Curriculum / ELA / 3rd Grade / Unit 5: Embracing Difference: The Hundred Dresses and Garvey's Choice / Lesson 29
ELA
Unit 5
3rd Grade
Lesson 29 of 29
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Write an opinion piece to convince your principal to use your ideas to prevent bullying at your school.
Rubric: Grade 3 Literary Analysis and Opinion Writing Rubric
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
We have learned that bullying is hurtful and wrong. Write a letter to your principal to describe one way he or she should prevent bullying at your school.
Before sending your letter, make sure it includes:
Then address an envelope and mail the letter to your principal.
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L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.i — Produce simple, compound, and complex sentences.
L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.a — Capitalize appropriate words in titles.
L.3.2.b — Use commas in addresses.
W.3.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a — Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b — Provide reasons that support the opinion.
W.3.1.d — Provide a concluding statement or section.
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).
W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.6 — With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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 28
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 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.3.2 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
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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