English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:4 / 4 / 16
Essential Question: / Anchor Text:
What traits do successful people have? / Rising Freedom
Historical Fiction / Spindletop
Informational Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Narrative Writing: Descriptive Paragraph
Focus Trait: Ideas / Comprehension Skills and Strategies
Target Skill
· Compare and Contrast
· Genre: Historical Fiction
· Personification
Target Strategy
· Monitor/Clarify / Fluency
· Rate
Decoding
· Sound/Spelling Changes
Language:
Target Vocabulary: escorted, swelled, relied, reputation, worthy, churning, situation, deserve, defended, satisfied
Spelling: Words with /k/, /ng/, and /kw/- risky, track, topic, blank, question, pocket, monkey, junk, equal, ache, public, attack, struck, earthquake, picnic, banker, electric, blanket, mistake, stomach
Grammar: Adjectives
Vocabulary Strategies: Figurative Language
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words accident*, collapsed*, convince*, disguise, train, driver, horses
· Language Support Card 16
· Building Background Videos
· Teacher’s Edition p. E2
· Oral Language Chant, Blackline Master ELL 16.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary escorted, swelled, relied, reputation, worthy, churning, situation, deserve, defended, satisfied
· Vocabulary in Context Cards
Reading/Language Arts Terms metaphor, personification, setting, simile, proverbs, adages, adjective, noun, describe, vivid detail.
· Teacher’s Edition pp. E2, E4
Scaffolding Comprehension
Building Background
· Language Support Card 16
· Building Background Videos
· Selection Blackline Master ELL16.2
Comprehension
· Teacher’s Edition pp. E3, E4, E6, E8, E10
Compare and Contrast
· Teacher’s Edition pp. E3, E5, E7
Scaffolding Writing
Narrative Writing
Descriptive Paragraph, pp. T52-T55
· Teacher’s Edition p. E11
· Common Core Writing Handbook, Descriptive Paragraph
Scaffolding Grammar
Grammar: Adjectives, pp. T48-T51
o Teacher’s Edition p. E9
Language Transfer Issue: Adjective Placement
o Language Support Card 16: Causative Made and Infinitive; Because Of + Noun or Noun Phrase
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Rate
III-R-3: B-1: reading aloud passages from familiar or cumulative text (e.g. The House that Jack Built) with fluency. (i.e., accuracy, appropriate phrasing, attention to punctuation, and expression
III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)
Decoding
Sound/Spelling Changes
III-R-2: HI-6: producing a new word when a specific grapheme is changed, added, or removed.
III-R-2: HI-7: applying knowledge of spelling pattern exceptions.
III-R-2: HI-8: applying knowledge of syllabication rules when decoding unfamiliar words in context. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: escorted, swelled, relied, reputation, worthy, churning, situation, deserve, defended, satisfied
Spelling: Words with /k/, /ng/, and /kw/- risky, track, topic, blank, question, pocket, monkey, junk, equal, ache, public, attack, struck, earthquake, picnic, banker, electric, blanket, mistake, stomach
III-L-2 (vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Grammar: Adjectives
III-L-1 (Vocab): HI-1: producing a series of adjectives in the correct order (i.e., quantity/concept /size/shape/ color).
III-L-1 (Vocab): HI-6: using proper adjectives with instructional support.
III-L-1 (Vocab): HI-11: using past participles (tired man) as adjectives.
Vocabulary Strategies: Figurative Language
III-L-2 (Vocab): HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts.
Students learn about adjectives through reading and writing about individual people and industries that made important contributions to United States history.
III-L-1 (Vocab): HI-1: producing a series of adjectives in the correct order (i.e., quantity/concept /size/shape/ color).
III-L-1 (Vocab): HI-6: using proper adjectives with instructional support.
III-L-1 (Vocab): HI-11: using past participles (tired man) as adjectives. / Students write a descriptive paragraph, using “Riding Freedom” as a model for including vivid details in their writing.
III-W-4: HI-7: writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure, repetition, etc.).
Riding Freedom
Historical Fiction
Students will read “Riding Freedom” to
o Compare and contrast characters, settings, and story events
III-R-4: HI-19: comparing and contrasting two settings within a fictional text
III-R-4: HI-18: comparing and contrasting two characters within a fictional text.
o Identify the elements of a historical fiction story
III-R-4: HI-1: comparing and contrasting fiction with nonfiction.
III-R-4: HI-8: locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text.
III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.
o Appreciate the author’s use of personification
III-R-4: HI-11: identifying the author’s purpose for writing a book. (i.e., to entertain, to inform, to persuade)
III-R-4: HI-33: identifying words that the author selects to create a rich auditory experience (e.g., alliteration, onomatopoeia, etc.) in a literary selection.
Spindletop
Informational Text
Students will read “Spindletop” to
o Learn about people in United States history who made major individual contributions to the oil industry.
III-R-4: HI-12: identifying the cause and effect relationship of two related events in a literary selection.
III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.
o Practice using interactive digital media to research historical topics
III-R-1: HI-3: evaluating the usefulness of various print sources based on the organizational features for a given task.
ELL Whole Group / Additional Whole Group Resources
Point-of-Use Scaffolded Support
· Use Visuals
· Use Gestures
· Comprehensible Input
· Peer-Supported Learning
· Language Transfer
· Idiomatic Language
· Use Sentence Frames
· Expand Language Production
Vocabulary in Context Cards
(front and back) / Progress Monitoring
Assess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address the students’ needs and get them back on track.
Respond to Assessment
· Vocabulary, T360
· Comprehension, T360
· Decoding, T361
· Language Arts, T361
· Fluency, T361
ELL Small Group
ELL Leveled Reader- A Dangerous Trip
· Contains the same content as the On-Level Reader but uses more accessible language
· ELL Leveled Reader Lesson Plan
· ELL Blackline Masters
/ Small Group Planner
Teacher-Led
Vocabulary Reader Stagecoach Travel, Differentiate Instruction, p. T63
Differentiate Comprehension: Compare and Contrast; Monitor/Clarify, p. T64
Leveled Reader A Dangerous Trip, p.T69
Differentiate Vocabulary Strategies: Figurative Language, p. T71
Options for Reteaching: pp. T72-73
What are my other children doing?
Reread Stagecoach Travel
Listen to Audio of “Riding Freedom”; Retell and discuss
Vocabulary in Context Cards 151-160 Talk It Over Activities
Partners: Reread for Fluency: A Dangerous Trip
Complete Leveled Practice ELL 16.1
Reread Stagecoach Travel or “Riding Freedom”
Complete Literacy Centers
ELL Extra Support / Go Digital
ELL Lesson 16 Resources
· Daily Lessons to support the core
· Language Support Card 16
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
o Cooperative Learning Guidelines / For Students:
· ELL Leveled Reader Online
· Vocabulary Reader Online
· Cross-Curricular Activity Bank
· Multimedia Grammar Glossary
· Picture Card Bank Online
For Teachers:
· ELD Station Online
· Leveled Readers Database
· Leveled Reader Teacher’s Guide
Grab and Go
· ELL Blackline Master
Assessment & Additional Resources
Weekly Tests Answer Key
Observation Checklists
Fluency Tests
Periodic Assessments
Reading Log
Vocabulary Log
Listening Log
Proofreading Checklist
Proofreading Marks
Writing Conference Form
Writing Rubric
Instructional Routines
Graphic Organizer Blackline Masters
Standards