English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:4 / 4 / 20
Essential Question: / Anchor Text:
How do people from different cultures contribute to American history? / Sacagawea
Biography / Native American Nature Poetry
Poetry
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Narrative Writing: Personal Narrative
Focus Trait: Ideas / Comprehension Skills and Strategies
Target Skill
· Main Ideas and Details
· Text Structure
· Onomatopoeia
Target Strategy
· Visualize / Fluency
· Phrasing: Punctuation
Decoding
VCCV Pattern and Word Parts
Language:
Target Vocabulary: territory, accompany, proposed, interpreter, duty, supplies, route, corps, clumsy, landmark
Spelling: Words with VCCV Pattern: million, collect, lumber, pepper, plastic, borrow, support, thirty, perfect, attend, canyon, traffic, fortune, danger, soccer, engine, picture, survive, seldom, effort
Grammar: Abbreviations
Vocabulary Strategies: Shades of Meaning
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words disaster*, expedition*, journey, skills, canoe, river
· Language Support Card 20
· Building Background Videos
· Teacher’s Edition p. E42
· Oral Language Chant, Blackline Master ELL 20.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary territory, accompany, proposed, interpreter, duty, supplies, route, corps, clumsy, landmark
· Vocabulary in Context Cards
Reading/Language Arts Terms main ideas, supporting details, text structure, onomatopoeia, shades of meaning, abbreviation, personal relative elaboration
· Teacher’s Edition pp. E42, E44
Scaffolding Comprehension
Building Background
· Language Support Card 20
· Building Background Videos
· Selection Blackline Master ELL20.2
Comprehension
· Teacher’s Edition pp. E43, E44, E46, E48, E50
Main Ideas and Details
· Teacher’s Edition pp. E43, E45, E47
Scaffolding Writing
Narrative Writing
Plan a Personal Narrative, pp. T356-T359
· Teacher’s Edition p. E51
· Common Core Writing Handbook, Personal Narrative
Scaffolding Grammar
Grammar: Relative Pronouns and Adverbs, pp. T352-T355
o Teacher’s Edition p. E49
Language Transfer Issue: Relative Pronouns
o Language Support Card 20: Introductory Prepositional Phrases; Ordinal Numbers with Prepositional Phrases
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Phrasing: Punctuation
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
VCCV Pattern and Word Parts
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.
III-R-2: HI-6: producing a new word when a specific grapheme is changed, added, or removed.
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). / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: territory, accompany, proposed, interpreter, duty, supplies, route, corps, clumsy, landmark
Spelling: Words with VCCV Pattern: million, collect, lumber, pepper, plastic, borrow, support, thirty, perfect, attend, canyon, traffic, fortune, danger, soccer, engine, picture, survive, seldom, effort
III-L-2 (Vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Grammar: Abbreviations
III-L-2 (Vocab): HI-8: associating common/academic language abbreviations and acronyms with words.
Vocabulary Strategies: Shades of Meaning
III-L-2 (Vocab): HI-2: identifying the meaning/usage of sight words and utilizing them in context.
Students learn about abbreviations through reading and writing about Native American history and cultures
III-L-2 (Vocab): HI-8: associating common/academic language abbreviations and acronyms with words. / Students continue their work on a personal narrative, using “Sacagawea” as a model for using dates and sequence words to clarify the order of events they describe in their writing.
III-W-4: 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.
Sacagawea
Biography
Students will read “Sacagawea” to
o Determine main ideas and identify supporting details in a biography
III-R-4: HI-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary.
o Identify and understand sequential text structure
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-5: retelling a story or event with a beginning, middle, and end using transition words and complete sentences.
o Appreciate the author’s use of onomatopoeia
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.
Native American Nature Poetry
Poetry
Students will read “Native American Nature Poetry” to
o Learn about Native American history and cultures
III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
III-R-4: HI-6: making connections to text (i.e., text-to-text and text-to-self).
III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.
o Determine themes in a variety of poems
III-R-4: HI-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary.
III-R-4: HI-13: drawing conclusions from information implied or inferred 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, T360
· Comprehension, T360
· Decoding, T361
· Language Arts, T361
· Fluency, T361
ELL Small Group
ELL Leveled Reader- Laura Ingalls Wilder
· 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 Lewis and Clark’s Packing List, Differentiate Instruction, p. T371
Differentiate Comprehension: Main Ideas and details; Visualize, p. T373
Leveled Reader Laura Ingalls Wilder, p. T377
Differentiate Vocabulary Strategies: Shades of Meaning, p.T379
Options for Reteaching, pp. T380-T381
What are my other children doing?
Reread Lewis and Clark’s Packing List
Listen to Audio of “Sacagawea”; Retell and discuss
Vocabulary in Context Cards 191-200 Talk It Over Activities
Partners: Reread for Fluency: Laura Ingalls Wilder
Complete Leveled Practice ELL 20.1
Reread Lewis and Clark’s Packing List or “Sacagawea”
Complete Literacy Centers
ELL Extra Support / Go Digital
ELL Lesson 20 Resources
· Daily Lessons to support the core
· Language Support Card 20
· 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