Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 17
ELA
Unit 5
3rd Grade
Lesson 17 of 29
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Lesson Notes
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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.
Rubric: Grade 3 Narrative Writing Rubric
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Imagine that Wanda returns to visit the school. Write the next chapter describing what happens when she returns. Make sure to include relevant details from The Hundred Dresses in your story.
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L.3.1.a — Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
W.3.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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.3.3.d — Provide a sense of closure.
Standards that are practiced daily but are not priority standards of the unit
L.3.1.g — Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.3.a — Choose words and phrases for effect.
L.3.5.c — Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.6 — Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
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.
Next
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.
Explain the significance of "have fun with her" and how it relates to the author’s description of characters.
Standards
RL.3.3
Describe how Wanda is treated and the role Peggy and Maddie play in the way Wanda is treated.
Defend if Maddie thinks the way they are treating Wanda is right and if you agree or disagree.
RL.3.3RL.3.6
Describe what types of details Maddie remembers about the day the hundred dresses game began.
RL.3.3RL.3.5
Explain how the dress game began and how Peggy’s actions impacted the entire community.
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.
Analyze the roles Peggy, Maddie, and Wanda play in the hundred dresses game.
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.
RL.3.5RL.3.7
Explain the effect the letter has on Maddie, Peggy, and Miss Mason.
Brainstorm before writing to make paragraphs coherent and cohesive.
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.
Explain what conclusion Maddie reaches after reflecting on what happened with Wanda and if you agree with the conclusion Maddie reaches.
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.
Explain the impact Wanda’s letter has on Maddie and Peggy.
3 days
Write an opinion piece about whether or not Peggy, Wanda, and Maddie’s roles in the hundred dresses game evolve.
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.
RL.3.2SL.3.1SL.3.1.cSL.3.1.dW.3.1
2 days
L.3.1.aW.3.3W.3.3.aW.3.3.bW.3.3.d
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.
Analyze how the poems help a reader build a deeper understanding of how Garvey views himself and how his self-image influences his actions.
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.
Analyze how each poem helps a reader build a deeper understanding of how joining chorus and meeting Manny influences Garvey.
Explain how each poem helps a reader build a deeper understanding of how Garvey is learning and growing.
Analyze how each poem helps a reader build a deeper understanding of the ways that Garvey continues to grow and change.
Analyze how each poem helps a reader build a deeper understanding of how Garvey changed and what factors caused the change.
RL.3.2RL.3.3RL.3.5
Identify the central message of Garvey’s Choice and explain how it was conveyed through key details in the text.
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.
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.
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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