Dysart High School



English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON COREGrade: Unit: Lesson: 4523Essential Question:Anchor Text:How do forests and trees?The Ever-Living TreeInformational TextTowering TreesPoetryWriting:Reading Literature & Informational Text:Foundational Skills:Informative Writing: Procedural CompositionFocus Trait: OrganizationComprehension Skills and StrategiesTarget SkillText and Graphic FeaturesText StructureSimilesTarget StrategyMonitor/ClarifyFluencyStressDecodingDifficult VCCV PatternsLanguage:Target Vocabulary: resources, dense, evaporate, shallow, moisture, civilized, continent, opportunities, customs, independentSpelling: Words with the VCCV Pattern- poster, secret, whether, author, rocket, bushel, agree, bucket, ticket, declare, chicken, clothing, apron, whiskers, degree, gather, achieve, rather, bracket, machineGrammar: PunctuationVocabulary Strategies: Prefixes pre-, inter-, ex-Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words empire*, exploration*, protection*, survival, treeLanguage Support Card 23Building Background VideosTeacher’s Edition p. E22Oral Language Chant, Blackline Master ELL 23.1Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary resources, dense, evaporate, shallow, moisture, civilized, continent, opportunities, customs, independentVocabulary in Context CardsReading/Language Arts Terms – text and graphic features, text structure, chronological, simile, prefix, punctuation, quotation marks, procedureTeacher’s Edition pp. E22, E24Scaffolding ComprehensionBuilding BackgroundLanguage Support Card 23Building Background VideosSelection Blackline Master ELL23.2ComprehensionTeacher’s Edition pp. E23, E24, E26, E28, E30Text and Graphic FeaturesTeacher’s Edition pp. E23, E25, E27Scaffolding WritingInformative WritingProcedural Composition, pp. T208-T211Teacher’s Edition p. E31Common Core Writing Handbook, Procedure CompositionScaffolding GrammarGrammar: Punctuation, pp. T204-T207Teacher’s Edition p. E29Language Support Card 23: Help with Infinitives; Wh-Clauses with Direct ObjectsWhole GroupReading 60 Minutes __:__-__:__Language ArtsOral/Vocab60 Minutes__:__-__:__Foundational Skills:FluencyStressIII-R-3: B-1: reading aloud passages from familiar or cumulative text (e.g. The House that Jack Built) with fluency. (i.e., accuracy, appropriate phrasing, attention to punctuation, and expressionIII-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)DecodingDifficult VCCV PatternsIII-R-2: HI-7: applying knowledge of spelling pattern exceptions.III-R-2: HI-8: applying knowledge of syllabication rules when decoding unfamiliar words in context. III-R-2: HI-6: producing a new word when a specific grapheme is changed, added, or removed. III-R-2: HI-4: blending isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongs (/t/…/i/…/g/…/er/ makes tiger).Grammar60 Minutes__:__-__:__Writing60 Minutes__:__-__:__Target Vocabulary: resources, dense, evaporate, shallow, moisture, civilized, continent, opportunities, customs, independentSpelling: Words with the VCCV Pattern- poster, secret, whether, author, rocket, bushel, agree, bucket, ticket, declare, chicken, clothing, apron, whiskers, degree, gather, achieve, rather, bracket, machineIII-L-2 (Vocab): HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols. Grammar: PunctuationIII-W-2: HI-5: using punctuation for: ? sentence endings ? semi-colons in a series, introductory clauses, dialogue and direct address ? quotation marks for dialogue and titles ? colons to punctuate business letter salutations ? apostrophes to punctuate contractions and plural possessives.Vocabulary Strategies: Prefixes pre-, inter-, exIII-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 about punctuation through reading and writing about trees’ life cycles.III-W-2: HI-5: using punctuation for: ? sentence endings ? semi-colons in a series, introductory clauses, dialogue and direct address ? quotation marks for dialogue and titles ? colons to punctuate business letter salutations ? apostrophes to punctuate contractions and plural possessives.Students write a procedural composition, using “The Ever-Living Tree” as a model for including exact facts and organizing information well to make it clear to readers.III-W-4: HI-2: producing two or more paragraphs containing an introductory statement, supporting details and a concluding statement which are connected by transitional phrase and clauses.III-W-4: HI-1: recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposesThe Ever-Living TreeInformational TextStudents will read “The Ever-Living Tree” to Use text features (such as subtitles) and graphic features (such as diagrams) to help them understand scientific textIII-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text.III-R-4: HI-29: interpreting information from functional documents for a specific purpose. (e.g., "Which bus do I take to get home by 7pm?")III-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose. Identify and understand sequential test structureIII-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.III-R-4: HI-5: retelling a story or event with a beginning, middle, and end using transition words and complete sentences.III-R-4: HI-8: locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text. Recognize and understand similesIII-R-4: HI-32: identifying words (i.e., nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.III-R-4: HI-33: identifying words that the author selects to create a rich auditory experience (e.g., alliteration, onomatopoeia, etc.) in a literary selection. III-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.) Towering TreesPoetryStudents will read “Towering Trees” toLearn about life cycles of treesIII-R-4: HI-27: locating information from a part of a book for a specific purpose.III-R-4: HI-29: interpreting information from functional documents for a specific purpose. (e.g., "Which bus do I take to get home by 7pm?")Analyze elements of poetic structure such a lines and stanzasIII-R-4: HI-34: identifying structural elements of poetry. (e.g., repetition, rhyme, rhythm, verse, meter, and imagery, etc.) ELL Whole GroupAdditional Whole Group ResourcesPoint-of-Use Scaffolded SupportUse VisualsUse GesturesComprehensible InputPeer-Supported LearningLanguage TransferIdiomatic Language Use Sentence FramesExpand Language ProductionVocabulary 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 AssessmentVocabulary, T212Comprehension, T212Decoding, T213Language Arts, T213Fluency, T213ELL Small GroupELL Leveled Reader- Animals of the Redwood ForestContains the same content as the On-Level Reader but uses more accessible languageELL Leveled Reader Lesson PlanELL Blackline MastersSmall Group PlannerTeacher-LedVocabulary Reader Forever Green, Differentiate Instruction, p. T219Differentiate Comprehension: Text and Graphic Features; Monitor/Clarify, p. T221Leveled Reader Animals of the Redwood Forest, p. T225Differentiate Vocabulary Strategies: Prefixes pre-, inter-, ex-, p. T227 Options for Reteaching, pp. T228-229What are my other children doing?Reread Forever GreenListen to Audio of “The Ever-Living Tree;” Retell and discussVocabulary in Context Cards 221-230 Talk It Over ActivitiesPartners: Reread for Fluency: Animals of the Redwood ForestComplete Leveled Practice ELL 23.1Reread Forever Green or “The Ever-Living Tree” Complete Literacy CentersELL Extra SupportGo DigitalELL Lesson 23 ResourcesDaily Lessons to support the coreLanguage Support Card 23 ELL Blackline MastersELL Teacher’s HandbookProfessional Development Peer Conference FormsCooperative Learning GuidelinesFor Students:ELL Leveled Reader OnlineVocabulary Reader OnlineCross-Curricular Activity BankMultimedia Grammar GlossaryPicture Card Bank Online For Teachers:ELD Station OnlineLeveled Readers DatabaseLeveled Reader Teacher’s GuideGrab and GoELL Blackline MasterAssessment & Additional ResourcesWeekly Tests Answer KeyObservation ChecklistsFluency Tests Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersStandards ................
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