English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 6 29Essential Question: Anchor Text : Connect to the Topic: Connect to the Topic:

What can you learn from champions? A New Team of HeroesDrama

C-H-A-M-P-I-O-NJournal Entry

“Defender” and “Spellbound”Poetry

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing Prewrite a Research ReportFocus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Understanding CharactersTARGET STRATEGY

Monitor/Clarify

PhonicsWords Ending in –er or -leFluencyExpression

Language:Review Vocabulary: excitement, store, athlete, tense, succeed, league, earn, partners, pleasure, contribute Domain Specific VocabularySpelling: Words Ending in -er or –le: apple, river, little, October, ladder, summer, purple, later, November, giggle, uncle, winter, center, doubleVocabulary Strategies: Prefixes un-, dis-Grammar: What is a Preposition?

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words noticed, opposing, practice*, predicted*, reason*

Language Support Card 29 Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL 29.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesReview Vocabulary excitement, score, athlete*, tense*, succeed, league, earn, partners, pleasure*, contribute*

Vocabulary in Context CardsReading/Language Arts Terms syllables, character, traits, motivation, feelings, monitor, clarify, prefix, base word, informational text, preposition, prepositional phrase, research report, opening, topic, supporting details, fact, opinion

Teacher’s Edition pp. E32, E34Scaffolding ComprehensionBuilding Background

Language Support Card 29 Building Background Videos Selection Blackline Master ELL 29.5

Comprehension Teacher’s Edition pp. E33, E34, E36, E38, E40

Understanding Characters Teacher’s Edition pp. E35, E37

Scaffolding WritingInformative WritingInstructions, pp. T182-T185

Teacher’s Edition p. E41 Common Core Writing Handbook, Prewrite a Research Project

Scaffolding GrammarGrammar: Commas in Sentences, pp. T180-181

Teacher’s Edition p. T39o language Transfer Issue: Omission of Prepositions

Language Support Card 29: Complex Sentences with because

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsWords Ending in –er or -leIII-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).FluencyExpression 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: excitement, store, athlete, tense, succeed, league, earn, partners, pleasure, contribute Domain Specific VocabularySpelling: Words Ending in -er or –le: apple, river, little, October, ladder, summer, purple, later, November, giggle, uncle, winter, center, doubleIII-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: Prefixes un-, dis-III-L-2(V): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

Grammar: What is a Preposition?III-L-1(PREP): HI-1: using prepositions of location.III-L-1(PREP): HI-2: using prepositions of direction.III-L-1(PREP): HI-3: using prepositions of time.III-L-1(PREP): HI-4: differentiating among prepositions of location, direction and time.

Students will identify prepositions.III-L-1: HI-1: using prepositions of location.III-L-1: HI-2: using prepositions of direction.III-L-1: HI-3: using prepositions of time.III-L-1: HI-4: differentiating among prepositions of location, direction and time.

Students will Prewrite a research report.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.A New Team of Heroes

Drama Students will read A New Team of Heroes to

Read and analyze a drama.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.

C-H-A-M-P-I-O-NJournal Entry Students will read C-H-A-M-P-I-O-N to

Read and analyze a Journal Entry.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.

“Defender” and “Spellbound”

Poetry Students will read “Defender” and “Spellbound” 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, T186 Comprehension, T186 Phonics, T187 Language Arts, T187 Fluency, T187

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

Donovan’s Word Jar: T272-T281Read Chapters 7-8, pp. 42-54

*for Daily Lesson Plans see p. T148

COMPLEX

Jake Drake: Know-It-All: T328-T337Read Chapters 7-8, pp. 54-68

*for Daily Lesson Plans see p. T148

MORE COMPLEX

Capoeria: T384-T393Read Part 4, pp. 26-33

*for Daily Lesson Plans see p. T148

ELL Extra SupportELL Lesson 29 Resources

Daily Lessons to support the core

Language Support Card 29 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Forms

Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 29:Playing with a Team

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

Standards