Longview ISD
Page 1
6th Grade Unit 5:
Making Your Mark
TAKS Objective:
1, 3, 4
Suggested Time Frame:
TEKS:
5th Six Weeks
6.10F, 6.10G, 6.10L, 6.12A, 6.12H, 6.12I
Unit Overview
Making your Mark: People have left a stamp on the world in both ancient and modern times. All persons can make a mark in life.
Enduring Understandings
 Everyone must find a form of personal
expression.
 The voice of history speaks to all today.
 One person can make a difference.
Essential Questions
 What is voice?
 How is voice determined?
 How can people make a difference?
Language of Instruction
determine
first person
implied
inferencing
locate
organize
outline
paraphrase
recall
summarize
third person
Relationships and/or Connections that
should emerge
Students will consider how they can make
their own mark in life while realizing that
the voice of history is never stilled. See
Real World Links, p. xxvi, McDougal Littell
Literature.
Core Vocabulary
abundant
delegate
accustomed
distain
acquire
emerge
ascend
exert
assist
foe
betray
forlorn
brood
furthermore
capable
hasten
cease
hobble
characteristic
incident
charity
menace
debate
opposition
deceive
plea
dedicate
prow
defy
sow
Products students will develop
Select from:
 art
 timeline
 game show
 brochure
 role playing
 book projects
 diorama
 inspiration
 PowerPoint
Writing Purpose
Write a compare/contrast paper
Focus and Coherence
 Maintain focus
 Create quality
 Use graphic organizers
 Create
 Pre-intro
 Introduction
 Body
Organization
Writing Process
 Prewriting
 Brainstorming
 Graphic Organizers
 Drafting
 Revising
 Publishing and Reflecting
 State rubric—“What Makes a 4”
Review student samples—find state
rubric attributes
Depth of Development
 Strong topic sentence
 Use transitions
 Well organized ideas
 Clear detailed sentences
Voice
Share:
 Variety of published examples of
compare/contrast persuasive writing
 Respond by:
 Student partners compare traits
 Compare story characters’
traits
 Create graphic organizers
 Write paragraphs that reflect
comparison and persuasive
efforts
Use points of view from different
perspective
Conventions
Review 6th grade expectations including:
B7, B11, C10, C13, C14, C31, C32,
C35, C38, E2, E3, F6, J7, J8
8/27/2007
DRAFT 2
Longview ISD
Page 2
6th Grade Unit 5:
Making Your Mark
TAKS Objective:
1, 3, 4
Suggested Time Frame:
TEKS:
5th Six Weeks
6.10F, 6.10G, 6.10L, 6.12A, 6.12H, 6.12I
Unit Overview
Making your Mark: People have left a stamp on the world in both ancient and modern times. All persons can make a mark in life.
Text Resources
Choose from:
Literature Anthology
 For the Fun of It
 The Jacket
 Words on a Page
 My First Dive with the Dolphins
 Peers Talk it Out
 Daring to Dream
 The Wolf and the House Dog
 Oh Broom, Get to Work
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
 Don’t Let the Pigeon Drive the Bus
 Love you Forever
 Click Clack Moo, Cows that Type
 The Keeping Quilt
 Lon Po Po
 Little Red Riding Hood
 The Jolly Postman
Enrichment Workstations
 Whole group
 Small group
 Paired learning (partners)
 Library Research
 Computer Lab
 Writing/Grammar
 Vocabulary
 Reading Skills
 Sustained Silent Reading
 Poetry
Technology & Electronic Resources
 TEA website: interactive TAKS
practice
 Online reading resources:
www.Kidsolr.com
 Online video clips
 Internet research
 www.mcdougallittell.com
Other (i.e., Speakers, Field Trips)
Speaking/ Listening Skills/Processes
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6.1A
6.1B
6.1C
6.1D
6.2A
6.2D
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


6.2E
6.3A
6.3B
6.3C
6.4A
6.4C
6.5A
6.5B
6.5C
6.5D
6.5E
6.5F
Reading Skills and Processes
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

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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


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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
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6.19E
6.20B
6.20C
6.20D
6.20E
6.20F
6.20G
6.21A
6.21B
Writing Skills/Processes
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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
Viewing & Representing Skills/Processes
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WRITING MINI LESSONS:
NOTES:
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:
“Creepy, Crawly Cures”, and “Project
Backpack: Kids Helping Hurricane
Victims”
III.
Essay
IV. Research Paper
V. Log / Journal
VI. Story / Play / Poem
VII.
Model / Map / Video
VIII. Oral / Visual / Multimedia Presentation
Selected Response
1 Fill-in-the-blank test
2 Matching test
3 Multiple choice test
4 True/False test
8/27/2007
DRAFT 2
Longview ISD
Page 3
Sixth Grade ELA 5th Six Weeks Summary
In this brief summary, dates will fluctuate according to your students,
calendar, and special events.
Connections
Suggested: 5 Days

Skills: Identifiying author’s purpose in writing

Modeling: Don’t Let the Pigeon Drive the Bus

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 Compare/Contrast Writing
Suggested: 5 Days

Skills: Drawing inferences, conclusions, and generalizations. Support with evidence from text.

Modeling: Love You Forever

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 Compare/Contrast writing
Suggested: 5 Days

Skills: Paraphrasing and summarization

Modeling: Click Clack Moo, Cows that Type

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 Compare/Contrast writing.
Suggested: 5 Days

Skills: Main Idea and Supporting Details

Modeling: The Keeping Quilt

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 Compare/Contrast writing
Suggested: 5 Days

Skills: Using graphic organizers to organize information

Modeling: Lon Po Po and Little Read Riding Hood (compare/contrast)

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 Compare/Contrast writing
Suggested: 5 Days

Skills: Author’s Point of View

Modeling: The Jolly Postman

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: Journal Writing
8/27/2007
DRAFT 2