Unit Four

Exploring the Big Question

“It is not fair to ask of others what you are not willing to do yourself.”

~ Eleanor Roosevelt

What is fair and what is not?

Quotes for

Small Group Facilitated Discussions

“Every time we witness an injustice and do not act, we train our character to be passive in its presence and thereby eventually lose all ability to defend ourselves and those we love.”

~ Julian Assange

“Fairness does not mean everyone gets the same. Fairness means everyone gets what they need.”

~ Rick Riordan

“Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.”

~ Martin Luther King, Jr.

“We must treat each man on his worth and merits as a man. We must see that each is given a square deal, because he is entitled to no more and should receive no less.”

~ Teddy Roosevelt

“Fairness means treating people equitably, without bias or partiality. It means actively working to set aside self interest or group loyalty when rendering a judgment. In day to day life, fairness manifests itself in simple ways such as taking turns, listening intently, sharing, and not taking advantage of others based on their weaknesses.”

~ Anonymous

“Justice is a certain rectitude of mind whereby a man does what he ought to do in circumstances confronting him.”

~ Saint Thomas Aquinas

“It is reasonable that everyone who asks justice should do justice.”

~ Thomas Jefferson

“Though force can protect in emergency, only justice, fairness, consideration, and cooperation can finally lead men to the dawn of eternal peace.”

~ Dwight D. Eisenhower

By what sendsThe white kidsI ain't sent:I know I can'tBe President.What don't bugThem white kidsSure bugs me:We know everybodyAin't free.

Lies written downFor white folksAin't for us a-tall:Liberty And Justice;Huh! For All!

Children’s RhymesLangston Hughes

The Character Chronicles: Fairness

The Story of Human Rights

Fairness and Justice

Human Rights Animation

Reflect: Expository Critique applied to video2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions. 2.7 Make reasonable assertions about a text through accurate, supporting citations. 2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

A Further Exploration of Justice: What Is Fair and What Is Not

As a class, we will read, analyze, and discuss the following pieces in the reading textbook:

“To Captain John Smith” by Powhatan on p. 444“Eulogy on the Dog” by George Graham Vest on p. 478“The Wolf and the House Dog/The Donkey and the

Lapdog” by Aesop on p. 502“The Shutout” by Patricia C. McKissak and Fredrick

McKissak, Jr. on p. 511

Peruse the following selections in your reading textbook, and choose three selections you would be interested in reading and discussing in class:

“Looking for America” by Elizabeth Partridge on p. 450 “TIME: Dressed for Success?” by Melanie Bertotto on p. 461 “Romulus and Remus” by Geraldine McCaughrean on p. 469 “The Southpaw” by Judith Viorst on p. 486 “Spiders” by Robert Fulghum on p. 493 “The Circuit” by Francisco Jiménez on p. 524 “Harvest” excerpt by George Ancona on p. 536 “Persephone” by Alice Low on p. 540

As you read, you will be thinking about how these stories might relate to the themes of fairness, what makes you who you are, why you read, and what makes a hero.

An In-Depth Look at Fairness, Justice, and Equality

Short Story: “Harrison Bergeron”by Kurt Vonnegut, Jr.

Comparing and Contrasting:Fairness and One Author’s Technique

As a class, we will read, analyze, and discuss the following pieces in the reading textbook: “The Flying Machine” by Ray Bradbury on p. 550 “All Summer in a Day” by Ray Bradbury on p. 557

Assessments:Words of Week weekly vocabulary testAccelerated Reader reading, vocabulary, and literary

analysis testTreasures Unit 4 Assessment on pp. 576-580Discussion of fairness and reflections on

justice/equality and the implications for one’s own lifeOptional if needed: Treasures individual story

assessments and Treasures formative assessments to define differentiation

Standards Embedded:1.0 Word Analysis, Fluency , and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development 1.2 Identify and interpret figurative language and words with multiple meanings. 1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. 1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning. 1.5 Understand and explain “shades of meaning” in related words (e.g., softly and quietly).

2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. In addition, by grade eight, students read one million words annually on their own.

Structural Features of Informational Materials 2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information. 2.2 Analyze text that uses the compare-and-contrast organizational pattern.

Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics. 2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports. 2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

Expository Critique 2.7 Make reasonable assertions about a text through accurate, supporting citations.

3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.

Structural Features of Literature 3.1 Identify the forms of fiction and describe the major characteristics of each form.

Narrative Analysis of Grade-Level-Appropriate Text 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict. 3.3 Analyze the influence of setting on the problem and its resolution. 3.5 Identify the speaker and recognize the difference between first- and third-person narration (e.g., autobiography compared with biography). 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. 3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.

Additional Standard Embedded in Poem of the Day:3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

Expository Critique 2.7 Make reasonable assertions about a text through accurate, supporting citations.

Additional Standard Embedded in comparison studyof Sci-Fi/Fantasy short stories:

Literary Criticism 3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

Reading Standards Not Addressed in the Unit:

Expository Critique 2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions. 2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.