Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 20
ELA
Unit 5
3rd Grade
Lesson 20 of 29
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Analyze how the poems help a reader build a deeper understanding of how Garvey views himself and how his self-image influences his actions.
Book: Garvey's Choice by Nikki Grimes pp. 33 – 43
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does each poem help a reader build a deeper understanding of how Garvey views himself? How does Garvey’s self-image influence his actions?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does each poem help a reader build a deeper understanding of Garvey’s self-image?
How do the poems begin to reveal the importance of music to Garvey? Explain.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
self-image
n.
the way you see and think of yourself
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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.
RL.3.5 — Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Standards that are practiced daily but are not priority standards of the unit
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.3.10 — 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.
Lesson 19
Lesson 21
Explain the significance of "have fun with her" and how it relates to the author’s description of characters.
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.3.3 RL.3.6
Describe what types of details Maddie remembers about the day the hundred dresses game began.
RL.3.3 RL.3.5
Explain how the dress game began and how Peggy’s actions impacted the entire community.
RL.3.3 RL.3.5 RL.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.
Discussion & Writing
Analyze the roles Peggy, Maddie, and Wanda play in the hundred dresses game.
RL.3.3 SL.3.1 SL.3.4 W.3.1
Analyze and explain how the illustrations on pages 42–43 contribute to a reader’s understanding of the text.
RL.3.5 RL.3.7
Explain the effect the letter has on Maddie, Peggy, and Miss Mason.
Writing
Brainstorm before writing to make paragraphs coherent and cohesive.
W.3.1 W.3.1.a W.3.1.b W.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.3.2 RL.3.3 RL.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.
Opinion Writing – 3 days
Write an opinion piece about whether or not Peggy, Wanda, and Maddie’s roles in the hundred dresses game evolve.
RL.3.3 SL.3.1 SL.3.3 SL.3.4 W.3.1 W.3.1.a W.3.1.b W.3.1.d
Discussion
Identify the central message of The Hundred Dresses and explain how it was conveyed through key details in the text.
RL.3.2 SL.3.1 SL.3.1.c SL.3.1.d W.3.1
Narrative 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.
L.3.1.a W.3.3 W.3.3.a W.3.3.b W.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 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.3.2 RL.3.3 RL.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.3.2 RL.3.9 SL.3.1 SL.3.1.c SL.3.1.d
Assessment
Opinion Writing – 4 days
Write an opinion piece to convince your principal to use your ideas to prevent bullying at your school.
L.3.1 L.3.1.i L.3.2 L.3.2.a L.3.2.b W.3.1 W.3.1.a W.3.1.b W.3.1.d
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