Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 26
ELA
Unit 5
3rd Grade
Lesson 26 of 29
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Identify the central message of Garvey’s Choice and explain how it was conveyed through key details in the text.
Book: Garvey's Choice by Nikki Grimes
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Identify the central message of Garvey’s Choice. How is the central message conveyed through key details in the text?
Upgrade to Fishtank Plus to view Sample Response.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RL.3.2 — Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
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.
SL.3.1.c — Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1.d — Explain their own ideas and understanding in light of the discussion.
W.3.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons.
Standards that are practiced daily but are not priority standards of the unit
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).
SL.3.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1.b — Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
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
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.
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
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
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free