English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:4 / 1 / 2
Essential Question: / Anchor Text:
What might lead a person to try to change the world. / My Brother Martin
Biography / Langston Hughes: A Poet and a Dreamer
Poetry
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Narrative Writing: Story
Focus Trait: Word Choice / Comprehension Skills and Strategies
Target Skill
· Author’s Purpose
· Explain Historical Events
· Idioms
Target Strategy
· Monitor/Clarify / Fluency
Phrasing: Pauses
Decoding
Open and Closed Syllables
Language:
Target Vocabulary: injustice, numerous, segregation, nourishing, captured, dream encounters, preferred, recall, example
Spelling: Short e and Long e: west, steep, member, gleam, fresh, freedom, speed, steam, beast, believe, speck, kept, cheap, pretend, greed, shelf, least, eager, reason, chief
Grammar: Kinds of Sentences
Vocabulary Strategies: Prefixes in-, im-, il-, ir-
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words colored, cruel*, separate*, skin, unfair, white, crowd, sign
· Language Support Card 2
· Building Background Videos
· Teacher’s Edition p. E12
· Oral Language Chant, Blackline Master ELL 2.1
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary injustice, numerous, segregation, nourishing, captured, dream, encounters, preferred, recall, example
· Vocabulary in Context Cards
Reading/Language Arts Terms author’s purpose, historical event, idiom, statement/declarative sentence, question/interrogative sentence, command/imperative sentence, exclamation/exclamatory sentence
· Teacher’s Edition pp. E12, E14
Scaffolding Comprehension
Building Background
· Language Support Card 2
· Building Background Videos
· Selection Blackline Master ELL2.2
Comprehension
· Teacher’s Edition pp. E13, E14, E16, E18, E20
Author’s Purpose
· Teacher’s Edition pp. E13, E15, E17
Scaffolding Writing
Narrative Writing
Story, pp. T128-T131
· Teacher’s Edition p. E21
· Common Core Writing Handbook, Story
Scaffolding Grammar
Grammar: Kinds of Sentences, pp. T124-127
· Teacher’s Edition p. E19
o Language Transfer Issue: Subject-Verb Inversion
· Language Support Card 2: Is and Are with Adjectives; Everyone, Some People, All People
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Phrasing: Pauses
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
Open and Closed Syllables
III-R-2: B-8: reading two- or three-syllable and compound words, using letter-sound knowledge and syllabication rules with instructional support. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: injustice, numerous, segregation, nourishing, captured, dream encounters, preferred, recall, example
Spelling: Short e and Long e: west, steep, member, gleam, fresh, freedom, speed, steam, beast, believe, speck, kept, cheap, pretend, greed, shelf, least, eager, reason, chief
III-L-2 (vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
Grammar: Kinds of Sentences
III-L-1 (SC): HI-2: producing sentences using subjects and verbs, with subject-verb agreement.
III-LS-2: HI-3: expressing one’s own and responding to others’ needs and emotions in complete sentences.
Vocabulary Strategies: Prefixes in-, im-, il-, ir-
III-L-2 (Vocab) HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words
III-L-1 (Vocab): HI-2: identifying the meaning/usage of sight words and utilizing them in context
Students will learn about different kinds of sentences through reading and writing about the United States Civil Rights Movement.
III-L-1 (SC): HI-2: producing sentences using subjects and verbs, with subject-verb agreement. (S-V)
III-L-1(V): HI-6: producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement. / Students write a story scene, using “My Brother Martin” as a model for choosing vivid descriptive words that tell about characters’ feelings, thoughts, and actions.
III-W-1: HI-4: writing paragraphs using original, varied and natural word choices, including literal and figurative language.
III-W-1: B-1: writing a narrative paragraph based on imagined or real events that include characters and plot with three or more details using appropriate transitional words, with instructional support.
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.
My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King, Jr.
Biography
Students will read “My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King, Jr.” to
o Analyze an author’s purpose
III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.
III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.
o Learn about and explain historical events
III-R-4: LI-5: retelling a story or event with a beginning, middle, and end in complete sentences.
o Identify the author’s use of idioms
III-L-2: HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts.
Langston Hughes: A Poet and a Dreamer
Poetry
Students will read “Langston Hughes: A Poet and a Dreamer” to
o Learn how Langston Hughes used his poetry to strive for civil rights
III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
o Identify the poet’s main message in each poem they read
III-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose.
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, T132
· Comprehension, T132
· Decoding, T133
· Language Arts, T133
· Fluency, T133
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 Separate Worlds, Differentiate Instruction, p. T139
Differentiate Comprehension: Author’s Purpose; Monitor/Clarify, p. T141
Leveled Reader Thurgood Marshall, p.T145
Differentiate Vocabulary Strategies: Prefixes in-, im-, il-, ir-, p. T147
Options for Reteaching: pp. T148-T149
What are my other children doing?
Reread Separate Worlds
Listen to Audio of “My Brother Martin”; Retell and discuss
Vocabulary in Context Cards 11-20 Talk It Over Activities
Partners: Reread for Fluency: Thurgood Marshall
Complete Leveled Practice ELL 2.1
Reread Separate Worlds or “My Brother Martin”
Complete and Share Literacy Center activities
ELL Extra Support / Go Digital
ELL Lesson 2 Resources
· Daily Lessons to support the core
· Language Support Card 2
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
Cooperative Learning Guidelines
Building Background
Video Clip for Lesson 2: Family Stories / 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