Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 2
ELA
Unit 5
3rd Grade
Lesson 2 of 29
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Describe how Wanda is treated and the role Peggy and Maddie play in the way Wanda is treated.
Book: The Hundred Dresses by Eleanor Estes pp. 8 – 18
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Describe how Wanda is treated. What role do Peggy and Maddie play in the way Wanda is treated?
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Questions about the text that will help guide the students understanding
Describe Boggins Heights.
Describe Wanda. What did people notice about her? Why?
Read the quote from page 12. "She didn’t have a lot of friends, but a lot of girls talked to her" (12). What did the girls talk to her about? What were their intentions?
How does Maddie really feel about the dresses game? What does this tell us about her relationship with Peggy?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
disgracefully
adv.
when something done is not pleasant
incredulously
doing something with lack of belief
inseparable
adj.
not able to be separated
mock
not real or true
Suggestions for teachers to help them teach this lesson
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RL.3.3 — Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Standards that are practiced daily but are not priority standards of the unit
L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
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.3.6 — 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).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.4 — Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
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
Defend if Maddie thinks the way they are treating Wanda is right and if you agree or disagree.
Explain the significance of "have fun with her" and how it relates to the author’s description of characters.
Standards
RL.3.3
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
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.
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.
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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