English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 6 27Essential Question: Anchor Text : Connect to the Topic: Connect to the Topic:How would your life be different without magnets?

The Power of Magnets Expository Nonfiction

Electro Magnets and You Photo Essay

“Science Fair Project” and “Magnet”Poetry

Writing: Reading Literature & Informational Text: Foundational Skills:Informative Writing Problem-and-Solution Paragraph Focus Trait:Ideas

Comprehension Skills and StrategiesTARGET SKILL

Cause and Effect TARGET STRATEGY

Summarize

PhonicsDouble Consonants FluencyIntonation

Language:Review Vocabulary: research, tools, familiar, gadget, invention, experiment, electric, power, prove, improveDomain Specific VocabularySpelling: Words with Double Consonants: jelly, bottom, pillow, happen, butter, lesson, cherry, sudden, arrow, dollar, hello, rabbit, letter, button Vocabulary Strategies: Homographs and HomophonesGrammar: Contractions

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words attract*, electricity*, force*, poles*, repel*

Language Support Card 27 Building Background Videos Teacher’s Edition p. E12 Oral Language Chant, Blackline Master ELL 27.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary research, tools, familiar*, gadget, invention*, experiment*, electric*, power, prove*, improve

Vocabulary in Context CardsReading/Language Arts Terms syllables, consonant, effect, cause, summarize, homophone, homograph, photo essay, contraction, apostrophe, problem-and-solution paragraph, problem, solution, details

Teacher’s Edition pp. E12, E14Scaffolding ComprehensionBuilding Background

Language Support Card 27 Building Background Videos Selection Blackline Master ELL 27.5

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

Cause and Effect Teacher’s Edition pp. E15, E17

Scaffolding WritingInformative WritingProblem/Solution Paragraph, pp. T88-T91

Teacher’s Edition p. E21 Common Core Writing Handbook, Problem-and-Solution Paragraph

Scaffolding GrammarGrammar: Contractions, pp. T86-87

Teacher’s Edition p. T19o Language Transfer Issue: Contractions

Language Support Card 27: Complex Sentences with when; Complex Sentences with make

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsDouble Consonants III-R-2: HI-3: segmenting syllables in multi-syllabic words.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

__:__-__:__ Review Vocabulary: research, tools, familiar, gadget, invention, experiment, electric, power, prove, improveDomain Specific VocabularySpelling: Words with Double Consonants: jelly, bottom, pillow, happen, butter, lesson, cherry, sudden, arrow, dollar, hello, rabbit, letter, button 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: Homographs and HomophonesIII-L-2 (Vocabulary): HI-11: pronouncing a homograph in context based on meaning.III-L-2 (Vocabulary): HI-10: using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words

Grammar: Contractions III-R-2: HI- 12: reading contractions. III-L-2 (Vocabulary): HI-6: applying contractions in context.

Students will form contractions using apostrophes. III-R-2: HI- 12: reading contractions. III-L-2 (Vocabulary): HI-6: applying contractions in context.

Students will write a problem-and-solution paragraph using details. 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.

The Power of Magnets Expository Nonfiction Students will read The Power of Magnets to

Read and analyze a expository nonfiction.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.Electro Magnets and You Photo Essay Students will read Electro Magnets and You to

Read and analyze a photo essay.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.“Science Fair Project” and “Magnet”Poetry Students will read “Science Fair Project” and “Magney” 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, T92 Comprehension, T92 Phonics, T93 Language Arts, T93 Fluency, T93

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

Donovan’s Word Jar: T252-T261Read Chapters 3-4, pp. 15-30

*for Daily Lesson Plans see p. T56

COMPLEX

Jake Drake: Know-It-All: T308-T317Read Chapters 3-5, pp. 16-35

*for Daily Lesson Plans see p. T56

MORE COMPLEX

Capoeria: T364-T373Read Part 2, pp. 10-17

*for Daily Lesson Plans see p. T56

ELL Extra SupportELL Lesson 27 Resources

Daily Lessons to support the core

Language Support Card 27 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Forms

Cooperative Learning Guidelines

Building Background

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

Standards