English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 6 26Essential Question: Anchor Text : Connect to the Topic: Connect to the Topic:How does having a goal help people succeed? The Foot Race Across America

Narrative Nonfiction Paca and the Beetle: A Folktale from Brazil Folktale

“Fast Track” and “Ode to My Shoes”Poetry

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing Compare-and-Contrast Paragraph Focus Trait:Organization

Comprehension Skills and StrategiesTARGET SKILL

Main Ideas and Details TARGET STRATEGY

Analyze/Evaluate

PhonicsCommon Final Syllables –tion, -sion, -ure FluencyAccuracy

Language:Review Vocabulary: principal, proud, announced, advice, loyal, ability, absorb, loveliest, compete, approachedDomain Specific VocabularySpelling: Words with VCCV Pattern: person, helmet, until, carpet, Monday, enjoy, forget, problem, Sunday, garden, order, mistake, umpire, herselfVocabulary Strategies: Suffix –ion Abbreviations Grammar: Abbreviations

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words achievement, champion*, competing*, distance*, record*

Language Support Card 26 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 26.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary principal, proud, announced*, advice, loyal, ability, absorb*, lovliest, compete, approach

Vocabulary in Context CardsReading/Language Arts Terms syllables, topic, main idea, supporting detail, analyze, evaluate, suffix, base word, folktale, abbreviation, compare-and-contrast paragraph, compare, contrast

Teacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background

Language Support Card 26 Building Background Videos Selection Blackline Master ELL 26.5

Comprehension Teacher’s Edition pp. E3, E4, E6, E8, E10

Main Ideas and Details Teacher’s Edition pp. E5, E7

Scaffolding WritingInformative WritingCompare-and-Contrast Paragraph, pp. T42-T45

Teacher’s Edition p. E11 Common Core Writing Handbook, Compare-and-Contrast Paragraph

Scaffolding GrammarGrammar: Abbreviations, pp. T40-41

Teacher’s Edition p. T9o Language Transfer Issue: Using Capital Letters

Language Support Card 26: Noun Phrase Subjects with is that

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsCommon Final Syllables –tion, -sion, -ure III-R-2: HI-1: orally producing new words by manipulating initial, final and medial sounds in single-syllable words.FluencyAccuracy 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

__:__-__:__ Review Vocabulary: principal, proud, announced, advice, loyal, ability, absorb, loveliest, compete, approachedDomain Specific VocabularySpelling: Words with VCCV Pattern: person, helmet, until, carpet, Monday, enjoy, forget, problem, Sunday, garden, order, mistake, umpire, herselfIII-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: Suffix –ion Abbreviations III-L-2 (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: Abbreviations III-R-2: HI-8: associating common/academic language abbreviations and acronyms with words.

Students will use abbreviations with days, months, and place names. III-R-2: HI-8: associating common/academic language abbreviations and acronyms with words.

Students will write a compare and contrast paragraph. III-W-1: HI-4: writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.

The Footrace Across America Narrative Nonfiction Students will read The Footrace Across America to

Read and analyze a narrative nonfiction.III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.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.Paca and the BeetleFolktaleStudents will read Paca and the Beetle to

Read and analyze a folktale.III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.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.“Fast Track” and “Ode to My Shoes”PoetryStudents will read “Fast Track” and “Ode to My Shoes” to

Read and analyze poetry.

III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text.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.

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, T46 Comprehension, T468 Phonics, T47 Language Arts, T47 Fluency, T47

ELL Small Group-Group English Language Learners according to language proficiency.ACCESSIBLE

Donovan’s Word Jar: T237-T251Read Chapters 1-2, pp. 3-14

*for Daily Lesson Plans see p. T8

COMPLEX

Jake Drake: Know-It-All: T293-T307Read Chapters 1-2, pp. 1-15

*for Daily Lesson Plans see p. T8

MORE COMPLEX

Capoeria: T349-T363Read Part 1, pp. 2-9

*for Daily Lesson Plans see p. T8

ELL Extra SupportELL Lesson 26 Resources

Daily Lessons to support the core

Language Support Card 26 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Forms

Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 26: Running Races

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters

Standards