Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 18

Embracing Difference: The Hundred Dresses and Garvey's Choice

Lesson 18: Day 2 - Drafting

ELA

Unit 5

3rd Grade

Lesson 18 of 29

Lesson Overview

Objective

Draft both paragraphs of their opinion letter, explaining their belief about bullying and describing specific actions they will take to prevent it.

Readings and Materials

Resource: Two Paragraph Outline — Completed

Lesson Notes

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Rubric: Single Point Opinion Writing Rubric (G3, U5)

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 begins and how Peggy’s actions impact the entire community.

Materials

The Hundred Dresses pp. 28–33

Standards

RL.3.3RL.3.5RL.3.6

Lesson

Language

Understand the function of adverbs in general and in particular sentences, and use them correctly in a sentence.

Materials

The Hundred Dresses
Adverb Mad Libs Sample Response (G3, U5, L6)
Editing Checklist 1 (G3, U5)

Standards

L.3.1.aL.3.1.d

Lesson

Explain how the author shows that Maddie is conflicted about the way she treats Wanda.

Materials

The Hundred Dresses pp. 34–39

Standards

L.3.1.aRL.3.3RL.3.6

Lesson

Discussion

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

Materials

The Hundred Dresses
Boxes and Bullets Graphic Organizer

Standards

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

Lesson

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

Materials

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

Standards

L.3.1.aRL.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

L.3.1.aRL.3.3RL.3.5RL.3.6

Lesson

Writing

Write a literary analysis paragraph about whether or not Peggy, Wanda, and Maddie's roles in the hundred dresses game evolve.

Materials

The Hundred Dresses
Single Paragraph Outline
Single Paragraph Outline Sample Response (G3, U5, L11)
Literary Analysis Exemplar 1 (G3, U5, L11)

Standards

W.3.1W.3.4W.3.5

Lesson

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

Materials

The Hundred Dresses pp. 51–58

Standards

L.3.1.aRL.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

L.3.1.aRL.3.2RL.3.3RL.3.6

Lesson

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

Materials

The Hundred Dresses pp. 64–68
Editing Checklist 1 (G3, U5)

Standards

L.3.1.aRL.3.3RL.3.6

Lesson

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

Materials

The Hundred Dresses pp. 69–80
Editing Checklist 1 (G3, U5)

Standards

L.3.1.aRL.3.3RL.3.6

Lesson

Writing

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

Materials

The Hundred Dresses
Single Paragraph Outline
Literary Analysis Exemplar 2 (G3, U5, L16)

Standards

W.3.1W.3.4W.3.5

Lesson

Discussion

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

Materials

The Hundred Dresses
Discussion Graphic Organizer (G3–5)

Standards

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

Lesson

Writing

Overview

Write an opinion letter to your future 4th grade self that shows what you believe about bullying and how you will take action to prevent it.

Materials

The Hundred Dresses
Taking a Stand Against Bullying Brainstorm (G3, U5, L18)
Taking a Stand Against Bullying Brainstorm Sample (G3, U5, L18)
Two Paragraph Outline
Two Paragraph Outline Sample (G3, U5, L18)
Revision Practice Handout (G3, U5, L18)
Revision Strategy Menu (G3, U5, L18)
Single Point Opinion Writing Rubric (G3, U5)
Editing Checklist 1 (G3, U5)
Opinion Writing Rubric (G3)

Day 1 - Brainstorming & Planning

Brainstorm and plan an opinion letter by identifying what students believe about bullying, why it is wrong, and how they can take action to prevent it.

Materials

Taking a Stand Against Bullying Brainstorm (G3, U5, L18)
Taking a Stand Against Bullying Brainstorm Sample (G3, U5, L18)
Two Paragraph Outline
Two Paragraph Outline Sample (G3, U5, L18)

Standards

W.3.1W.3.1.aW.3.1.bW.3.1.cW.3.1.dW.3.4W.3.5

Day 2 - Drafting

Draft both paragraphs of their opinion letter, explaining their belief about bullying and describing specific actions they will take to prevent it.

Materials

Two Paragraph Outline — Completed
Single Point Opinion Writing Rubric (G3, U5)

Standards

W.3.1W.3.1.aW.3.1.bW.3.1.cW.3.1.dW.3.4W.3.5

Day 3 - Revision & Editing

Revise an opinion paragraph by choosing the most appropriate revision strategies to make writing more convincing.

Materials

Revision Strategy Menu (G3, U5, L18)
Revision Practice Handout (G3, U5, L18)
Single Point Opinion Writing Rubric (G3, U5)
Editing Checklist 1 (G3, U5)

Standards

W.3.1W.3.4W.3.5

Day 4 - Publishing

Materials

Standards

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