English Language Arts
Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: / Unit: / Lesson:5 / 3 / 11
Essential Question: / Anchor Text:
What can individuals do to help shape a new government? / Dangerous Crossing
Historical Fiction / Revolution and Rights
Informational Text
Writing: / Reading Literature & Informational Text: / Foundational Skills:
Opinion Writing: Opinion Essay
Focus Trait: Voice / Comprehension Skills and Strategies
Target Skill
· Cause and Effect
· Visual Elements
· Primary Sources
Target Strategy
· Visualize / Fluency
· Accuracy and Self-Correction
Decoding
· Vowel Sounds in Stressed Syllables
Language:
Target Vocabulary: cramped, distracted, viewpoint, shattered, surveyed, pressing, representatives, embark, bracing, conduct
Spelling: VCCV Pattern: bargain, journey, pattern, arrive, object, suppose, shoulder, permit, sorrow, tunnel, subject, custom, suggest, perhaps, lawyer, timber, common, publish, burden, scissors
Grammar: Subject and Object Pronouns
Vocabulary Strategies: Reference Materials
Planning for English Language Development:
Begin with High-Utility Words Tier 1 Words *=Spanish cognates
High-Utility Words sails, wave, battle*, mission*, revolution*, sail (v.), war
· Language Support Card 11
· Building Background Videos
· Teacher’s Edition p. E2
· Oral Language Chant, Blackline Master ELL11.2
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates
Target Vocabulary bracing, conduct, cramped, distracted*, embark*, pressing, representatives*, shattered, surveyed, viewpoint
Vocabulary in Context Cards
Reading/Language Arts Terms cause*, effect*, historical fiction*, syllables*, stressed, visualize*, describe*, dictionary*, thesaurus*, informational text*, pronoun*, subject pronoun, object pronoun, opinion*, voice*, reasons*, details*
· Teacher’s Edition pp. E2, E4, E6, E8, E10
Scaffolding Comprehension
Building Background
· Language Support Card 11
· Building Background Videos
· Selection Blackline Master ELL 11.3
Comprehension
· Teacher’s Edition pp. E3, E4, E7, E8, E10
Main Idea and Details
· Teacher’s Edition pp. E3, E7
Scaffolding Writing
Opinion Writing
Opinion Essay, pp. T56-T59
· Teacher’s Edition p. E11
· Common Core Writing Handbook, Opinion Essay
Scaffolding Grammar
Grammar: Subject and Object Pronouns, pp. T52-T55
· Teacher’s Edition P. E9
o Language Transfer Issue: Pronouns
· Language Support Card 11: Cause + Noun/Pronoun + Infinitive; Past of Regular Verbs
Whole Group
Reading
60 Minutes / __:__-__:__ / Language Arts / Oral/Vocab
60 Minutes / __:__-__:__
Foundational Skills:
Fluency
Accuracy and Self-Correction
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
Vowel Sounds in Stressed Syllables
III-R-2: LI-8: applying knowledge of syllabication rules when decoding multi-syllabic and compound words. / Grammar
60 Minutes / __:__-__:__ / Writing
60 Minutes / __:__-__:__ / Target Vocabulary: cramped, distracted, viewpoint, shattered, surveyed, pressing, representatives, embark, bracing, conduct
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: VCCV Pattern: bargain, journey, pattern, arrive, object, suppose, shoulder, permit, sorrow, tunnel, subject, custom, suggest, perhaps, lawyer, timber, common, publish, burden, scissors
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-W-2: HI-3: spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals).
Grammar: Subject and Object Pronouns
III-L-1: HI-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns.
Vocabulary Strategies: Reference Materials
III-L-2 (Vocab): HI-14: using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words.
Students learn about subject and object pronouns by reading and writing sentences that relate to the anchor text.
III-W-2: HI-6: using various subjects (common nouns, proper nouns, possessive nouns, pronouns, etc.) in sentences in a variety of writing applications.
III-L-1 (PRO): HI-1: using the appropriate personal subjective pronouns.
III-L-1: HI-2: stating when to use personal objective versus personal subjective pronouns; using personal objective pronouns. / Students will write an opinion essay, using “Dangerous Crossing” as a model for how to develop voice.
III-W-2: HI-3: choosing ideas, words, details and structure that reflect audience and purpose (pragmatics).
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.).
Dangerous Crossing
Historical Fiction
Students will read “Dangerous Crossing” to
· explore the relationship between cause and effect
III-R-4: HI-12: identifying the cause and effect relationship of two related events in a literary selection.
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)
· examine how visual elements can enhance a story
III-R-4: HI-32: identifying words (i.e., nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.
III-R-4: HI-17: relating illustrations to fictional text.
· examine primary sources
III-R-4: HI-6: making connections to text (i.e., text-to-text and text-to-self).
Revolution and Rights
Informational Text
Students will read “Revolution and Rights” to:
· identify key events in the establishment of the United States government
III-R-4: HI-3: answering literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text.
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-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary.
· study early American Political documents
III-R-4: HI-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary.
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, T60
· Comprehension, T60
· Decoding, T61
· Fluency, T61
· Language Arts, T61
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 Ben Franklin goes to Paris, Differentiate Instruction, p. T67
Differentiate Comprehension: Cause and Effect; Visualize, p. T69
Leveled Reader Special Night, p. T73
Differentiate Vocabulary Strategies: Reference Materials, p. T75
Options for Reteaching: pp. T76-T77
What are my other children doing?
Reread Ben Franklin Goes to Paris
Listen to Audio of “Dangerous Crossing”; retell and discuss
Vocabulary in Context Cards 101-110 Talk It Over Activities
Partners: Reread for Fluency: A Special Night
Complete Leveled Practice ELL11.1
Reread Ben Franklin Goes to Paris or “Dangerous Crossing”
Complete Literacy Centers
ELL Extra Support / Go Digital
ELL Lesson 11 Resources
· Daily Lessons to support the core
· Language Support Card 11
· 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