Web viewWhat are the traits of a hero? Roberto Clemente. Biography . Baseball Poems . ... Baseball...
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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE
Grade: Unit: Lesson: 3 1 5Essential Question: Anchor Text:What are the traits of a hero? Roberto Clemente
Biography Baseball Poems Poetry
Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing:Draft a Personal NarrativeFocus Trait:Sentence Fluency
Comprehension Skills and StrategiesTARGET SKILL
Cause and Effect Literal and Nonliteral Meanings
TARGET STRATEGY Visualize
PhonicsLong i Spelled i, ie, ighFluencyIntonation
Language:Target Vocabulary: stands, fans, score, league, slammed, polish, style, pronounced Domain Specific VocabularySpelling: Long i Spellings: slight, mild, sight, pie, mind, tie, pilot, might, lie, tight, blind, fight, die, midnight Vocabulary Strategies: Prefix mis-Grammar: Plural Nouns with –s and –es
Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words celebrating*, cheered, credit*, deserve, proud
Language Support Card 5 Building Background Videos Teacher’s Edition p. E42 Oral Language Chant, Blackline Master ELL 5.4
Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary stands, fans, score, league*, slammed, polish, style*, pronounced*
Vocabulary in Context CardsReading/Language Arts Terms vowel, biography, cause, effect, visualize, prefix, poetry, singular noun, plural noun, personal narrative
Teacher’s Edition pp. E42, E44Scaffolding ComprehensionBuilding Background
Language Support Card 5 Building Background Videos Selection Blackline Master ELL 5.5
Comprehension Teacher’s Edition pp. E43, E44, E46, E48, E50
Compare and Contrast Teacher’s Edition pp. E45, E47
Scaffolding WritingNarrative WritingDraft a Personal Narrative pp. T411, T419, T429, T437, T444-T445
Teacher’s Edition p. E51 Common Core Writing Handbook, Draft a Personal Narrative
Scaffolding GrammarGrammar: Plural Nouns with –s and –es, p. T410, T418, T428, T436, T442-T443
Teacher’s Edition P. E49o Language Transfer Issue : Plural Nouns
Language Support Card 5: Sentences with Says That; This and That
Whole GroupReading 60 Minutes
__:__-__:__ Language Arts Oral/Vocab60 Minutes
__:__-__:__
Foundational Skills:PhonicsLong i Spelled i, ie, ighIII-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.) FluencyIntonationIII-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: stands, fans, score, league, slammed, polish, style, pronounced Domain Specific VocabularySpelling: Long i Spellings: slight, mild, sight, pie, mind, tie, pilot, might, lie, tight, blind, fight, die, midnight III-R-2: B-2: distinguishing between long and short vowel sounds in orally stated single-syllable words (e.g., bit-bite, etc.) 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: Prefix mis- III-L-2 (Vocabulary): HI-7: using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.
Grammar: Plural Nouns with –s and –es III-L-1 (N): HI-2: justifying his/her use of singular versus plural nouns, common versus proper nouns and definite versus indefinite articles (e.g., I used “the president” versus “a president” because “the president” is referring to a specific president)..
Students learn about plural nouns with –s and –es through reading and writing sentences about sports. III-L-1 (SC): HI-6: producing sentences with a plural noun as the subject using S-V-C construction, with subject-verb agreement.
Students will draft a personal narrative, using Roberto Clemente: Pride of the Pittsburg Pirates as a model for including time-order words. 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.
Roberto Clemente: Pride of the Pittsburg Pirates BiographyStudents will read Roberto Clemente: Pride of the Pittsburg Pirates to
analyze cause and effect relationshipsIII-R-4: HI-12: identifying the cause and effect relationship of two related events in a literary selection.
evaluate literal and non-literal meaningsIII-L-2HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts.Baseball PoemsPoetryStudents will read Baseball Poems to
analyze poetry, using the sound and rhythm of words to show images and express feelings
III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.)
recognize and appreciate rhyme in poetryIII-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse,
meter, and imagery, etc.)
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, T446 Comprehension, T446 Phonics, T447 Language Arts, T447 Fluency, T447
ELL Small GroupELL Leveled Reader- Hank Aaron
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: Mia and Nomar, Differentiate Instruction, p. T459Differentiate Phonics: Long i Spelled I, ie, igh p. T359 Differentiate Comprehension: Cause and Effect; Visualize, p. T461Leveled Reader: Hank Aaron , p. T467Differentiate Fluency: Intonation, p. T463Differentiate Vocabulary: Prefix mis- p. T469Options for Reteaching: pp. T470-471What are my other children doing?Reread Mia and NomarComplete Leveled Practice ELL 5.1Listen to Audio of Roberto Clemente: Pride of the Pittsburg Pirates; retell and discussVocabulary in Context Cards 33-40 Talk It Over ActivitiesComplete Leveled Practice ELL 5.2Partners: Reread for Fluency: Baseball Poems Complete Leveled Practice ELL 5.3Reread Mia and Nomar or Roberto Clemente: Pride of the Pittsburg Pirates Complete and Share Literacy Center activitiesIndependent Reading
ELL Extra SupportELL Lesson 5 Resources
Daily Lessons to support the core
Language Support Card 5 ELL Blackline Masters ELL Teacher’s Handbook
o Professional Development o Peer Conference Formso Cooperative Learning Guidelines
Building BackgroundVideo Clip for Lesson 5: Baseball
AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic Assessments
Reading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline Masters
Standards