Dysart High School



English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON COREGrade: Unit: Lesson: 327Essential Question:Anchor Text:How do pictures help to tell a story?What do Illustrators Do?Informational Text Jack Draws a Beanstalk Traditional TaleWriting:Reading Literature & Informational Text:Foundational Skills:Opinion Writing:Opinion ParagraphFocus Trait:Organization Comprehension Skills and StrategiesTARGET SKILLTest and Graphic Features Sequence of Events TARGET STRATEGYAnalyze/Evaluate PhonicsThree-Letter Clusters (scr, spr, str, thr)FluencyExpression Language:Target Vocabulary: imagine, tools, illustrate, scribbles, sketches, tracing, research, textures Domain Specific VocabularySpelling: Three-Letter Clusters: three, scrap, street, spring, thrill, scream, strange, throw, string, scrape, spray, threw, strong, scratchVocabulary Strategies: SynonymsGrammar: Verb Tenses Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words characters, decide*, scene*, setting, style*Language Support Card 7Building Background VideosTeacher’s Edition p. E12Oral Language Chant, Blackline Master ELL 7.4Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary imagine*, tools, illustrate*, scribbles, sketches, tracing, research, textures*Vocabulary in Context CardsReading/Language Arts Terms consonant, text feature, graphic feature, analyze, evaluate, synonym, traditional tale, present tense, past tense, future tense, opinion, linking word Teacher’s Edition pp. E12, E14Scaffolding ComprehensionBuilding BackgroundLanguage Support Card 7Building Background VideosSelection Blackline Master ELL 7.5ComprehensionTeacher’s Edition pp. E13, E14, E16, E18, E20Text and Graphic FeaturesTeacher’s Edition pp. E15, E17Scaffolding WritingOpinion WritingOpinion Piece, pp. T125, T133, T143, T151, T158-T59Teacher’s Edition p. E21Common Core Writing Handbook, Opinion ParagraphScaffolding GrammarGrammar: Verb Tenses pp. T124, T132, T142, T150, T156-T157Teacher’s Edition P. E19Language Transfer Issue : Verb Tense Language Support Card 7: Using help + Infinitive; Subject-Verb Agreement Whole GroupReading 60 Minutes __:__-__:__Language ArtsOral/Vocab60 Minutes__:__-__:__Foundational Skills:PhonicsThree-Letter Clusters (scr, spr, str, thr)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. FluencyExpression 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: imagine, tools, illustrate, scribbles, sketches, tracing, research, textures Domain Specific VocabularySpelling: Three-Letter Clusters: three, scrap, street, spring, thrill, scream, strange, throw, string, scrape, spray, threw, strong, scratchIII-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: LI-1: producing multi-syllabic words including those with common affixes with accurate pronunciation and stress (e.g., condition, re-produce, un-productive, relation-hip, etc.)Vocabulary Strategies: SynonymsIII-LS-2 (Vocabulary): B-9: completing antonym and synonym word pairs.Grammar: Verb Tenses III-L-1 (V): HI-8: differentiating between the use of simple present and present progressive verb tenses.Students learn about verb tenses through reading and writing about the visual arts. III-L-1 (V): HI-7: producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement. Students will write a opinion paragraph, using What Do Illustrators Do? as a model for including a topic sentence. III-W-1: HI-4: writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.What Do Illustrators Do?Informational Text Students will read What Do Illustrators Do? to analyze how text and graphic features add to the text III-R-4: HI-28: identifying specific information by using the organizational features of a book, a dictionary and a newspaper. (i.e., title, author, table of contents and glossary)recognize the sequence of events III-R-4: HI-8: locating sequential/ chronological order signal words (i.e., first, next, finally today, now, meanwhile, not long ago) in text. (math, science, social studies)Jack Draws a Beanstalk Traditional Tale Students will read Jack Draws a Beanstalk toevaluate the retelling of a traditional tale III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text. Use traits of a fairy tale to describe the characters and events III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text.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, T160Comprehension, T160Phonics, T161Language Arts, T161Fluency, T161ELL Small GroupELL Leveled Reader- Artists Are Everywhere Contains the same content as the On-Level Reader but uses more accessible languageELL Leveled Reader Lesson PlanELL Blackline MastersSmall Group PlannerTeacher-LedVocabulary Reader: Painting From Caves to Computers, Differentiate Instruction, p. T169Differentiate Phonics: Three-Letter Clusters (scr, spr, str, thr) p. T167 Differentiate Comprehension: Text and Graphic Features; Analyze/Evaluate, p. T171 Leveled Reader: Artists Are Everywhere, p. T177 Differentiate Fluency: Expression p. T173 Differentiate Vocabulary: Synonyms, p. T179Options for Reteaching: pp. T180-T181 What are my other children doing?Reread Painting From Caves to Computers Complete Leveled Practice ELL 7.1Listen to Audio of What Do Illustrators Do?; retell and discussVocabulary in Context Cards 49-56 Talk It Over ActivitiesComplete Leveled Practice ELL 7.2Partners: Reread for Fluency: Jack Draws a Beanstalk Complete Leveled Practice ELL 7.3Reread Painting From Caves to Computers or What Do Illustrators Do?Complete and Share Literacy Center activitiesIndependent ReadingELL Extra SupportELL Lesson 7 ResourcesDaily Lessons to support the coreLanguage Support Card 7 ELL Blackline MastersELL Teacher’s HandbookProfessional Development Peer Conference FormsCooperative Learning GuidelinesBuilding BackgroundVideo Clip for Lesson 7: Creating ArtAssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersStandards ................
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