English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 5 4 19Essential Question: Anchor Text:Why is it important to be aware of your community’s needs?

Darnell Rock ReportingRealistic Fiction

Volunteer! Persuasive Text

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: Prewrite a Personal Narrative Focus Trait: Ideas

Comprehension Skills and StrategiesTarget Skill

Author’s Purpose Dialogue Characterization

Target Strategy Summarize

Fluency Stress

Decoding More Common Suffixes

Language:

Target Vocabulary: issue, deteriorating, dependent, exception, granted, effective, urge, violation, ordinance, minimumSpelling: Suffixes –ful, -ly, -ness, -less, -ment: lately, settlement, watchful, countless, steadily, closeness, calmly, government, agreement, cloudiness, delightful, noisily, tardiness, forgetful, forgiveness, harmless, enjoyment, appointment, effortless, plentiful Grammar: More Kinds of PronounsVocabulary Strategies: Greek and Latin Suffixes –ism, -ist, -able, -ible

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words speaker, decide*, meeting, opinion*, speech, support Language Support Card 19

Building Background Videos Teacher’s Edition p. E32 Oral Language Chant, Blackline Master ELL19.2

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary dependent*, deteriorating*, effective, exception*, granted, issue, minimum*, ordinance, urge, violations* Vocabulary in Context CardsReading/Language Arts Terms author’s purpose, realistic fiction*, suffix*, summarize, summary, stress, persuasive text*, pronoun*, possessive pronoun*, personal narrative*

Teacher’s Edition pp. E32, E34, E36, E38, E40Scaffolding ComprehensionBuilding Background

Language Support Card 19 Building Background Videos Selection Blackline Master ELL 19.3

Comprehension Teacher’s Edition pp. E33, E34, E37, E38, E40

Author’s Purpose Teacher’s Edition pp. E33, E37

Scaffolding WritingNarrative Writing Prewrite a Personal Narrative, pp. T278-T281

Teacher’s Edition p. T41 Common Core Writing Handbook, Personal Narrative

Scaffolding GrammarGrammar: More Kinds of Pronouns, pp. T274-T277

Teacher’s Edition P. E39o Language Transfer Issue: Possessive Pronouns

Language Support Card 19: Noun Phrases; It That plus a Stand-Alone Idea

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:FluencyStressIII-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)

DecodingMore Common Suffixes III-R-2: HI-10: applying knowledge of affixes to words in context. III-R-2: PE-9: identifying base words (walk, clean, dress) that have been modified by inflectional endings. III-R-2: HI-3: segmenting syllables in multi-syllabic words.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: issue, deteriorating, dependent, exception, granted, effective, urge, violation, ordinance, minimumIII-L-2 (Vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.III-LS-2 (Vocab): HI-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content words.

Spelling: Suffixes –ful, -ly, -ness, -less, -ment: lately, settlement, watchful, countless, steadily, closeness, calmly, government, agreement, cloudiness, delightful, noisily, tardiness, forgetful, forgiveness, harmless, enjoyment, appointment, effortless, plentiful III-LS-2: LI-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress (e.g., con-di-tion, re-pro-duce, un-pro-duc-tive, re-la-tion-ship, etc.). III-L-2 (Vocab): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

Grammar: More Kinds of PronounsIII-L-1 (PRO): HI-8: using indefinite pronouns (i.e., all, both, nothing, somebody, anything, etc.: “Jack bought something. Jill didn’t buy anything.”). III-L-1 (PRO): HI-3: stating when to use possessive pronouns; using possessive pronouns. III-L-1 (PRO): HI-6: using interrogative pronouns who, whom, what, which and whose.

Vocabulary Strategies: Greek and Latin Suffixes –ism, -ist, -able, -ibleIII-L-2 (Vocab): HI-14: using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words. III-L-2 (Vocab): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

Students learn more about pronouns by reading and writing sentences that relate to the anchor text.

III-L-1 (PRO): HI-8: using indefinite pronouns (i.e., all, both, nothing, somebody, anything, etc.: “Jack bought something. Jill didn’t buy anything.”). III-L-1 (PRO): HI-3: stating when to use possessive pronouns; using possessive pronouns. III-L-1 (PRO): HI-6: using interrogative pronouns who, whom, what, which and whose.

Students will begin writing a personal narrative, using “Darnell Rock Reporting” as a model for how to clarify ideas. III-W-1: HI-1: writing one or more narrative paragraphs based on imagined or real events that includes characters, setting, sensory details, appropriate word choice and logical sequencing to develop the plot using transitional words and varied sentence structure. III-W-3: HI-1: generating and organizing ideas to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).

Darnell Rock Reporting Realistic Fiction Students will read “Darnell Rock Reporting” to

identify author’s purpose III-R-4: HI-11: identifying the author’s purpose for writing a book. (i.e., to entertain, to inform, to persuade)

explore the use of dialogue III-R-4: LI-33: identifying words that the author selects to create a rich auditory experience in a literary selection with instructional support.

examine how an author achieves characterization

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

Volunteer! Persuasive Text Students will read “Volunteer!” to:

examine a persuasive textIII-R-4: HI-11: identifying the author’s purpose for writing a book. (i.e., to entertain, to inform, to persuade) III-R-4: HI-31: distinguishing fact from opinion in persuasive text. (e.g., advertisements, product labels,

written communications, etc.)

identify parts of an argument 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.).

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)

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, T282 Comprehension, T282 Decoding, T283 Fluency, T283 Language Arts, T283

ELL Small GroupELL Leveled Reader

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 From Parking Lot to Garden, Differentiate Instruction, p. T289Differentiate Comprehension: Author’s Purpose, p. T291Leveled Reader The Old Tree, p. T295Differentiate Vocabulary Strategies: Greek and Latin Suffixes –ism, -ist, -able, -ible, p. T297Options for Reteaching: pp. T298-T299

What are my other children doing?Reread From Parking Lot to GardenListen to Audio of “Darnell Rock Reporting”; retell and discussVocabulary in Context Cards 181-190 Talk It Over ActivitiesPartners: Reread for Fluency: The Old Tree Complete Leveled Practice ELL 19.1Reread From Parking Lot to Garden or “Darnell and Reporting”Complete Literacy Centers

ELL Extra Support Go DigitalELL Lesson 19 Resources

Daily Lessons to support the core Language Support Card 19 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building Backgroundo Video Clip for Lesson 19: Cleaning Up a City Lot

For Students: ELL Leveled Reader Online Vocabulary Reader Online Cross-Curricular Activity Bank Multimedia Grammar Glossary Picture Card Bank Online

For Teachers: ELD Station Online Leveled Readers Database Leveled Reader Teacher’s Guide

Grab and Go ELL Blackline Master

Assessment & Additional ResourcesWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards