English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 19Essential Question: Anchor Text:How do members of a community help each other? Two Bear Cubs

Myth/PlayWhose Land Is it?Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Prewrite a Persuasive Essay Focus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Story Structure Story Message

TARGET STRATEGY Summarize

PhonicsVowel Sounds in spoon and wood FluencyReading Rate

Language:Target Vocabulary: scolding, greedily, ignores, hesitation, burden, glancing, base, console, drowsy, heroic Domain Specific VocabularySpelling: Vowel Sounds in spoon and wood: mood, wooden, drew, smooth, blue, balloon, true, crooked, chew, tooth, hooves, cool, food, pooch Vocabulary Strategies: Prefixes pre-, re-, bi-Grammar: More Irregular Verbs

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words continued*, people*, scared, stories, succeeded, suddenly, supposed, warned

Language Support Card 19 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 19.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary scolding, greedily, ignores, hesitation*, burden, glancing, base*, console*, drowsy, heroic*

Vocabulary in Context CardsReading/Language Arts Terms vowel, play, characters, setting, plot, summarize, prefix, base word, informational text, regular verb, irregular verb, persuasive essay, audience, reasons

Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background

Language Support Card 19 Building Background Videos Selection Blackline Master ELL 19.5

Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40

Story Structure Teacher’s Edition pp. E35, E37

Scaffolding WritingOpinion WritingPrewrite a Persuasive Essay, pp. T317, T325, T335, T343, T350—T351

Teacher’s Edition p. E41 Common Core Writing Handbook, Prewrite a Persuasive Essay

Scaffolding GrammarGrammar: More Irregular Verbs, pp. T316, T324, T334, T342, T348-T349

Teacher’s Edition p. E39o Language Transfer Issue: Past-Tense Verbs

Language Support Card 19: Past-Tense Verbs; Complex Sentences with Because

Whole GroupReading 60 Minutes

__:__-__:__ Language Arts Oral/Vocab60 Minutes

__:__-__:__

Foundational Skills:PhonicsVowel Sounds in spoon and wood 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. FluencyReading Rate III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: scolding, greedily, ignores, hesitation, burden, glancing, base, console, drowsy, heroic Domain Specific VocabularySpelling: Vowel Sounds in spoon and wood: mood, wooden, drew, smooth, blue, balloon, true, crooked, chew, tooth, hooves, cool, food, pooch 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- LS-1: HI-5: demonstrating relationships among facts, ideas or events using academic vocabulary in classroom discussions. (e.g., problem/solution, cause/effect, etc.) III- LS-1: HI-6: responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.

Vocabulary Strategies: Prefixes pre-, re-, bi-

Students learn about irregular verbs through reading and writing sentences that relate to social relationships. III-L-1(V): HI-21: producing declarative, negative, and interrogative sentences using irregular present perfect tense verbs with subject-verb agreement.

Students prewrite a persuasive essay, using Two Bear Cubs as a model for thinking about the audience. 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.).

Two Bear Cubs Myth/PlayStudents will read Two Bear Cubs to

Analyze how the scenes in a play build upon previous scenes

III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.

identify the message of a story III- LS-1: HI-13: drawing conclusions from information implied or inferred in a literary selection.

III-L2-4(Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

Grammar: More Irregular Verbs III-L-1(V): HI-21: producing declarative, negative, and interrogative sentences using irregular present perfect tense verbs with subject-verb agreement.

Whose Land Is it?Informational Text Students will read “Whose Land Is It?” to

Understand information in a newspaper article.

Interpret information in photographs and captions.

III- LS-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text.

ELL Whole Group Additional Whole Group ResourcesPoint-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 MonitoringAssess 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, T352 Comprehension, T352 Phonics, T353 Language Arts, T353 Fluency, T353

ELL Small GroupELL Leveled Reader- The Ungrateful Tiger: A Korean Myth

Contains the same content as the On-Level Reader but uses more accessible language

ELL Leveled Reader Lesson Plan ELL Blackline Masters

Small Group PlannerTeacher-LedVocabulary Reader: Yosemite National Park, Differentiate Instruction, p. T361Differentiate Phonics: Vowel Sounds in spoon and wood, p. T359Differentiate Comprehension: Story Structure; Summarize, p. T363Leveled Reader: The Ungrateful Tiger, p. T369Differentiate Fluency: Reading Rate, p. T365 Differentiate Vocabulary: Prefixes pre-, re-, bi-, p. T371Options for Reteaching: pp. T372-T373What are my other children doing?Reread Yosemite National Park Complete Leveled Practice ELL 19.1Listen to Audio of Two Bear Cubs; retell and discussVocabulary in Context Cards 151-160 Talk It Over ActivitiesComplete Leveled Practice ELL 19.2Partners: Reread for Fluency: Whose Land Is it?Complete Leveled Practice ELL 19.3Reread Yosemite National Park or Two Bear Cubs Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 19 Resources

Daily Lessons to support the core

Language Support Card 19 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 19: Wild Animals in the City

Assessment

Weekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters

Standards