Matilda Roald Dahl
Grade 3 ELA
Week 1-6
Stage 1 – Desired Results
ESTABLISHED GOALS
G
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RL.3.7 Explain how specific
aspects of a text’s illustrations contribute to
what is conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a
character or setting).
CCSS.ELA-Literacy.MA.RL.3.8.a Identify
elements of fiction (e.g., characters, setting,
problem, solution) and elements of poetry
(e.g., rhyme, rhythm, figurative language,
alliteration, onomatopoeia).
CCSS.ELA-Literacy.W.3.2 Write
informative/explanatory texts to examine a
topic and convey ideas and information
clearly.
CCSS.ELA-Literacy.W.3.2.a Introduce a
topic and group related information
together; include illustrations when useful
to aiding comprehension.
CCSS.ELA-Literacy.W.3.2.b Develop the
topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.3.2.c Use linking
words and phrases (e.g., also, another,
and, more, but) to connect ideas within
categories of information.
CCSS.ELA-Literacy.W.3.2.d Provide a
Transfer
Students will be able to independently use their learning to…
Read literature and make real-life connections and meaning to their own life through the
stories they read.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…


People value different things
depending on their environment
and culture.
Conflict occur when people do not
value and respect differences
among each other.

Why are you different from your
friends?

Is it ok to be different?
T
Acquisition
Students will know…
K Students will be skilled at…
S
 The basic story elements expected in
 Previewing a book to determine if it is
any narrative text.
fiction and explaining why.
 The characteristics of realistic fiction:
 Identifying important information
settings that can be real—characters
related to the story elements (setting,
who behave like real people and
characters, problem, events, solution)
problems that are believable.
while reading.
 Strategies for understanding a
 Summarizing a text based on the
character by identifying how the
important information for each story
character acts, what the character
element.
says and/or thinks, and what others
 Making inferences to describe a
say about the character.
character and explain why s/he
 The writing technique of “show, don’t
changed in a story.
tell.”
 Discussing ideas from a text with
 The role of illustrations in a story and
peers, using agreed-upon rules for
how they contribute to the mood of
discussion.
Matilda Roald Dahl
concluding statement or section.
CCSS.ELA-Literacy.SL.3.1 Engage effectively in
a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse
partners on third-grade topics and texts,
building on others’ ideas and expressing their
own clearly.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.SL.3.1.b Follow agreedupon 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).
CCSS.ELA-Literacy.SL.3.1.c Ask questions
to check understanding of information
presented, stay on topic, and link their
comments to the remarks of others.
CCSS.ELA-Literacy.SL.3.1.d Explain their
ideas and understanding in light of the
discussion.
CCSS.ELA-Literacy.SL.3.4 Report on a topic or
text, tell a story, or recount an experience
with appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace.
Grade 3 ELA


the setting or characters.
Rules for effective speaking and
listening when discussing and sharing
ideas from texts.
The importance of writing about what
we read to improve comprehension.
Week 1-6


Responding to a general, open-ended
question about a story in writing.
Using the writing process to develop a
writing piece.
Matilda Roald Dahl
Grade 3 ELA
Week 1-6
Stage 2 – Evidence
Evaluative Criteria
The written notes and oral presentation will
include:
 Clear objective
 Aesthetic appeal
 Creativity
 Understanding
 Presentation.
 Active, focused participation in whole-class
and small-group discussions
 Written responses to questions that
include supporting evidence from the text
Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT
Students will create portfolio demonstrating their comprehension, attitudes, opinions and
connectedness about Matilda. They will chose activities to express their knowledge and
understanding based on Bloom’s Taxonomy.
OTHER EVIDENCE
OE
 Students’ participation in discussions
 Student’s ability to use specific text to support their ideas in oral discussions and written
responses
 Students’ discussions and responses to Essential Questions
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction