English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:3 / 1 / 5
Essential Question: / Anchor Text:
What are the traits of a hero? / Roberto Clemente
Biography / Baseball Poems
Poetry
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Narrative Writing:
Draft a Personal Narrative
Focus Trait:
Sentence Fluency / Comprehension Skills and Strategies
TARGET SKILL
· Cause and Effect
· Literal and Nonliteral Meanings
TARGET STRATEGY
· Visualize / Phonics
Long i Spelled i, ie, igh
Fluency
Intonation
Language:
Target Vocabulary: stands, fans, score, league, slammed, polish, style, pronounced
Domain Specific Vocabulary
Spelling: Long i Spellings: slight, mild, sight, pie, mind, tie, pilot, might, lie, tight, blind, fight, die, midnight
Vocabulary Strategies: Prefix mis-
Grammar: Plural Nouns with –s and –es
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words celebrating*, cheered, credit*, deserve, proud
· Language Support Card 5
· Building Background Videos
· Teacher’s Edition p. E42
· Oral Language Chant, Blackline Master ELL 5.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary stands, fans, score, league*, slammed, polish, style*, pronounced*
· Vocabulary in Context Cards
Reading/Language Arts Terms vowel, biography, cause, effect, visualize, prefix, poetry, singular noun, plural noun, personal narrative
· Teacher’s Edition pp. E42, E44
Scaffolding Comprehension
Building Background
· Language Support Card 5
· Building Background Videos
· Selection Blackline Master ELL 5.5
Comprehension
· Teacher’s Edition pp. E43, E44, E46, E48, E50
Compare and Contrast
· Teacher’s Edition pp. E45, E47
Scaffolding Writing
Narrative Writing
Draft a Personal Narrative pp. T411, T419, T429, T437, T444-T445
· Teacher’s Edition p. E51
· Common Core Writing Handbook, Draft a Personal Narrative
Scaffolding Grammar
Grammar: Plural Nouns with –s and –es, p. T410, T418, T428, T436, T442-T443
· Teacher’s Edition P. E49
o Language Transfer Issue : Plural Nouns
· Language Support Card 5: Sentences with Says That; This and That
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Phonics
Long i Spelled i, ie, igh
III-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.)
Fluency
Intonation
III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation) / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: stands, fans, score, league, slammed, polish, style, pronounced
Domain Specific Vocabulary
Spelling: Long i Spellings: slight, mild, sight, pie, mind, tie, pilot, might, lie, tight, blind, fight, die, midnight
III-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.)
III- LS-1: HI-5: demonstrating relationships among facts, ideas or events using academic vocabulary in classroom discussions. (e.g., problem/solution, cause/effect, etc.)
III- LS-1: HI-6: responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.
Vocabulary Strategies: Prefix mis-
III-L-2 (Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.
Grammar: Plural Nouns with –s and –es
III-L-1 (N): HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles (e.g., I used “the president” versus “a president” because “the president” is referring to a specific president)..
Students learn about plural nouns with –s and –es through reading and writing sentences about sports.
III-L-1 (SC): HI-6: producing sentences with a plural noun as the subject using S-V-C construction, with subject-verb agreement. / Students will draft a personal narrative, using Roberto Clemente: Pride of the Pittsburg Pirates as a model for including time-order words.
III-W-1: HI-1: writing one or more narrative paragraphs based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.
Roberto Clemente: Pride of the Pittsburg Pirates
Biography
Students will read Roberto Clemente: Pride of the Pittsburg Pirates to
· analyze cause and effect relationships
III-R-4: HI-12: identifying the cause and effect relationship of two related events in a literary selection.
· evaluate literal and non-literal meanings
III-L-2HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts.
Baseball Poems
Poetry
Students will read Baseball Poems to
· analyze poetry, using the sound and rhythm of words to show images and express feelings
III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
· recognize and appreciate rhyme in poetry
III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
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, T446
· Comprehension, T446
· Phonics, T447
· Language Arts, T447
· Fluency, T447
ELL Small Group
ELL Leveled Reader- Hank Aaron
· 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: Mia and Nomar, Differentiate Instruction, p. T459
Differentiate Phonics: Long i Spelled I, ie, igh p. T359
Differentiate Comprehension: Cause and Effect; Visualize, p. T461
Leveled Reader: Hank Aaron , p. T467
Differentiate Fluency: Intonation, p. T463
Differentiate Vocabulary: Prefix mis- p. T469
Options for Reteaching: pp. T470-471
What are my other children doing?
Reread Mia and Nomar
Complete Leveled Practice ELL 5.1
Listen to Audio of Roberto Clemente: Pride of the Pittsburg Pirates; retell and discuss
Vocabulary in Context Cards 33-40 Talk It Over Activities
Complete Leveled Practice ELL 5.2
Partners: Reread for Fluency: Baseball Poems
Complete Leveled Practice ELL 5.3
Reread Mia and Nomar or Roberto Clemente: Pride of the Pittsburg Pirates
Complete and Share Literacy Center activities
Independent Reading
ELL Extra Support
ELL Lesson 5 Resources
· Daily Lessons to support the core
· Language Support Card 5
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
o Cooperative Learning Guidelines / Building Background
Video Clip for Lesson 5: Baseball
Assessment
Weekly Tests
Observation Checklists
Fluency Tests (Cold Reads)
Periodic Assessments
Reading Log
Vocabulary Log
Listening Log
Proofreading Checklist
Proofreading Marks
Writing Conference Form
Writing Rubric
Instructional Routines
Graphic Organizer Blackline Masters
Standards