English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 3 12Essential Question: Anchor Text:Why is it important to grow food crops? Tops and Bottoms

Trickster TaleGoodness Grows in GardensInformational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing:Compare-and-Contrast ParagraphsFocus Trait:Word Choice

Comprehension Skills and StrategiesTARGET SKILL

Theme Point of View

TARGET STRATEGY Visualize

PhonicsHomophones Words Ending in –er and -leFluencyStress

Language:Target Vocabulary: risky, grunted, profit, crops, plucked, scowled, tugged, hollered Domain Specific VocabularySpelling: Homophones: hole, whole, its, it’s, hear, here, won, one, our, hour, their, there, fur, fir Vocabulary Strategies: Idioms Grammar: Writing Quotations

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words planting*,harvesting, watered, weeded, season, vegetable*

Language Support Card 12 Building Background Videos Teacher’s Edition p. E12 Oral Language Chant, Blackline Master ELL 12.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary risky, grunted*, profit, crops, plucked, scowled, tugged, hollered

Vocabulary in Context CardsReading/Language Arts Terms homophone, trickster tale, theme, character, plot, visualize, idiom, informational text, quotation marks, compare, contrast

Teacher’s Edition pp. E12, E14Scaffolding ComprehensionBuilding Background

Language Support Card 12 Building Background Videos Selection Blackline Master ELL 12.5

Comprehension Teacher’s Edition pp. E13, E14, E16, E18, E20

Theme Teacher’s Edition pp. E15, E17

Scaffolding WritingInformative WritingCompare-and- Contrast Paragraph, pp. T125, T133, T143, T151, T158-T159

Teacher’s Edition p. E21 Common Core Writing Handbook, Compare-and- Contrast Paragraph

Scaffolding GrammarGrammar: Writing Quotations, pp. T124, T132, T142, T150, T156-T157

Teacher’s Edition p. E19 Language Support Card 12: Present-tense Verbs; Descriptive Adjectives

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsHomophones Words Ending in –er and -leIII-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. FluencyStress 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: risky, grunted, profit, crops, plucked, scowled, tugged, hollered Domain Specific VocabularySpelling: Homophones: hole, whole, its, it’s, hear, here, won, one, our, hour, their, there, fur, fir 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: Idioms III-LS-2: HI-13: interpretingthe meaning of figurative language including in a variety of grade-level texts.

Students learn about quotations through reading and writing about agriculture. III-W-2: HI-5: using punctuation for: • sentence endings • semi-colons in a series, introductory clauses, dialogue and direct address • quotation marks for dialogue and titles • colons to punctuate business letter salutations • apostrophes to punctuate contractions and plural possessives.

Students write a compare-and-contrast paragraph, using Tops and Bottom as a model for writing paragraphs that include compare-and-contrast signal words. 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.

Tops and Bottoms Trickster tale Students will read Tops and Bottoms to

use the story details to identify the theme of a story

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

distinguish point of view III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.

Grammar: Writing Quotations III-L-1: HI-5: using punctuation for: • sentence endings • semi-colons in a series, introductory clauses, dialogue and direct address • quotation marks for dialogue and titles • colons to punctuate business letter salutations • apostrophes to punctuate contractions and plural possessives.

Goodness Grows in Gardens Informational Text Students will read Science for Sports Fans to

learn factual information about a topicIII-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose. III-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text.III-R-4: HI-1: comparing and contrasting fiction with nonfiction.

use headings to locate informationIII-R-4: E-24: identifying and selecting external text (e.g., illustrations, photographs, charts, maps, diagrams, graphs, tables, timelines, symbols, etc.) within nonfiction text for a specific purpose (e.g. "Which external text will tell me______?").

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, T160 Comprehension, T160 Phonics, T161 Language Arts, T161 Fluency, T161

ELL Small GroupELL Leveled Reader- Rabbit and the Squash

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: How Does Food Grow?, Differentiate Instruction, p. T169Differentiate Phonics: Homophones, p. T167Differentiate Comprehension: Theme; Visualize, p. T171Leveled Reader: Rabbit and the Squash, p. T177 Differentiate Fluency: Stress, p. T173 Differentiate Vocabulary: Idioms, p. T179Options for Reteaching: pp. T180-T181What are my other children doing?Reread How Does Food Grow?Complete Leveled Practice ELL 12.1Listen to Audio of Tops and Bottoms; retell and discussVocabulary in Context Cards 89-96 Talk It Over ActivitiesComplete Leveled Practice ELL 12.2Partners: Reread for Fluency: Goodness Grows in GardensComplete Leveled Practice ELL 12.3Reread How Does Food Grow? or Tops and Bottoms Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 12 Resources

Daily Lessons to support the core

Language Support Card 12 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 12: Animals and Gardens

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards