Embracing Difference: The Hundred Dresses and Garvey's Choice
ELA
Unit 5
3rd Grade
Lesson 29 of 30
These assessments accompany this unit to help gauge student understanding of key unit content and skills.
Content Assessment
The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards. This assessment should take approximately one class period.
Cold Read Assessment
The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing. This assessment should take approximately one class period.
Fluency Assessment
The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. The Fluency Assessment should be given at the end of a unit. Teachers should plan to pull students one-on-one to do this while the rest of the class is independently reading or writing. Find additional guidance for using this assessment and supporting reading fluency in Teacher Tools.
Lesson Map
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
Draft both paragraphs of their opinion letter, explaining their belief about bullying and describing specific actions they will take to prevent it.
- 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
Incorporate revisions, write their final copies, and address letters.
Standards
W.3.1W.3.4W.3.5
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.
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
Plan a realistic fiction narrative that shows a character's journey toward loving and accepting who they are.
- Story Mountain Graphic Organizer (G3)
Standards
RL.3.3RL.3.5W.3.3W.3.5
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.
- Revision Strategy Menu 2 (G3, U5, L30)
Standards
L.3.1.aL.3.2.dRL.3.5W.3.3W.3.5
Publish a series of free-verse poems that explore a character who struggles to love who they are.
Standards
RL.3.7W.3.3W.3.4W.3.5
