Dysart High School



English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON COREGrade: Unit: Lesson: 3315Essential Question:Anchor Text:Why are safety rules important?The Extra-good SundayHumorous FictionImagine a Recipe Informational TextWriting:Reading Literature & Informational Text:Foundational Skills:Informative Writing:Draft an Explanatory Essay Focus Trait:Voice Comprehension Skills and StrategiesTARGET SKILLUnderstanding CharactersFormal and Informal Language TARGET STRATEGYInfer/Predict PhonicsWords with er, ir, ur, or FluencyExpression Language:Target Vocabulary: festive, ingredients, degrees, recommended, anxiously, cross, remarked, tense Domain Specific VocabularySpelling: Vowel + /r/ Sound in nurse: nurse, work, shirt, hurt, first, word, serve, curly, dirt, third, worry, turn, stir, firm Vocabulary Strategies: Using a Thesaurus Grammar: Verb Tenses Planning for English Language Development:Begin with High-Utility Words Tier 1 Words *=Spanish cognatesHigh-Utility Words avoid, complaint, compliment, creative*, pretendLanguage Support Card 15Building Background VideosTeacher’s Edition p. E42Oral Language Dialogue, Blackline Master ELL 15.4Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognatesTarget Vocabulary festive, ingredients*, degrees, recommended*, anxiously, cross, remarked, tense*Vocabulary in Context CardsReading/Language Arts Terms vowel, humorous fiction, character, trait, infer, predict, thesaurus, synonym, antonym, behave, motive, informational text, past tense, past tense, present tense, future tense, explanatory essay, detail, fact, definition Teacher’s Edition pp. E42, E44Scaffolding ComprehensionBuilding BackgroundLanguage Support Card 15Building Background VideosSelection Blackline Master ELL 15.5ComprehensionTeacher’s Edition pp. E43, E44, E46, E48, E50Understanding Character Teacher’s Edition pp. E45, E47Scaffolding WritingInformative WritingDraft an Explanatory Essay, pp. T401, T409, T419, T427, T434-T435Teacher’s Edition p. E51Common Core Writing Handbook, Draft an Explanatory Essay Scaffolding GrammarGrammar: Verb Tenses, pp. T400, T408, T418, T426, T432-T433Teacher’s Edition p. E49Language Transfer Issue: Past-Tense Verbs Language Support Card 15: Adverbs; Present Progressive Whole GroupReading 60 Minutes __:__-__:__Language ArtsOral/Vocab60 Minutes__:__-__:__Foundational Skills:PhonicsWords with er, ir, ur, or 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).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: festive, ingredients, degrees, recommended, anxiously, cross, remarked, tense Domain Specific VocabularySpelling: Vowel + /r/ Sound in nurse: nurse, work, shirt, hurt, first, word, serve, curly, dirt, third, worry, turn, stir, firm 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).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: Using a Thesaurus III-R-1: B-3: identifying specific information by using the organizational features of a book, a dictionary and a newspaper (e.g., title, author, table of contents and glossary).Grammar: Verb Tenses III-L-1 (V): E-2: defining past, present, and future.Students review simple past, present, and future verb tenses through reading and writing about health and safety. III-L-1 (V): E-2: defining past, present, and future.Students continue their work on an explanatory essay from the previous lesson, using The Extra-Good Sunday as a model for using formal language.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.The Extra-Good Sunday Humorous Fiction Students will read The Extra-Good Sunday to Identify characters’ traits, motivations, and feelings. III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text. Recognize when to use formal and informal language III-R-4: LI-4: participating in formal and informal socio-functional communication tasks using complete sentences (e.g., comparing personal information and experiences; providing alternate solutions to a problem; and extending invitations to others, etc.) with instructional support.Imagine a Recipe Informational Text Students will read Imagine a Recipe to learn factual information about a topicIII-R-4: HI-24: interpreting information from external text in nonfiction text for a specific purpose. III-R-4: HI-26: explaining the purpose of organizational features on a page in nonfiction text.III-R-4: HI-1: comparing and contrasting fiction with nonfiction.analyze steps in a procedure III-R-4: HI-21: following multi-step written directions to complete task/procedure.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, T436Comprehension, T436Phonics, T437Language Arts, T437Fluency, T437ELL Small GroupELL Leveled Reader- Carlo Watches the BoyContains the same content as the On-Level Reader but uses more accessible languageELL Leveled Reader Lesson PlanELL Blackline MastersSmall Group PlannerTeacher-LedVocabulary Reader: Kitchen Science, Differentiate Instruction, p. T449Differentiate Phonics: Words with er, ir, ur, or, p. T447Differentiate Comprehension: Understanding Characters; Infer/Predict, p. T451Leveled Reader: Carl Watches the Boys, p. T457Differentiate Fluency: Expression, p. T453 Differentiate Vocabulary: Using a Thesaurus, p. T459Options for Reteaching: pp. T460-T461What are my other children doing?Reread Kitchen Science Complete Leveled Practice ELL 15.1Listen to Audio of The Extra-Good Sunday; retell and discussVocabulary in Context Cards 113-120 Talk It Over ActivitiesComplete Leveled Practice ELL 15.2Partners: Reread for Fluency: Imagine a Recipe Complete Leveled Practice ELL 15.3Reread Kitchen Science or the Extra-Good Sunday Complete and Share Literacy Center activitiesIndependent ReadingELL Extra SupportELL Lesson 15 ResourcesDaily Lessons to support the coreLanguage Support Card 15 ELL Blackline MastersELL Teacher’s HandbookProfessional Development Peer Conference FormsCooperative Learning GuidelinesBuilding BackgroundVideo Clip for Lesson 15: Cooking Together AssessmentWeekly TestsObservation ChecklistsFluency Tests (Cold Reads)Periodic AssessmentsReading LogVocabulary LogListening LogProofreading ChecklistProofreading MarksWriting Conference FormWriting RubricInstructional RoutinesGraphic Organizer Blackline MastersStandards ................
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