English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 2 6 30Essential Question: Anchor Text:

Why might a person from long ago still be important today?

Now & BenInformational Text

A Model CitizenInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing: Response Essay

Comprehension Skills and StrategiesTARGET SKILL

Compare and Contrast Using Content

TARGET STRATEGY Visualize

PhonicsReading Longer Words with Long Vowels o and e Final Stable Syllable -le FluencyRate: Adjust Rate to Purpose

Language:Target Vocabulary: inventions, remarkable, designed, amounts, accomplishments, achieve, composed, resultSpelling: Reading Longer Words with Long Vowels o and e: seated, keeps, speed, seen, means clean, groan, roast, bowls crow, owe, grownVocabulary Strategies: Root WordsGrammar: Choose Between Adjectives and Adverbs

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words benefits*, electricity*, original*, prevents*, useful, clock, computer, telephone

Language Support Card 30 Building Background Videos Teacher’s Edition p. E42 Dialogue, ELL.30.5

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary inventions*, remarkable, designed*, amounts, accomplishments, achieve, composed*, result*

Vocabulary in Context CardsReading/Language Arts Terms syllables*, vowel*, informational text*, compare*, contrast*, visualize*, details*, dictionary entry, connect*, consonant*, prepositions*, prepositional phrase*, response essay*, response to literature, opinion*Building Background

Language Support Card 30 Building Background Videos Selection Blackline Master ELL30.6

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

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

Scaffolding WritingOpinion WritingResponse Essay pp. T472-T473

Teacher’s Edition p. E51 Common Core Writing Handbook: Response Essay

Scaffolding GrammarGrammar: Choose Between Adjectives and Adverbs, pp. T470-T471

Teacher’s Edition p. E49Language Transfer Issue: Adjectives and Adverbs

Language Support Card 30: Present Tense

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Phonics Vowel Diphthongs ow, ouII-R-1:HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.FluencyRate: Adjust Rate to Purpose II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: inventions, remarkable, designed, amounts, accomplishments, achieve, composed, resultSpelling: Reading Longer Words with Long Vowels o and e Vocabulary Strategies: Root WordsII- LS-1: E-7: responding to academic discussions using key words and phrases with instructional support.II-L-2 (Vocabulary): HI-4: using grade specific academic vocabulary and symbols within context.II-L-2 (Vocabulary): HI-5: applying knowledge of grade-level vocabulary (including content area words) in text. II-L-2 (Vocabulary): B-9: recognizing how base words are changed by the addition of suffixes.

Children learn to distinguish between adjectives and adverbs by completing sentences that relate to Benjamin Franklin.II-L-1 (adv): HI-2: using “frequency” adverbs.II-L-1 (adv): HI-4: using "how/degree" adverbs.II-L-1 (adj): HI-3: using sensory/personality adjectives.

Children continue their work on a response essay from the previous lesson, focusing on word choice to give the essay greater impact. II-W-1: HI-7: using expressive or descriptive phrases/sentences in student generated text.II-W-1: HI-8: writing a short response to a literary selection that connects text to self, text to world, or text to other text.

Now & BenInformational TextChildren will read Now & Ben to

Compare and contrast historical events to events in the present.

Use the context of nearby words and illustrations to unpack the meaning of unknown words.

II-R-4: HI-13: summarizing the key events from a literary selection.II-R-4: HI-18: interpreting signs, labels, symbols and captions within the environment.II-R-4: HI-3: locating facts and answering questions about text.

A Model CitizenInformational TextChildren will read A Model Citizen to

Compare and contrast the details about Benjamin Franklin in each selection.

Use the graphic features (map) to connect to

the text. II-R-4: HI-17: identifying a variety of sources (e.g., trade books, encyclopedias, magazine, electronic sources, and textbooks) that may be used to answer specific questions and/or gather information.II-R-4: HI-8: extracting and interpreting specific information from external text features of text.II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).II-R-4: HI-4: asking questions to clarify text.II-R-4: B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of text.

ELL Whole Group Additional Whole Group ResourcesPoint-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)

Decodable Readers A Picnic Problem, pp. 65-72 Polly Poodle, pp. 73-80

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, p. T474 Phonics, p.T474 Comprehension, p.T475 Language Arts, p. T475 Fluency, p. T475

ELL Small GroupELL Leveled Reader-Firefighters in America

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 Philadelphia, 1756Differentiated Instruction, p. T487Differentiate Phonics: Reading Longer Words with Long Vowels o and e, p. T485Differentiate Comprehension: Compare and Contrast; Visualize, p. T489Reread A Picnic ProblemLeveled Reader Firefighters in America, p. T495Differentiate Fluency: Rate: Adjust Rate to Purpose, p. T491Differentiate Vocabulary Strategies: Root Words, p. T497Reread Polly PoodleOptions for Reteaching: p. T498-T499Reread A Picnic Problem or Polly PoodleWhat are my other children doing?Listen and Read: Listen to or read aloud A Picnic Problem-Leveled Practice, ELL30.1Listen: Audio of Now & Ben, Student Book, pp. 520-539 Partners: Retelling Cards-Leveled Practice, ELL30.2Partners: Use the words on Vocabulary in Context Cards 233-224 to tell about the pictures-Leveled Practice, ELL30.3Listen and Read: Audio of A Model Citizen, Student Book, pp. 544-547.Leveled Practice, ELL28.4Listen: Follow along with Audio of Now & Ben in the , Student Book, pp. 520-539-Complete and Share Literacy Center Activities

ELL Extra SupportELL Lesson 30 Resources

Daily Lessons to support the core

Language Support Card 30 ELL Blackline Masters ELL Teacher’s Handbook

Building BackgroundVideo Clip for Lesson 30: Everyday Life During the American Revolution

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards