Longview ISD
Page 1
6th Grade Unit 3:
A Sense of Fairness
TAKS Objective:
1, 2, 3
Suggested Time Frame:
TEKS:
3rd Six Weeks
6.10D, 6.10E, 6.10F, 6.10G, 6.10H,
6.10I, 6.10L, 6.12H
Unit Overview
A Sense of Fairness: The concept of fairness is examined by analyzing characters, both real and fictional, which have had to come
to terms with unfair situations. This unit presents the ways in which people fight to bring a sense of fairness to the world.
Enduring Understandings
 All people at some point will encounter
unfair situations and conflict.
 Unfairness occurs in relationships and
in other life situations.
Essential Questions
 How does friendship in unfair situations?
 Why do some individuals take a stand
against unfairness while others
participate in it?
Language of Instruction
 first person
 implied
 main characters
 minor characters
 narrator
 paraphrase
 third person
Relationships and/or Connections that
should emerge
 Students should learn that the world
around them is not always fair. As
individuals, we should strive to promote
fairness, thus influencing our immediate
environment.
 See Real World Links, p. xxvi,
McDougal Littell Literature.
Writing Purpose
Writing Process for a persuasive essay
 Prewriting
 Drafting
 Revising
 Publishing and Reflecting
 State rubric—“What Makes a 4”
Review student samples—
find state rubric attributes
Focus and Coherence
 Maintain focus
 Create quality
 Use graphic organizers
 Create
1. Pre-intro
2. Introduction
3. Body
Organization
Persuasive Writing
 Analyze published work such as
“Zlateh the Goat”, p. 482 (found in
Grade6 McDougal Littell’s The
Language of Literature)
 Replicate author’s style
Core Vocabulary
heed
previous
hideous
propose
inward
prospect
italics
qualify
lest
recent
nigh
recite
oral
recreation
parcel
regardless
pelt
remote
ponder
rouse
portable
seam
poultry
shame
prefer
toll
presume
vicinity
prevention
yield
Products students will develop
Select from:
 art
 greeting cards
 time line
 press conference
 game show
 debate
 role playing
 book projects
Depth of Development
 Apply paragraph development
techniques
 Use strong, appropriate vocabulary
 Focus:
 Audience
 Point-of-view
 Build vocabulary for synonyms of
good, bad, like, dislike, love, hate
 Incorporate words like: furthermore,
however, henceforth, in addition,
etc.
Voice
Focus: Connecting with the audience to
persuade
 Cultural beliefs
 Traditions
 Viewpoints
 Debates
Conventions
Review 6th grade expectations including:
A6, A10, A11, A12, B7, B8, B10, C8,
C17, C27, J5, J6, J9
8/27/2007
DRAFT 2
Longview ISD
Page 2
6th Grade Unit 3:
A Sense of Fairness
TAKS Objective:
1, 2, 3
Suggested Time Frame:
TEKS:
3rd Six Weeks
6.10D, 6.10E, 6.10F, 6.10G, 6.10H,
6.10I, 6.10L, 6.12H
Unit Overview
A Sense of Fairness: The concept of fairness is examined by analyzing characters, both real and fictional, which have had to come
to terms with unfair situations. This unit presents the ways in which people fight to bring a sense of fairness to the world.
Text Resources
Choose from:
Literature Anthology:
 Damon and Pythias
 Cricket in the Road
 Mean Son
 Peers Talk it Out
 The Quarrel
 Fable
 The Southpaw
 Analysis of Baseball
 Abdal-Rahman Ibrahima
 The Wolf and the House Dog
 The Story of My Life
 High-tech Helping Hands
 Street Corner Flight
 Words Like Freedom
6th grade novels:
 Roll of Thunder, Hear My Cry
 The Swiss Family Robinson
 The Cay
 My Side of the Mountain
 Where the Red Fern Grows
 Number the Stars
 The Secret Garden
Selected Children’s Stories:
Choose from:
 Aesop’s Fables
 The Pinkish, Purplish, Bluish Egg
 Big Bad Bruce
 Imogene’s Antlers
 Dear Mr. Henshaw
 Testing Miss Malarkey
WRITING MINILESSONS:
Enrichment Workstations
Whole group
Speaking & Listening Skills/Processes
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Small group
Paired learning (partners)
Library
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Writing/Grammar
Vocabulary
Reading Skills
Sustained Silent Reading
Poetry
Computer
Library Research
Technology & Electronic Resources
 Online reading resources
http://www.Kidsolr.com
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 Internet research
http://www.mcdougallittell.com
 TEA website: interactive TAKS
practice
6.5A
6.5B
6.5C
6.5D
6.5E
6.5F
6.6A
6.6B
6.6C
6.7A
6.7B
6.7C
6.7D
6.7E
6.8A
6.8B
6.8C
6.9A
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6.9B
6.9C
6.9D
6.9E
6.10K
6.10M
6.11A
6.11B
6.11D
6.12B
6.12D
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6.13A
6.13B
6.13C
6.13D
6.13E
6.13G
6.13H
6.13I
6.14A
6.14B
6.14C
6.15F
6.15H
6.16A
6.16B
6.16C
6.16D
6.16E
6.16F
6.16G
6.18A
6.18B
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6.18C
6.18D
6.18E
6.18F
6.18G
6.18H
6.18I
6.19A
9.19B
6.19C
6.19D
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6.19E
6.20B
6.20C
6.20D
6.20E
6.20F
6.20G
6.21A
6.21B
Viewing & Representing Skills/Processes
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 http://www.tea.state.tx.us
Other (i.e., Speakers, Field Trips)
NOTES:
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6.2E
6.3A
6.3B
6.3C
6.4A
6.4C
Writing Skills/Processes
 Online video clips
 http://www.brainchild.com
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Reading Skills and Processes
Computer Lab
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6.1A
6.1B
6.1C
6.1D
6.2A
6.2D
6.22A
6.22B
6.22C
6.23A
6.23B
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6.23C
6.23D
6.24A
6.24B
6.24C
Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I.
TEKS Check
II. Open-ended
R2R:
“Martin Luther King’s Life” and
“Winter Weather Across America”
III.
Essay
IV. Research Paper
V. Log / Journal
VI. Story / Play / Poem
VII.
Model / Map / Video
VIII. Oral / Visual / Multimedia Presentation
1
2
3
4
8/27/2007
Selected Response
Fill-in-the-blank test
Matching test
Multiple choice test
True/False test
DRAFT 2
Longview ISD
Page 3
rd
Sixth Grade ELA 3 Six Weeks Overview
In this brief summary, the dates will fluctuate according to your students,
calendar, and special events.
Reflections
Suggested: 5 Days
 Skills: Identify the main idea in text
 Modeling: Aesop’s Fables
 Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of
Literature
 Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson;
The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
 Writing: Begin Prewriting (brainstorming) for persuasive writing
Suggested: 5 Days
 Skills: Drawing inferences. Model higher level questioning techniques (Kilgo).
 Modeling: The Pinkish, Purplish, Bluish Egg
 Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of
Literature
 Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson;
The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
 Writing: Continue Prewriting (mapping ideas using graphic organizer) for persuasive writing
Suggested: 5 Days
 Skills: Summarization
 Modeling: Big Bad Bruce
 Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of
Literature
 Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson;
The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
 Writing: Continue Prewriting (begin writing rough draft) for persuasive writing.
Suggested: 5 Days
 Skills: Recognize Cause and Effect. Discuss sensory language.
 Modeling: The Lorax
 Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of
Literature
 Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson;
The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
 Writing: Complete rough draft. Editing and revising persuasive writing
Suggested: 5 Days
 Skills: Discuss author’s point of view
 Modeling: Dear Mr. Henshaw
 Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of
Literature
 Novel Study: (can choose from the following: Roll of Thunder, Hear my Cry; The Swiss Family Robinson;
The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
 Writing: Publishing (final copy) of persuasive writing
Suggested: 3 Days
 Skills: Prepare and review for semester exams.
 Modeling: Testing Miss Malarkey
8/27/2007
DRAFT 2