English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 4 20Essential Question: Anchor Text:What are the coldest places on Earth like? Life on the Ice

Informational TextThe Raven: An Inuit Myth Myth

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Draft a Persuasive Essay Focus Trait:Organization

Comprehension Skills and StrategiesTARGET SKILL

Main Ideas and Details Literal and Nonliteral Meanings

TARGET STRATEGY Infer/Predict

PhonicsCompound Words

FluencyAccuracy

Language:Target Vocabulary: shelter, colony, constant, wilderness, climate, region, unexpected, gliding, overheated, layer Domain Specific VocabularySpelling: Compound Words: birthday, anyone, sometimes, everything, homework, afternoon, airplane, grandmother, something, without, himself, faraway, sunburned, daylight Vocabulary Strategies: Dictionary/Glossary Grammar: What is an Adverb

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words adventure*, continent*, isolated*, melts, route

Language Support Card 20 Building Background Videos Teacher’s Edition p. E42 Oral Language Chant, Blackline Master ELL 20.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary shelter, colony*, constant*, wilderness, climate*, region*, unexpected, gliding, overheated, layer

Vocabulary in Context CardsReading/Language Arts Terms compound word, topic, main idea, detail, infer, dictionary entry, myth, adverb, persuasive essay

Teacher’s Edition pp. E42, E44Scaffolding ComprehensionBuilding Background

Language Support Card 20 Building Background Videos Selection Blackline Master ELL 20.5

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

Main Ideas and Details Teacher’s Edition pp. E45, E47

Scaffolding WritingOpinion WritingDraft a Persuasive Essay, pp. T409, T417, T427, T435, T442—T442

Teacher’s Edition p. E51 Common Core Writing Handbook, Draft a Persuasive Essay

Scaffolding GrammarGrammar: What is an Adverb?, pp. T408, T416, T426, T434, T440-T441

Teacher’s Edition p. T49o Language Transfer Issue: Contractions

Language Support Card 20: Using Would; Comparative Adjectives

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsCompound Words III-R-2: B-8: reading two- or three-syllable and compound words, using letter-sound knowledge and syllabication rules with instructional support.FluencyAccuracy 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: shelter, colony, constant, wilderness, climate, region, unexpected, gliding, overheated, layer Domain Specific VocabularySpelling: Compound Words: birthday, anyone, sometimes, everything, homework, afternoon, airplane, grandmother, something, without, himself, faraway, sunburned, daylight III-R-2: B-8: reading two- or three-syllable and compound words, using letter-sound knowledge and syllabication rules with instructional support.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.

Students learn about adverbs through reading and writing sentences that relate to surviving cold climates. III-L-1 (ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).

Students continue their work on a persuasive essay from the previous lesson, using Life on the Ice as a model for explaining in detail the reasons for their opinion. III-W-1: HI-7: writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure, repetition, etc.).

Life on the Ice Informational TextStudents will read Life on the Ice to

Identify the main ideas and supporting details in a text

III-R-4: HI-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary.

identify the literal and nonliteral meaning of words and phrases

III- LS-2: HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts.

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: Dictionary/Glossary III-L-2 (Vocabulary): HI-14: using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words.

Grammar: What is an Adverb III-L-1 (ADV): HI-5: using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).

The Raven: An Inuit Myth MythStudents will read “The Raven: An Inuit Myth” to

recognize that a myth reflects the cultural beliefs of a group

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

Describe the story message of a myth III- LS-1: HI-13: drawing conclusions from information implied or inferred in a literary selection.

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, T444 Comprehension, T444 Phonics, T445 Language Arts, T445 Fluency, T445

ELL Small GroupELL Leveled Reader- Staying Cool in the Heat

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: Emperor Penguins, Differentiate Instruction, p. T457Differentiate Phonics: Compound Words, p. T455Differentiate Comprehension: Main Ideas and Details; Infer/Predict, p. T459Leveled Reader: Staying Cool in the Heat, p. T465Differentiate Fluency: Accuracy , p. T461Differentiate Vocabulary: Dictionary/Glossary , p. T467Options for Reteaching: pp. T468-T469What are my other children doing?Reread Emperor Penguins Complete Leveled Practice ELL 20.1Listen to Audio of Life on the Ice; retell and discussVocabulary in Context Cards 161-170 Talk It Over ActivitiesComplete Leveled Practice ELL 20.2Partners: Reread for Fluency: Readers’ Theater: The Raven: An Inuit Myth Complete Leveled Practice ELL 20.3Reread Emperor Penguins or Life on the Ice Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 20 Resources

Daily Lessons to support the core

Language Support Card 20 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards