English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 6 1 2Essential Question: Anchor Text:Why is teamwork important? Knots in My Yo-yo String

AutobiographySporty Poetry Poetry

Writing: Reading Literature & Informational Text: Foundational Skills:Narrative Writing: PersonalFocus Trait: Voice

Comprehension Skills and StrategiesTarget Skill

Author’s Purpose Figurative Language Point of View

Target Strategy Infer/predict

Fluency: PausesDecoding:The VCV Syllable Pattern

Language:Target Vocabulary: contested, pursuit, scholastic, grimly, employed, tumult, mentor, culprit, deprived, miraculousSpelling: Long Vowels: scene, bracelet, mute, strive, faithful, devote, rhyme, succeed, coax, rely, conceal, forgave, lonesome, delete, confine, exceed, terrain, reproach, abuse, defeatGrammar: Kinds of Sentences Vocabulary Strategies: Suffixes: -er, -or, -ar, -ist, -ain, -ent

Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words game*, imagination*, memories*, moment*, poem*

Language Support Card 2 Building Background Videos Teacher’s Edition p. E12 Oral Language Chant, Blackline Master ELL 2.1

Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary contested, culprit*, deprived, employed*, grimly, mentor*, miraculous*, pursuit, scholastic*, tumult

Vocabulary in Context Cards Chant, ELL 2.2

Reading/Language Arts Terms author’s purpose*, inform*, describe*, entertain*, autobiography*, syllables*, vowel*, consonant*, infer*, predict*, affix*, suffix*, base word, poetry*, sentence, declarative sentence, interrogatory sentence, imperative sentence, exclamatory sentence, period, question mark, exclamation point, personal narrative*, sensory detail*, descriptive detail*Teacher’s Edition pp. E12, E14, E16, E18, E20Scaffolding ComprehensionBuilding Background

Language Support Card 2 Building Background Videos Selection Blackline Master ELL 1.3

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

Pre-Teach: Author’s Purpose; Infer/Predict Teacher’s Edition pp. E13, E15, E17

Scaffolding WritingNarrative WritingWrite a Personal Narrative, pp. T128-T131

Teacher’s Edition p. E21 Student book, pp. 72-73 Writing Rubric

Scaffolding GrammarGrammar: Kinds of Sentences, pp. T124-T127

Teacher’s Edition P. E. 19 Student Book p.68

o Language Transfer skill: Sentence Punctuation Language Support Card 2: Prepositional Phrases; Forms of Can

Whole GroupReading 60 Minutes

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

__:__-__:__

Foundational Skills:Fluency:PausesIV-R-3: HI-1: reading aloud passages from unfamiliar content area text, observing phrasing, punctuation and expression.DecodingThe VCV Syllable PatternIV-R-2: HI-8: applying knowledge of basic syllabication rules when decoding unfamiliar words in content area text.

Grammar60 Minutes

__:__-__:__ Writing60 Minutes

__:__-__:__ Target Vocabulary: contested, pursuit, scholastic, grimly, employed, tumult, mentor, culprit, deprived, miraculous Spelling: Long Vowels: scene, bracelet, mute, strive, faithful, devote, rhyme, succeed, coax, rely, conceal, forgave, lonesome, delete, confine, exceed, terrain, reproach, abuse, defeatIV- L-2 (Vocab): HI-4: explaining the meaning and usage of grade-specific academic vocabulary and symbols.

IV-L-2:PE-2: using common spelling of words with short and long vowel sounds, and high frequency words, with instructional support

Grammar: Kinds of Sentences IV-L-1(V): HI-6: producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.Vocabulary Strategies: Suffixes –er, -or, -ar, -ist, -ian, -ent IV- L-2 (Vocab): E-7: identifying themeaning of commonaffixes added tobase/root words.

Students will learn about kinds of sentences through reading and writing sentences about health and safety.IV-W-2: HI-9: using variousdeclarative sentencestructures in avariety of writingapplications.

IV-W-2: HI-11: usinginterrogativesentences in avariety of writingapplications.

IV-W-2: HI-12: using exclamatory sentences in a variety of writing applications.

IV-W-2: HI-13: using imperative sentences in a variety of writing applications.

Students write a personal narrative, using “Knots in My Yo-yo String” as a model for using a clear voice in a piece of writing. IV-W-1: HI-1: writing one or more narrative paragraphs that include an engaging plot, developed characters, setting, figurative language, and dialogue as appropriate.

Knots in My Yo-yo StringAutobiographyStudents will read “Knots in My Yo-yo String” to

o Identify the author’s purposeIV-R-4: HI-12: determining the author's stated or implied purpose (e.g., to inform, to persuade, to entertain).

o Analyze figurative languageIV-L-2(Vocab): HI-16: determining the intended meaning of figurative language.

o Study the author’s use of similesSports PoetryPoetryStudents will read “Sports Poetry” to

o Analyze various structural elements of different poems on a similar topic

o Understand the effect of line breaks in poetry

IV-R-4: HI-32: identifying the types of poetry by characteristics and structural elements.IV-LS-2: LI-2: reciting poems, chants, and tongue twisters, with appropriate rhythm, rate, phrasing, and expression.

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, T132 Comprehension, T132 Decoding, T133 Language Arts, 133 Fluency, T133

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 Life in the 1950’s, Differentiate Instruction, p. T139Differentiate Comprehension: Author’s Purpose; infer/Predict, p. T140Leveled Reader: The Story of Anne and Maud, p. T141Differentiate Vocabulary Strategies: Suffixes –er, -or, -ar, -ist, -ian, -ent T146-147Options for Reteaching: pp. T148-149What are my other children doing?Reread Life in the 1950’sListen to Audio of “Knots in My Yo-yo String”; Retell and discussVocabulary in Context Cards 11-20 Talk It Over ActivitiesPartners: Reread for Fluency: The Story of Anne and MaudComplete Leveled Practice ELL 2.1Reread Life in the 1950’s or “Knots in My Yo-yo String”Complete Literacy Centers

ELL Extra Support Go DigitalELL Lesson 2 Resources

Daily Lessons to support the core

Language Support Card 2 ELL Blackline Masters ELL Teacher’s Handbook

o Professional Development o Peer Conference Formso Cooperative Learning Guidelines

For Students: My WriteSmart eBook GrammarSnap Videos Destination Reading Context Cards

For Teachers: Teacher One-Stop Interactive Whiteboard Lessons Literacy and Language Guide

Grab and Go Lesson 1 Blackline Master Additional Resources Assessment

Assessment & Additional ResourcesWeekly TestsObservation ChecklistsFluency Tests Periodic Assessments

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

Standards