English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:4 / 2 / 10
Essential Question: / Anchor Text:
What does it take to be a great performer? / Jose! Born to Dance
Biography / Dance to the Beat
Poetry
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Informative Writing: Explanatory Essay
Focus Trait: Word Choice / Comprehension Skills and Strategies
Target Skill
· Author’s Purpose
· Genre: Biography
· Simile and Metaphor
Target Strategy
· Analyze/Evaluate / Fluency
· Intonation
Decoding
· Vowel + r Sound in Multisyllable Words
Language:
Target Vocabulary: debut, stubborn, permission, hauling, mournful, towered, triumph, discouraged, toured, border
Spelling: More Vowel + /r/ Sounds learn, dirty, worn, sore, thirst, burn, record, cure, board, course, worth, early, return, pure, world, search, worse, thirteen, sport, current
Grammar: Pronouns
Vocabulary Strategies: Shades of Meaning
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words choreographer*, concert*, invite*, performing, practice*, stage
· Language Support Card 10
· Building Background Videos
· Teacher’s Edition p. E42
· Oral Language Chant, Blackline Master ELL 10.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary debut, stubborn, permission, hauling, mournful, towered, triumph, discouraged, toured, border
· Vocabulary in Context Cards
Reading/Language Arts Terms biography, figurative language, simile, metaphor, pronoun, reflexive pronoun, demonstrative pronoun, antecedent
· Teacher’s Edition pp. E42, E44
Scaffolding Comprehension
Building Background
· Language Support Card 10
· Building Background Videos
· Selection Blackline Master ELL10.2
Comprehension
· Teacher’s Edition pp. E43, E44, E46, E48, E50
Author’s Purpose
· Teacher’s Edition pp. E43, E45, E47
Scaffolding Writing
Informative Writing
Draft an Explanatory Essay, pp. T350-T353
· Teacher’s Edition p. E51
· Common Core Writing Handbook, Explanatory Essay
Scaffolding Grammar
Grammar: Pronouns, pp. T346-T349
· Teacher’s Edition p. E49
Language Transfer Issue: Subject Pronoun Omission
· Language Support Card 10: Complex Sentences in Present Tense; Want + Object Pronoun + Infinitive
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Intonation
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
Vowel + r Sound in Multisyllable Words
III-R-2: LI-7: reading regularly spelled multi-syllabic and compound words including consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: debut, stubborn, permission, hauling, mournful, towered, triumph, discouraged, toured, border
Spelling: More Vowel + /r/ Sounds learn, dirty, worn, sore, thirst, burn, record, cure, board, course, worth, early, return, pure, world, search, worse, thirteen, sport, current
III-L-2 (vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Grammar: Pronouns
III-L-1(PRO): HI-1: using the appropriate personal subjective pronouns.
III-L-1(PRO): HI-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns
III-L-1(PRO): HI-4: differentiating between personal subjective, personal objective and personal possessive pronouns and their placement in sentences
Vocabulary Strategies: Shades of Meaning
III-L-1(Vocab): HI-2: identifying the meaning/usage of sight words and utilizing them in context
Students learn about pronouns through reading and writing about one type of performing artist: dancers.
III-L-1(PRO): E-1: defining pronouns and selecting singular and plural personal subjective pronouns (i.e., I, you, he, she, it, we, you, they) to complete a given sentence
III-L-1(PRO): E-2: listing and selecting singular and plural personal objective pronouns (i.e., me, you, him, her, it, us, you, them) to complete a given sentence. / Students continue their work on an explanatory essay, using “Jose! Born to Dance” as model for choosing precise words to clarify their explanation.
III-W-1: HI-4: writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary
Jose! Born to Dance
Biography
Students will read “Jose! Born to Dance” to
o Identify a biography author’s purpose
III-R-2: HI-11: identifying the author’s purpose for writing a book. (i.e., to entertain, to inform, to persuade)
o Identify and analyze elements of a biography
III-R-4: HI-27: locating information from a part of a book for a specific purpose.
o Appreciate an author’s use of similes and metaphors
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-13: drawing conclusions from information implied or inferred in a literary selection
Dance to the Beat
Poetry
Students will read “Dance to the Beat” to
o Read poems that have similar topics but are structured differently
III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
o Understand and appreciate the theme of each poem
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
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, T354
· Comprehension, T354
· Decoding, T355
· Language Arts, T355
· Fluency, T355
ELL Small Group
ELL Leveled Reader- The Life of Jackson Pollock
· 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 Artists in Training, Differentiate Instruction, p. T365
Differentiate Comprehension: Author’s Purpose; Analyze/Evaluate, p. T367
Leveled Reader The Life of Jackson Pollock, p.T371
Differentiate Vocabulary Strategies: Shades of Meaning, p. T373
Options for Reteaching: pp. T374-375
What are my other children doing?
Reread Artists in Training
Listen to Audio of “Jose! Born to Dance”; Retell and discuss
Vocabulary in Context Cards 91-100 Talk It Over Activities
Partners: Reread for Fluency: The Life of Jackson Pollock
Complete Leveled Practice ELL 10.1
Reread Artists in Training or “Jose! Born to Dance”
Complete and Share Literacy Center activities
ELL Extra Support / Go Digital
ELL Lesson 10 Resources
· Daily Lessons to support the core
· Language Support Card 10
· 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