English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:5 / 2 / 7
Essential Question: / Anchor Text:
How can dangerous situations bring people closer together? / Old Yeller
Historical Fiction / What Makes It Good?
Persuasive Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Informative Writing: Compare-Contrast Essay
Focus Trait: Word Choice / Comprehension Skills and Strategies
Target Skill
· Understanding Characters
· Author’s Word Choice
· Dialect
Target Strategy
· Visualize / Fluency
· Intonation
Decoding
· Vowel + /r/ Sounds
Language:
Target Vocabulary: frantic, lunging, stride, checking, wheeled, bounding, shouldered, strained, romp, picturing
Spelling: More Vowel + /r/ Sounds, earth, peer, twirl, burnt, smear, further, appear, worthwhile, nerve, pier, squirm, weary, alert, murmur, thirsty, reverse, worship, career, research, volunteer
Grammar: Direct and Indirect Objects
Vocabulary Strategies: Adages and Proverbs
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words bear, cub, angry, charged, grabbed, scared, scream
· Language Support Card 7
· Building Background Videos
· Teacher’s Edition p. E12
· Oral Language Chant, Blackline Master ELL7.2
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary bounding, checking, frantic*, lunging, picturing, romp, shouldered, strained, stride, wheeled
Vocabulary in Context Cards
Reading/Language Arts Terms character, character traits, historical fiction*, vowel*, visualize*, intonation*, adage*, proverb*, persuasive text*, direct object*, verb*, compare, contrast*
· Teacher’s Edition pp. E12, E14, E16, E18, E20
Scaffolding Comprehension
Building Background
· Language Support Card 7
· Building Background Videos
· Selection Blackline Master ELL 7.3
Comprehension
· Teacher’s Edition pp. E13, E14, E17, E18, E20
Story Structure
· Teacher’s Edition pp. E13, E17
Scaffolding Writing
Informative Writing
Compare and Contrast Essay, pp. T132-T135
· Teacher’s Edition p. E21
· Common Core Writing Handbook, Compare and Contrast Essay
Scaffolding Grammar
Grammar: Direct and Indirect Objects, pp. T128-T131
· Teacher’s Edition P. E19
o Language Transfer Issue: Word Order
· Language Support Card 7: Introductory Phrases; Quotations
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
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)
III-LS-2: HI-1: producing sentences with accurate pronunciation, intonation, and stress.
Decoding
Vowel + /r/ Sounds
III-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using
r-controlled vowel sounds, digraphs, and diphthongs (/t/…/i/…/g/…/er/ makes tiger).
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.
III-R-2: B-8: reading two- or three-syllable and compound words, using letter-sound knowledge and syllabication rules with instructional support.
III-R-2: HI-8: applying knowledge of syllabication rules when decoding unfamiliar words in context.
III-R-2: HI-3: segmenting syllables in multi-syllabic words. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: frantic, lunging, stride, checking, wheeled, bounding, shouldered, strained, romp, picturing
Spelling: More Vowel + /r/ Sounds, earth, peer, twirl, burnt, smear, further, appear, worthwhile, nerve, pier, squirm, weary, alert, murmur, thirsty, reverse, worship, career, research, volunteer
III-L-2 (Vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
III-LS-2 (Vocab): HI-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content 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: Direct and Indirect Objects
III-L-1(SC): HI-12: producing sentences using subjects + verbs + direct object (noun), with subject-verb agreement.
III-L-1 (SC): HI-18: producing sentences using subject + verb + direct object + indirect object (S-V-DO-IO) with subject-verb agreement.
Vocabulary Strategies: Adages and Proverbs
III-L-2 (Vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
III-L-2 (Vocab): HI-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content words.
Students learn about direct and indirect objects through reading and writing example sentences that relate to values and responsibility.
III-L-1(SC): HI-12: producing sentences using subjects + verbs + direct object (noun), with subject-verb agreement.
III-L-1 (SC): HI-18: producing sentences using subject + verb + direct object + indirect object (S-V-DO-IO) with subject-verb agreement. / Students write a compare-contrast essay using “Old Yeller” as a model for precise word choice.
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.
III-W-2: HI-5: using punctuation for:
sentence endings
semi-colons in a series, introductory clauses, dialogue and direct address
quotation marks for dialogue and titles
colons to punctuate business letter salutations
apostrophes to punctuate contractions and plural possessives.
III-W-3: HI-5: using punctuation for:
sentence endings
semi-colons in a series, introductory clauses, dialogue and direct address
quotation marks for dialogue and titles
colons to punctuate business letter salutations
apostrophes to punctuate contractions and plural possessives.
III-W-4: HI-3: choosing ideas, words, details and structure that reflect audience and purpose (pragmatics).
Old Yeller
Historical Fiction
Students will read “Old Yeller” to
· build an understanding of characters in a story
III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
· study the use of dialect in a story
III-R-4: LI-33: identifying words that the author selects to create a rich auditory experience in a literary selection with instructional support.
· examine the author’s word choice in a story
III-R-4: LI-32: identifying words (i.e., nouns and adjectives) that the author selects in a literary selection to create a graphic visual image with instructional support.
What Makes It Good?
Persuasive Text
Students will read “What Makes It Good?” to
· examine a persuasive text
· evaluate persuasive techniques
III-R-4: HI-31: distinguishing fact from opinion in persuasive text.
ELL Whole Group / Additional Whole Group Resources
Point-of-Use Scaffolded Support
· Use Visuals
· Use Gestures
· Comprehensible Input
· Peer-Supported Learning
· Language Issues
· 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, T136
· Comprehension, T136
· Decoding, T137
· Fluency, T137
· Language Arts, T137
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 Black Bears, Differentiate Instruction, p. T143
Differentiate Comprehension: Understanding Character; Visualize, p. T145
Leveled Reader the Long Cattle Drive, p. T149
Differentiate Vocabulary Strategies: Adages and Proverbs, p. T151
Options for Reteaching: pp. T152-T153
What are my other children doing?
Reread Black Bears
Listen to Audio of “Old Yeller”; retell and discuss
Vocabulary in Context Cards 61-70 Talk It Over Activities
Partners: Reread for Fluency: The Long Cattle Drive
Complete Leveled Practice ELL 7.1
Reread Black Bears or “Old Yeller”
Complete Literacy Centers
ELL Extra Support / Go Digital
ELL Lesson 7 Resources
· Daily Lessons to support the core
· Language Support Card 7
· 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
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