English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 3 2 10Essential Question: Anchor Text:What important traits must an inventor have? Young Thomas Edison

Biography Moving Pictures Informational Text

Writing: Reading Literature & Informational Text: Foundational Skills:Opinion Writing:Draft a Response to Literature Focus Trait:Sentence Fluency

Comprehension Skills and StrategiesTARGET SKILL

Main Idea and Details Sequence of Events

TARGET STRATEGY Summarize

PhonicsWords with au, aw, ai, and o

FluencyAccuracy

Language:Target Vocabulary: invention, experiment, laboratory, genius, gadget, electric, signal, occasional Domain Specific VocabularySpelling: Vowel Sound in talk: talk, cross, awful, law, cloth, cost, crawl, chalk, also, raw, salt, wall, lawn, always Vocabulary Strategies: Shades of MeaningGrammar: Pronouns and Antecedents

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words amplified*, discovered*, encouragement, improve, information*

Language Support Card 10 Building Background Videos Teacher’s Edition p. E42 Oral Language Chant, Blackline Master ELL 10.4

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary invention*, experiment*, laboratory*, genius, gadget, electric*, signal, occasional*

Vocabulary in Context CardsReading/Language Arts Terms vowel, biography, main idea, detail, summarize, shades of meaning, infer, informational text, pronoun, subject pronoun, object pronoun, response to literature, opinion, detail

Teacher’s Edition pp. E42, E44Scaffolding ComprehensionBuilding Background

Language Support Card 10 Building Background Videos Selection Blackline Master ELL 10.5

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

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

Scaffolding WritingOpinion WritingDraft a Response to Literature, pp. T407, T415, T425, T433, T440-T441

Teacher’s Edition p. E51 Common Core Writing Handbook, Draft a Response to Literature

Scaffolding GrammarGrammar: Pronouns and Antecedents, pp. T406, T414, T424 T432, T438-T439

Teacher’s Edition P. E49 Language Transfer Issue: Object Pronoun Omission

Language Support Card 10: Sentence Structure with is; Ordinal Numbers

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:PhonicsVowel Dipthongs ow and ouIII-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. 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

__:__-__:__ Target Vocabulary: familiar, applause, vacant, rickety, blurry, blasted, jerky, rude Domain Specific VocabularySpelling: Vowel Sound in town: clown, round, bow, cloud, power, crown, thousand, crowd, sound, count, powder, blouse, frown, pound 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: Shades of Meaning (Synonyms) III-L-2 (Vocabulary): B-9: completing antonym and synonym word pairs.

Grammar: Pronouns and Antecedents III-L-1 (PRO): HI-1: using the appropriate personal subjective pronouns.

Students learn about pronouns and antecedents through reading and writing about the technology and innovation. III-L-1 (PRO): HI-1: using the appropriate personal subjective pronouns.

Students continue their work on a response to literature from the previous lesson, using Young Thomas Edison as a model for avoiding redundancy.III-W-1: HI-5: writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

Young Thomas Edison Biography Students will read Young Thomas Edison to

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

identify the sequence of events III-R-4: HI-5: retelling a story or event with a beginning, middle, and end using transition words and complete sentences.Moving Pictures Informational Text Students will read Moving Pictures to

learn factual information related to a topic

III-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.

analyze diagrams III-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, T442 Comprehension, T442 Phonics, T443 Language Arts, T443 Fluency, T443

ELL Small GroupELL Leveled Reader- The Life of George Washington Carver

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: Everyday Inventions, Differentiate Instruction, p. T455Differentiate Phonics: Words with au, aw, al, and o, p. T453 Differentiate Comprehension: Main Ideas and Details; Summarize, p. T457 Leveled Reader: The Life of George Washington Carver, p. T463Differentiate Fluency: Accuracy,p.T459 Differentiate Vocabulary: Shades of Meaning, p. T465Options for Reteaching: pp. T466-467 What are my other children doing?Reread Everyday Inventions Complete Leveled Practice ELL 10.1Listen to Audio of Young Thomas Edison; retell and discussVocabulary in Context Cards 73-80 Talk It Over ActivitiesComplete Leveled Practice ELL 10.2Partners: Reread for Fluency: Moving Pictures Complete Leveled Practice ELL 10.3Reread Everyday Inventions or Young Thomas Edison Complete and Share Literacy Center activitiesIndependent Reading

ELL Extra SupportELL Lesson 10 Resources

Daily Lessons to support the core

Language Support Card 10 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

Building BackgroundVideo Clip for Lesson 10: Pre-Digital Photography

AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments

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

Standards