English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:6 / 1 / 1
Essential Question: / Anchor Text:
How can the choices you make affect relationships with other people? / The School Story
Realistic Fiction / Eleven
Short Story
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Narrative Writing: Personal
Focus Trait: Voice / Comprehension Skills and Strategies
Target Skill
· Understanding Characters
· Dialogue
· Simile
Target Strategy
· Question / Fluency
Accuracy
Decoding
The VCCV Syllable Pattern
Language:
Target Vocabulary: literary, revisions, manuscript, wry, editorial, muted, maze, publishing, pressuring, disclose
Spelling: Short Vowels: batch, reject, vanish, sloppy, rhythm, blunder, strict, meadow, recover, cleanse, text, mystery, expand, bluff, promptly, initials, statue, polish, somehow, dreadful
Grammar: Complete Sentences
Vocabulary Strategies: Prefixes dis-, ex-, inter-, non-
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words agent*, author*, editor*, novel*, text*
· Language Support Card 1
· Building Background Videos
· Teacher’s Edition p. E2
· Oral Language Chant, Blackline Master ELL 1.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary disclose, editorial*, literary*, manuscript*, maze, muted, pressuring*, publishing, revisions*, wry
· Vocabulary in Context Cards
Reading/Language Arts Terms affix*, character, complete sentence*, consonant*, fragment*, infer*, inference*, narrator*, personal narrative*, predicate*, prefix*, question, realistic fiction*, run-on sentence, sentence, sequence of events*, short story, subject*, syllables*, trait, voice*, vowel*
· Teacher’s Edition pp. E2, E4, E6, E8, E10
Scaffolding Comprehension
Building Background
· Language Support Card 1
· Building Background Videos
· Selection Blackline Master ELL 1.2
Comprehension
· Teacher’s Edition pp. E3, E4, E8
Story Structure
· Teacher’s Edition pp. E3, E7
Scaffolding Writing
Narrative Writing
Personal Narrative Paragraph, pp. T54-T57
· Teacher’s Edition p. E11
· Common Core Writing Handbook, Personal Narrative Paragraph
Scaffolding Grammar
Grammar: Complete Sentences, pp. T50-T53
· Teacher’s Edition P. E9
o Language Transfer Issue: Subject Pronoun Omission
· Language Support Card 1: Simple Present of Be; Adjectives to Describe People
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Accuracy
IV-R-3: HI-1: reading aloud passages from unfamiliar content area text, observing phrasing, punctuation and expression.
Decoding
The VCCV Syllable Pattern
IV-R-2: HI-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: literary, revisions, manuscript, wry, editorial, muted, maze, publishing, pressuring, disclose
Spelling: Short Vowels: batch, reject, vanish, sloppy, rhythm, blunder, strict, meadow, recover, cleanse, text, mystery, expand, bluff, promptly, initials, statue, polish, somehow, dreadful
IV- L-2 (Vocab): HI-4: explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Grammar: Complete Sentences
IV-L-1 (SC): HI-3: producing sentences with a subject, linking verb, complement (S-V-C) with subject-verb agreement.
Vocabulary Strategies: Prefixes dis-, ex-, inter-, non-
IV-L-2 (Vocab): HI-7: analyzing the effect of affixes on base/root words (e.g., adding -ful to beauty makes it an adjective).
Students will learn about complete sentences by reading and writing example sentences about communication.
IV-L-1 (SC): HI-3: producing sentences with a subject, linking verb, complement (S-V-C) with subject-verb agreement. / Students will write a personal narrative paragraph, using “The School Story” as a model maintaining a clear voice in a piece of writing.
IV-W-1: HI-1: writing one or more narrative paragraphs that include an engaging plot, developed characters, setting, figurative language, and dialogue as appropriate.
The School Story
Realistic Fiction
Students will read “The School Story” to
o Understand characters’ thoughts and actions
IV-R-4: HI-15: analyzing the motivations of the major and minor characters within a fictional text.
o Analyze dialogue in a text
o Study the author’s use of similes
IV-L-2(Vocab): HI-16: determine the intended meaning of figurative language.
Eleven
Short Story
Students will read “Eleven” to
o Analyze the structure of a short story
o Appreciate the words authors choose to describe a story’s characters, setting, and events
IV-R-4: HI-2: identifying forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama) based upon their characteristics
IV-R-4: HI-12: determining the author's stated or implied purpose (e.g., to inform, to persuade, to entertain).
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, T58
· Comprehension, T58
· Decoding, T59
· Language Arts, T59
· Fluency, T59
ELL Small Group
ELL Leveled Reader
· 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 So You Want to Work in Publishing?, Differentiate Instruction, p. T65
Differentiate Comprehension: Understanding Characters; Question, p. T67
Leveled Reader Just for the Fun of It, p.T71
Differentiate Vocabulary Strategies: Prefixes dis-, ex-, inter-, non-, p. T73
Options for Reteaching: pp. T74-T75
What are my other children doing?
Reread So You Want to Work in Publishing?
Listen to Audio of “The School Story”; Retell and discuss
Vocabulary in Context Cards 1-10 Talk It Over Activities
Partners: Reread for Fluency: Just for the Fun of It
Complete Leveled Practice ELL 1.1
Reread So You Want to Work in Publishing? or “The School Story”
Complete Literacy Centers
ELL Extra Support / Go Digital
ELL Lesson 1 Resources
· Daily Lessons to support the core
· Language Support Card 1
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
o Cooperative Learning Guidelines / For Students:
· My WriteSmart
· eBook
· GrammarSnap Videos
· Destination Reading
· Context Cards
For Teachers:
· Teacher One-Stop
· Interactive Whiteboard Lessons
· Literacy and Language Guide
Grab and Go
· Lesson 1 Blackline Master
· Additional Resources
· Assessment
Assessment & Additional Resources
Weekly Tests
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