English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 16Essential Question: Anchor Text:Why is it important to take care of our environment?

Judy Moody Saves the World!Humorous Fiction

My Smelly PetHumorous Fiction

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Persuasive Letter Focus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Story Structure Theme

TARGET STRATEGY Monitor/Clarify

PhonicsWords with air, ear, are FluencyIntonation

Language:Target Vocabulary: recycle, project, dripping, carton, complicated, pollution, rubbish, hardly, shade, globalDomain Specific VocabularySpelling: Vowel + /r/ Sound in air and fear: air, wear, chair, stairs, bare, bear, hair, care, pear, pair, share, near, ear, beard Vocabulary Strategies: Context Clues Grammar: What are Adjectives and Articles?

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words compost, dust, garbage, hurt, reuse

Language Support Card 16 Building Background Videos Teacher’s Edition p. E2 Oral Language Chant, Blackline Master ELL 16.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary recycle*, project*, dripping, carton, complicated*, pollution, rubbish, hardly, shade, global

Vocabulary in Context CardsReading/Language Arts Terms character, setting, plot, monitor, clarify, chapter, context, story structure, humorous fiction, adjective noun, article, persuasive letter

Teacher’s Edition pp. E2, E4Scaffolding ComprehensionBuilding Background

Language Support Card 16 Building Background Videos Selection Blackline Master ELL 16.5

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

Story Structure Teacher’s Edition pp. E5, E7

Scaffolding WritingOpinion WritingPersuasive Letter, pp. T37, T45, T55, T65, T72—T73

Teacher’s Edition p. E11 Common Core Writing Handbook, Persuasive Letter

Scaffolding GrammarGrammar: What Are Adjectives and Articles?, pp. T36, T44, T54, T64, T70-T71

Teacher’s Edition p. E9o Language Transfer Issue: Articles

Language Support Card 16: Complex Sentences with wh- Clauses

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsWords with air, ear, are III-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongs (/t/…/i/…/g/…/er/ makes tiger).FluencyIntonation 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: recycle, project, dripping, carton, complicated, pollution, rubbish, hardly, shade, globalDomain Specific VocabularySpelling: Vowel + /r/ Sound in air and fear: air, wear, chair, stairs, bare, bear, hair, care, pear, pair, share, near, ear, beardIII- 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: Context Clues III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.

Grammar: What are Adjectives and Articles? III-L-1(ADJ.): HI-1: producing a series of adjectives

Students learn about adjectives and articles through reading and writing sentences related to conservation. III-L-1(ADJ.): HI-1: producing a series of adjectives in the correct order (i.e., quantity/ concept/size/shape/ color).

Students write a persuasive letter, using Judy Moody Saves the World! as a model for making their opinions clear. 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.).

Judy Moody Saves the World!Humorous Fiction Students will read Judy Moody Saves the World! to

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

use text details to identify the theme of a story

III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection.

in the correct order (i.e., quantity/ concept/size/shape/ color).

My Smelly Pet Humorous Fiction Students will read “My Smelly Pet” to

recognize the elements of humorous fiction

III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.III-R-4: HI-15: describing the setting using key words from a fictional text.III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.

explore an author’s series books about a character

III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional 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, T74 Comprehension, T74 Phonics, T75 Language Arts, T75 Fluency, T75

ELL Small GroupELL Leveled Reader- The Green Team

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: Recycle, Reuse, and Reduce, Differentiate Instruction, p. T83Differentiate Phonics: Words with air, ear, are, p. T81Differentiate Comprehension: Story Structure; Monitor/Clarify, p. T85Leveled Reader: The Green Team, p. T91Differentiate Fluency: Intonation, p. T87 Differentiate Vocabulary: Context Clues, p. T93Options for Reteaching: pp. T94-T95What are my other children doing?Reread Recycle, Reuse, and Reduce Complete Leveled Practice ELL 16.1Listen to Audio of Judy Moody Saves the World!; retell and discussVocabulary in Context Cards 121-130 Talk It Over ActivitiesComplete Leveled Practice ELL 16.2Partners: Reread for Fluency: My Smelly Pet Complete Leveled Practice ELL 16.3Reread Recycle, Reuse, and Reduce or Judy Moody Saves the World!Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 16 Resources

Daily Lessons to support the core

Language Support Card 16 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 16: Caring for Our Earth

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards