English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:5 / 5 / 23
Essential Question: / Anchor Text:
What kinds of lessons were learned by people who lived in the old West? / Vaqueros: America’s First Cowboys
Informational Text / Rhyme on the Range
Poetry
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Opinion Writing: Persuasive Argument
Focus Trait: Organization / Comprehension Skills and Strategies
Target Skill
· Text and Graphic Features
· Main Ideas and Details
· Adages
Target Strategy
· Summarize / Fluency
· Expression
Decoding
· Unstressed Syllables
Language:
Target Vocabulary: extending, dominated, residents, flourished, acquainted, prospered, hostile, acknowledged, sprawling, decline
Spelling: Unstressed Syllable: entry, limit, talent, disturb, entire, wisdom, dozen, impress, respond, fortress, neglect, patrol, kitchen, forbid, pirate, spinach, adopt, frighten, surround, challenge
Grammar: Easily Confused Verbs
Vocabulary Strategies: Adages and Proverbs
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words cow, horse, rope, brand, cattle, herd, ranchers*, saddle
Language Support Card 23
· Building Background Videos
· Teacher’s Edition p. E22
· Oral Language Chant, Blackline Master ELL23.2
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary acknowledged, acquainted, decline, dominated*, extending*, flourished*, hostile*, prospered*, residents*, sprawling
Vocabulary in Context Cards
Reading/Language Arts Terms text and graphic features, informational text*, unstressed syllable, schwa, summarize, adage*, proverb*, poetry*, verbs*, persuasive argument, claim, opinion*
· Teacher’s Edition pp. E22, E24, E26, E28, E30
Scaffolding Comprehension
Building Background
· Language Support Card 23
· Building Background Videos
· Selection Blackline Master ELL 23.3
Comprehension
· Teacher’s Edition pp. E23, E24, E27, E28, E30
Text and Graphic Features
· Teacher’s Edition pp. E23, E27
Scaffolding Writing
Opinion Writing
Persuasive Argument, pp. T206-T209
· Teacher’s Edition p. T31
· Common Core Writing Handbook, Persuasive Argument
Scaffolding Grammar
Grammar: Easily Confused Verbs, pp. T202-T205
· Teacher’s Edition P. 29
o Language Transfer Issue: Easily Confused Verbs
· Language Support Card 23: Complex Sentences: Wh- Clauses as Direct Objects; Help + Pronoun + Infinitive
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Rate
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
Unstressed Syllables
III-R-2: HI-3: segmenting syllables in multi-syllabic words.
III-R-2: HI-8: applying knowledge of syllabication rules when decoding unfamiliar words in context.
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
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: extending, dominated, residents, flourished, acquainted, prospered, hostile, acknowledged, sprawling, decline
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.
Spelling: Unstressed Syllable: entry, limit, talent, disturb, entire, wisdom, dozen, impress, respond, fortress, neglect, patrol, kitchen, forbid, pirate, spinach, adopt, frighten, surround, challenge
III-LS-2: LI-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress (e.g., con-di-tion, re-pro-duce, un-pro-duc-tive, re-la-tion-ship, etc.).
Grammar: Easily Confused Verbs
III-L-1 (V): HI-17: distinguishing between the auxiliary (helping) verb and the main verb.
III-L-1 (V): HI-5: using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.
III-L-1 (V): HI-10: using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).
Vocabulary Strategies: Adages and Proverbs
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 easily confused verbs reading and writing by sentences that relate to the American West.
III-L-1 (V): HI-17: distinguishing between the auxiliary (helping) verb and the main verb.
III-L-1 (V): HI-5: using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.
III-L-1 (V): HI-10: using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences
(subject-verb agreement). / Students will write a persuasive argument, using “Vaqueros: America’s First Cowboys” as a model for organization.
III-W-1: HI-7: writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure, repetition, etc.).
III-W-4: HI-3: choosing ideas, words, details and structure that reflect audience and purpose (pragmatics).
Vaqueros: America’s First Cowboys
Informational Text
Students will read “Vaqueros: America’s First Cowboys” to
· Analyze how text and graphic features contribute to a text
III-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose.
III-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text.
· Study the relationship between main ideas and details in a text
III-R-4: HI-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary.
· Identify and understand adages
III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.
Rhyme on the Range
Poetry
Students will read “Rhyme on the Range” to:
· appreciate several related works of poetry
III-R-4: HI-6: making connections to text (i.e., text-to-text and text-to-self).
· examine poets’ word choice and use of imagery
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 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, T210
· Comprehension, T210
· Decoding, T211
· Fluency, T211
· Language Arts, T211
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 In the Days of Missions and Ranchos, Differentiate Instruction, p. T217
Differentiate Comprehension: Text and Graphic Features; Summarize p. T219
Leveled Reader Blazing a Cattle Trail, p. T223
Differentiate Vocabulary Strategies: Adages and Proverbs, p. T225
Options for Reteaching: pp. T226-T227
What are my other children doing?
Reread In the Days of Missions and Ranchos
Listen to Audio of “Vaqueros: America’s First Cowboys”; retell and discuss
Vocabulary in Context Cards 221-230 Talk It Over Activities
Partners: Reread for Fluency: Blazing a Cattle Trail
Complete Leveled Practice ELL 23.1
Reread In the Days of Missions and Ranchos or “Vaqueros: America’s First Cowboys”
Complete Literacy Centers
ELL Extra Support / Go Digital
ELL Lesson 23 Resources
· Daily Lessons to support the core
· Language Support Card 23
· ELL Blackline Masters
· ELL Teacher’s Handbook
o Professional Development
o Peer Conference Forms
o Cooperative Learning Guidelines
· Building Background
o Video Clip for Lesson 23: Cattle Herding
/ 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