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English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON COREGrade: Unit: Lesson: 5521Essential Question:Anchor Text:What does it mean to have good instincts? Tucket’s Travels Historical Fiction Wild Weather Technical Text Writing:Reading Literature & Informational Text:Foundational Skills:Opinion Writing: Editorial Focus Trait: Voice Comprehension Skills and StrategiesTarget SkillSequence of Events Figurative LanguageAuthor’s Word Choice Target StrategyVisualize FluencyPhrasing: Pauses DecodingCommon Final Syllables Language:Target Vocabulary: undoubtedly, salvation, shuffled, stunted, evident, pace, seep, vain, mirages, factor Spelling: Final /n/, or /?/, /ch?r/, /zh?r/: nature, certain, future, villain, mountain, mixture, pleasure, captain, departure, surgeon, texture, curtain, creature, treasure, gesture, fountain, furniture, measure, feature, adventureGrammar: The Verbs Be and Have Vocabulary Strategies: Shades of Meaning Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words grass, hill, horse, wheel, escape*, horizon*, prairie*, rescued, surviveLanguage Support Card 21Building Background VideosTeacher’s Edition p. E2Oral Language Chant, Blackline Master ELL21.2Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary evident*, factor*, mirages, pace, salvation*, seep, shuffled, stunted, undoubtedly, vain*Vocabulary in Context CardsReading/Language Arts Terms sequence of events*, historical fiction*, syllable*, visualize*, synonym*, shades of meaning, chronological order*, technical text*, verb*, editorial*, opinion*, voice*Teacher’s Edition pp. E2, E4, E6, E8, E10Scaffolding ComprehensionBuilding BackgroundLanguage Support Card 21Building Background VideosSelection Blackline Master ELL 21.3ComprehensionTeacher’s Edition pp. E3, E4, E7, E8, E10Sequence of Events Teacher’s Edition pp. E3, E7Scaffolding WritingOpinion Writing Editorial, pp. T58-T61Teacher’s Edition p. T11Common Core Writing Handbook, Editorial Scaffolding GrammarGrammar: The Verbs Be and Have, pp. T54-T57Teacher’s Edition P. 9Language Transfer Issue: Past Verb Tenses Language Support Card 21: While in Complex Sentences for Simultaneous Events; Past-Tense Verb Forms Whole GroupReading 60 Minutes __:__-__:__Language ArtsOral/Vocab60 Minutes__:__-__:__Foundational Skills:FluencyPhrasing: Pauses III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation)DecodingCommon Final Syllables III-R-2: HI-3: segmenting syllables in multi-syllabic words. III-R-2: HI-8: applying knowledge of syllabication rules when decoding unfamiliar words in context. III-R-2: HI-7: applying knowledge of spelling pattern exceptions. Grammar60 Minutes__:__-__:__Writing60 Minutes__:__-__:__Target Vocabulary: undoubtedly, salvation, shuffled, stunted, evident, pace, seep, vain, mirages, factor III-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: Final /n/, or /?/, /ch?r/, /zh?r/: nature, certain, future, villain, mountain, mixture, pleasure, captain, departure, surgeon, texture, curtain, creature, treasure, gesture, fountain, furniture, measure, feature, adventureIII-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.). Grammar: The Verbs Be and Have III-L-1 (V): HI-5: using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences. III-L-1 (V): HI-10: using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement). III-L-1 (V): B-17: defining auxiliary (helping) verbs (to be, to have, to do) Vocabulary Strategies: Shades of Meaning III-L-2 (Vocab): B-9: completing antonym and synonym word pairs.III-L-2 (Vocab): I-12: using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. Students learn about the verbs be and have by reading and writing sentences that relate to extreme environments and weather. III-L-1 (V): HI-5: using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences. III-L-1 (V): HI-10: using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement). III-L-1 (V): B-17: defining auxiliary (helping) verbs (to be, to have, to do) Students will write an editorial, using “Tucket’s Travel’s” as a model for how to develop voice. 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.). III-W-4: HI-3: choosing ideas, words, details and structure that reflect audience and purpose (pragmatics). Tucket’s Travels Historical Fiction Students will read “Tucket’s Travels” toidentify the sequence of events in a storyIII-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. analyze figurative language 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-L-2 (Vocab): HI-13: interpreting the meaning of figurative language including in a variety of grade-level texts. examine an author’s word choice 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-32: identifying words (i.e., nouns, adjective, verbs and adverbs) that the author selects in a literary selection to create a graphic visual image.Wild Weather Technical Text Students will read “Wild Weather” to:learn about extreme weather eventsIII-R-4: HI-20: applying understanding of content vocabulary within math, science and social studies texts. III-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-7: summarizing the main idea and supporting details from text using appropriate academic vocabulary. examine the characteristics of a technical textIII-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose. ELL Whole GroupAdditional Whole Group ResourcesPoint-of-Use Scaffolded SupportUse VisualsUse GesturesComprehensible InputPeer-Supported LearningLanguage IssuesIdiomatic 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, T62Comprehension, T62Decoding, T63Fluency, T63Language Arts, T63ELL Small GroupELL Leveled ReaderContains the same content as the On-Level Reader but uses more accessible languageELL Leveled Reader Lesson PlanELL Blackline MastersSmall Group PlannerTeacher-LedVocabulary Reader Four Stops on the Santa Fe Trail, Differentiate Instruction, p. T69Differentiate Comprehension: Sequence of Events; Visualize, p. T71Leveled Reader Ned Rides for the Pony Express, p. T75Differentiate Vocabulary Strategies: Shades of Meaning, p. T77 Options for Reteaching: pp. T78-T79What are my other children doing?Reread Santa Fe TrailListen to Audio of “Tucket’s Travels”; retell and discussVocabulary in Context Cards 201-210 Talk It Over ActivitiesPartners: Reread for Fluency: Ned Rides for the Pony Express Complete Leveled Practice ELL 21.1Reread Four Stops on the Santa Fe Trail or “Tucket’s Travels”Complete Literacy CentersELL Extra SupportGo DigitalELL Lesson 21 ResourcesDaily Lessons to support the coreLanguage Support Card 21ELL Blackline MastersELL Teacher’s HandbookProfessional Development Peer Conference FormsCooperative Learning GuidelinesBuilding BackgroundVideo Clip for Lesson 21: Sand Dunes For 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 TestsObservation ChecklistsFluency Tests Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersStandards ................
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