English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:4 / 3 / 12
Essential Question: / Anchor Text:
How do natural disasters affect people? / The Earth Dragon Awakes
Historical Fiction / Twisters
Informational Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Opinion Writing: Problem-Solution Composition
Focus Trait: Ideas / Comprehension Skills and Strategies
Target Skill
· Sequence of Events
· Conclusions and Generalizations
· Author’s Word Choice
Target Strategy
· Visualize / Fluency
· Rate
Decoding
· Base Words and Endings
Language:
Target Vocabulary: trembles, wreckage, slab, possessions, tenement, crushing, rubble, debris, timbers, constructed
Spelling: Words with –ed and –ing – rising, trace, stripped, slammed, dancing, striped, winning, snapping, bragging, handled, dripped, begged, dared, skipped, hitting, spotted, raced, dimmed, spinning, escaped
Grammar: Possessive Nouns
Vocabulary Strategies: Synonyms
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words collapse, earthquake, rescue, trapped*, wreckage, building, crack, wall, window
· Language Support Card 12
· Building Background Videos
· Teacher’s Edition p. E12
· Oral Language Chant, Blackline Master ELL 12.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary trembles, wreckage, slab, possessions, tenement, crushing, rubble, debris, timbers, constructed
· Vocabulary in Context Cards
Reading/Language Arts Terms sequence of events, conclusion, generalization, word choice, synonyms, possessive noun, apostrophe, problem, solution
· Teacher’s Edition pp. E12, E14
Scaffolding Comprehension
Building Background
· Language Support Card 12
· Building Background Videos
· Selection Blackline Master ELL12.2
Comprehension
· Teacher’s Edition pp. E13, E14, E16, E18, E20
Sequence of Events
· Teacher’s Edition pp. E13, E15, E17
Scaffolding Writing
Opinion Writing
Problem-Solution Composition, pp. T126-T129
· Teacher’s Edition p. E21
· Common Core Writing Handbook, Problem-Solution Composition
Scaffolding Grammar
Grammar: Possessive Nouns, pp. T122-T125
· Teacher’s Edition p. E19
Language Transfer Issue: Possessive Nouns
· Language Support Card 12: Adverbs and Adverb Phrases of Time; Subordinate Clauses
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Rate
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
Base Words and Endings
III-R-2: PE-9: identifying base words (walk, clean, dress) that have been modified by inflectional endings / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: trembles, wreckage, slab, possessions, tenement, crushing, rubble, debris, timbers, constructed
Spelling: Words with –ed and –ing – rising, trace, stripped, slammed, dancing, striped, winning, snapping, bragging, handled, dripped, begged, dared, skipped, hitting, spotted, raced, dimmed, spinning, escaped
III-L-2 (vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Grammar: Possessive Nouns
III-L-1(N): HI-6: distinguishing between plural nouns and singular possessive nouns.
III-L-1(N): HI-7: using plural possessive nouns, including irregular plurals.
Vocabulary Strategies: Synonyms
III-L-2(Vocab): HI-9: completing and explaining analogous relationships (e.g., bravery: courage :smooth: ______).
Students learn about possessive nouns through reading and writing about people faced with devastating forces of nature.
III-L-1(N): HI-7: using plural possessive nouns, including irregular plurals.
III-L-1(N): HI-6: distinguishing between plural nouns and singular possessive nouns. / Students write a problem-solution composition, using “The Earth Dragon Awakes” as a model for clearly stating a problem and its solution.
III-W-4: B-1: producing a paragraph with an identifiable main idea and supporting details in a variety of genres, with instructional support.
III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.
Fiction
The Earth Dragon Awakes
Historical Fiction
Students will read “The Earth Dragon Awakes” to
o Understand the sequence of events in a historical fiction story
III-R-4: HI-5: retelling a story or event with a beginning, middle, and end using transition words and complete sentences.
III-R-4: HI-8: locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text.
o Draw conclusions and make generalizations about characters, setting, and plot
III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection
o Appreciate vivid word choices an author makes to recreate a historical event
III-R-4: HI-10: locating signal words that indicate cause and effect. (i.e., as a result of, consequently, so that, because of, since)
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-9: locating signal words that indicate comparison/contrast. (i.e., similarly, on the other hand, however, yet, in spite of)
Twisters
Informational Text
Students will read “Twisters” to
o Learn information about tornadoes, a dangerous force of nature
III-R-4: HI-22: locating information for a specific purpose. (e.g., atlas, glossary, textbook, indexes, websites, podcast, webinars, etc.)
III-R-4: HI-23: interpreting signs, labels and symbols in the environment
III-R-4: HI-6: making connections to text (i.e., text-to-text and text-to-self).
o Learn ways in which diagrams can help them understand informational text
III-R-4: E-24: identifying and selecting external text (e.g., illustrations, photographs, charts, maps, diagrams, graphs, tables, timelines, symbols, etc.) within nonfiction text for a specific purpose (e.g. "Which external text will tell me?").
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, T130
· Comprehension, T130
· Decoding, T131
· Language Arts, T131
· Fluency, T131
ELL Small Group
ELL Leveled Reader- A New Name for Lois
· 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 Keeping Safe in an Earthquake, Differentiate Instruction, p. T137
Differentiate Comprehension: Sequence of Events; Visualize, p. T139
Leveled Reader A New Name for Lois, p.T143
Differentiate Vocabulary Strategies: Synonyms, p. T145
Options for Reteaching: pp. T146-147
What are my other children doing?
Reread Keeping Safe in an Earthquake
Listen to Audio of “The Earth Dragon Awakes”; Retell and discuss
Vocabulary in Context Cards 111-120 Talk It Over Activities
Partners: Reread for Fluency: A New Name for Lois
Complete Leveled Practice ELL 12.1
Reread Keeping Safe in an Earthquake or “The Earth Dragon Awakes”
Complete and Share Literacy Center activities
ELL Extra Support / Go Digital
ELL Lesson 12 Resources
· Daily Lessons to support the core
· Language Support Card 12
· 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