA

Unit 5

3rd Grade

Lesson 11 of 29

Lesson Overview

Objective

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

Readings and Materials

Book: The Hundred Dresses by Eleanor Estes pp. 51–58

Lesson Notes

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Lesson Map

Lesson

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

Materials

The Hundred Dresses pp. 2–7

Standards

RL.3.3

Lesson

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

Materials

The Hundred Dresses pp. 8–18

Standards

RL.3.3

Lesson

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

Materials

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

Standards

RL.3.3RL.3.6

Lesson

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

Materials

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

Standards

RL.3.3RL.3.5

Lesson

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

Materials

The Hundred Dresses pp. 28–33

Standards

RL.3.3RL.3.5RL.3.6

Lesson

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.

Materials

The Hundred Dresses pp. 34–39

Standards

RL.3.3RL.3.6

Lesson

Discussion & Writing

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

Materials

The Hundred Dresses

Standards

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

Lesson

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

Materials

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

Standards

RL.3.5RL.3.7

Lesson

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

Materials

The Hundred Dresses pp. 45–50

Standards

RL.3.3RL.3.6

Lesson

Writing

Brainstorm before writing to make paragraphs coherent and cohesive.

Standards

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

Lesson

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

Materials

The Hundred Dresses pp. 51–58

Standards

RL.3.3

Lesson

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

Materials

The Hundred Dresses pp. 59–63

Standards

RL.3.2RL.3.3RL.3.6

Lesson

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

Materials

The Hundred Dresses pp. 64–68

Standards

RL.3.3RL.3.6

Lesson

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

Materials

The Hundred Dresses pp. 69–80

Standards

RL.3.3RL.3.6

Lesson

Writing

3 days

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

Materials

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

Lesson

Discussion

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

Materials

The Hundred Dresses

Standards

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

Lesson

Writing

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.

Materials

Narrative Writing Rubric (G3)

Standards

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

Lesson

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.

Materials

Garvey's Choice pp. 1–18

Standards

RL.3.3RL.3.5

Lesson

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.

Materials

Garvey's Choice pp. 19–32

Standards

RL.3.3RL.3.5

Lesson

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

Materials

Garvey's Choice pp. 33–43

Standards

RL.3.3RL.3.5

Lesson

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.

Materials

Garvey's Choice pp. 44–56

Standards

RL.3.3RL.3.5

Lesson

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

Materials

Garvey's Choice pp. 57–69

Standards

RL.3.3RL.3.5

Lesson

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

Materials

Garvey's Choice pp. 70–78

Standards

RL.3.3RL.3.5

Lesson

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

Materials

Garvey's Choice pp. 79–90

Standards

RL.3.3RL.3.5

Lesson

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

Materials

Garvey's Choice pp. 91–105

Standards

RL.3.2RL.3.3RL.3.5

Lesson

Discussion & Writing

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

Materials

Garvey's Choice

Standards

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

Lesson

Discussion

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.

Materials