English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 1 5Essential Question: Anchor Text:What are the traits of a hero? Roberto Clemente

Biography Baseball Poems Poetry

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing:Draft a Personal NarrativeFocus Trait:Sentence Fluency

Comprehension Skills and StrategiesTARGET SKILL

Cause and Effect Literal and Nonliteral Meanings

TARGET STRATEGY Visualize

PhonicsLong i Spelled i, ie, ighFluencyIntonation

Language:Target Vocabulary: stands, fans, score, league, slammed, polish, style, pronounced Domain Specific VocabularySpelling: Long i Spellings: slight, mild, sight, pie, mind, tie, pilot, might, lie, tight, blind, fight, die, midnight Vocabulary Strategies: Prefix mis-Grammar: Plural Nouns with –s and –es

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words celebrating*, cheered, credit*, deserve, proud

Language Support Card 5 Building Background Videos Teacher’s Edition p. E42 Oral Language Chant, Blackline Master ELL 5.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary stands, fans, score, league*, slammed, polish, style*, pronounced*

Vocabulary in Context CardsReading/Language Arts Terms vowel, biography, cause, effect, visualize, prefix, poetry, singular noun, plural noun, personal narrative

Teacher’s Edition pp. E42, E44Scaffolding ComprehensionBuilding Background

Language Support Card 5 Building Background Videos Selection Blackline Master ELL 5.5

Comprehension Teacher’s Edition pp. E43, E44, E46, E48, E50

Compare and Contrast Teacher’s Edition pp. E45, E47

Scaffolding WritingNarrative WritingDraft a Personal Narrative pp. T411, T419, T429, T437, T444-T445

Teacher’s Edition p. E51 Common Core Writing Handbook, Draft a Personal Narrative

Scaffolding GrammarGrammar: Plural Nouns with –s and –es, p. T410, T418, T428, T436, T442-T443

Teacher’s Edition P. E49o Language Transfer Issue : Plural Nouns

Language Support Card 5: Sentences with Says That; This and That

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsLong i Spelled i, ie, ighIII-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.) FluencyIntonationIII-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: stands, fans, score, league, slammed, polish, style, pronounced Domain Specific VocabularySpelling: Long i Spellings: slight, mild, sight, pie, mind, tie, pilot, might, lie, tight, blind, fight, die, midnight III-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.) 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: Prefix mis- 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: Plural Nouns with –s and –es III-L-1 (N): HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles (e.g., I used “the president” versus “a president” because “the president” is referring to a specific president)..

Students learn about plural nouns with –s and –es through reading and writing sentences about sports. III-L-1 (SC): HI-6: producing sentences with a plural noun as the subject using S-V-C construction, with subject-verb agreement.

Students will draft a personal narrative, using Roberto Clemente: Pride of the Pittsburg Pirates as a model for including time-order words. III-W-1: HI-1: writing one or more narrative paragraphs based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure.

Roberto Clemente: Pride of the Pittsburg Pirates BiographyStudents will read Roberto Clemente: Pride of the Pittsburg Pirates to

analyze cause and effect relationshipsIII-R-4: HI-12: identifying the cause and effect relationship of two related events in a literary selection.

evaluate literal and non-literal meaningsIII-L-2HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts.Baseball PoemsPoetryStudents will read Baseball Poems to

analyze poetry, using the sound and rhythm of words to show images and express feelings

III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)

recognize and appreciate rhyme in poetryIII-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 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, T446 Comprehension, T446 Phonics, T447 Language Arts, T447 Fluency, T447

ELL Small GroupELL Leveled Reader- Hank Aaron

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: Mia and Nomar, Differentiate Instruction, p. T459Differentiate Phonics: Long i Spelled I, ie, igh p. T359 Differentiate Comprehension: Cause and Effect; Visualize, p. T461Leveled Reader: Hank Aaron , p. T467Differentiate Fluency: Intonation, p. T463Differentiate Vocabulary: Prefix mis- p. T469Options for Reteaching: pp. T470-471What are my other children doing?Reread Mia and NomarComplete Leveled Practice ELL 5.1Listen to Audio of Roberto Clemente: Pride of the Pittsburg Pirates; retell and discussVocabulary in Context Cards 33-40 Talk It Over ActivitiesComplete Leveled Practice ELL 5.2Partners: Reread for Fluency: Baseball Poems Complete Leveled Practice ELL 5.3Reread Mia and Nomar or Roberto Clemente: Pride of the Pittsburg Pirates Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 5 Resources

Daily Lessons to support the core

Language Support Card 5 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 5: Baseball

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards