Embracing Difference: The Hundred Dresses and Garvey's Choice

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

The Hundred Dresses pp. 2–7

Standards

RL.3.3

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

The Hundred Dresses pp. 8–18

Standards

RL.3.3

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

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

Standards

RL.3.3RL.3.6

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

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

Standards

RL.3.3RL.3.5

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

The Hundred Dresses pp. 28–33

Standards

RL.3.3RL.3.5RL.3.6

Language

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

Adverb Mad Libs Sample Response (G3, U5, L6)

Standards

L.3.1.aL.3.1.d

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

The Hundred Dresses pp. 34–39

Standards

L.3.1.aRL.3.3RL.3.6

Discussion

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

The Hundred Dresses

Standards

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

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

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

Standards

L.3.1.aRL.3.5RL.3.7

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

The Hundred Dresses pp. 45–50

Standards

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

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

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

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

The Hundred Dresses pp. 51–58

Standards

L.3.1.aRL.3.3

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

The Hundred Dresses pp. 59–63

Standards

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

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

The Hundred Dresses pp. 64–68

Standards

L.3.1.aRL.3.3RL.3.6

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

The Hundred Dresses pp. 69–80

Standards

L.3.1.aRL.3.3RL.3.6

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

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

Standards

W.3.1W.3.4W.3.5

Discussion

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

The Hundred Dresses

Standards

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

Day 1 - Brainstorming & Planning

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.

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.

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.

Day 3 - Revision & Editing

Two Paragraph Outline — Completed from Day 1

Standards

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

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

Revision Strategy Menu 1 (G3, U5, L18)
Revision Practice Handout (G3, U5, L18)

Standards

W.3.1W.3.4W.3.5

Day 4 - Publishing

Incorporate revisions, write their final copies, and address letters.

Standards

W.3.1W.3.4W.3.5

Language

Form and use possessive nouns to show ownership.

Tableau Planning Handout (G3, U5, L19)

Standards

L.3.2.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.

Garvey's Choice pp. 1–18

Standards

L.3.2.dRL.3.3RL.3.5

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.

Garvey's Choice pp. 19–32

Standards

L.3.2.dRL.3.3RL.3.5

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

Garvey's Choice pp. 33–43

Standards

L.3.2.dRL.3.3RL.3.5

Analyze how the poems help readers build a deeper understanding of how the idea of chorus both challenges and grows Garvey’s self-image.

Garvey's Choice pp. 44–56

Standards

L.3.2.dRL.3.3RL.3.5

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

Garvey's Choice pp. 57–69

Standards

L.3.2.dRL.3.3RL.3.5

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

Garvey's Choice pp. 70–78

Standards

L.3.2.dRL.3.3RL.3.5

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

Garvey's Choice pp. 79–90

Standards

L.3.2.dRL.3.3RL.3.5

Analyze how each poem helps readers build a deeper understanding of how Garvey changes and what factors cause the change.

Garvey's Choice pp. 91–105

Standards

L.3.2.dRL.3.2RL.3.3RL.3.5

Discussion

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

Garvey's Choice

Standards

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

Assessment

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Overview

Write a realistic fiction narrative in verse that shows a character's journey toward loving and accepting who they are, using a series of three to six free-verse poems.

Day 1 - Brainstorming

Brainstorm ideas for a narrative in verse by exploring characters who may struggle to love who they are, and identify possible wishes, challenges, and moments of growth that can shape their poem series.

Detail Cards (G3, U5, L30)
Character Brainstorm (G3, U5, L30)

Standards

RL.3.3RL.3.5W.3.3

Day 2 - Planning

Plan a realistic fiction narrative that shows a character's journey toward loving and accepting who they are.

Day 4 - Revision & Editing

Story Mountain Graphic Organizer (G3)

Standards

RL.3.3RL.3.5W.3.3W.3.5

Day 3 - Drafting

Draft a realistic fiction narrative in verse that shows a character's journey toward loving and accepting who they are.

Standards

L.3.5RL.3.3RL.3.5W.3.3

Revise a narrative poem by choosing strategies that refine line breaks, specific details, and the emotional heart of the moment.