English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 5 5 25 Essential Question: Anchor Text: How did explorers help America become the Lewis and Clark A Surprise Reunion country it is today? Narrative Nonfiction Play Writing: Reading Literature & Informational Text: Foundational Skills: Opinion Writing: Write a Response Essay Comprehension Skills and Strategies Fluency Focus Trait: Word Choice Target Skill  Phrasing: Punctuation  Main Ideas and Details Decoding  Primary Sources  Consonant Alterations  Explain Historical Events Target Strategy  Monitor/Clarify Language: Target Vocabulary: expedition, barrier, despite, fulfilled, range, techniques, resumed, edible, tributaries, trek Spelling: Suffix: -ion; elect, election, tense, tension, react, reaction, confess, confession, decorate, decoration, contribute, contribution, express, expression, imitate, imitation, connect, connection, admire, admiration Grammar: Contractions Vocabulary Strategies: Analogies Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words mountain, waterfall, encounter*, explorers*, journal, ordeal, territory* Language Support Card 25  Building Background Videos  Teacher’s Edition p. E42  Oral Language Chant, Blackline Master ELL25.2 Move on to Developing Vocabulary Tier 2 &3 Words *=Spanish cognates Target Vocabulary barrier*, despite, edible, expedition*, fulfilled, range, resumed, techniques*, trek, tributaries Vocabulary in Context Cards Reading/Language Arts Terms main idea, details*, narrative nonfiction*, consonant*, monitor, clarify*, analogy*, synonyms*, antonyms*, infer*, main idea, details*, play, dialogue*, contraction*, apostrophe*, response essay, opinion*, reasons*, conclusion*  Teacher’s Edition pp. E42, E44, E46, E48, E50 Scaffolding Comprehension Building Background  Language Support Card 25  Building Background Videos  Selection Blackline Master ELL 25.3 Comprehension  Teacher’s Edition pp. E43, E44, E47, E48, E50 Cause and Effect  Teacher’s Edition pp. E43, E47 Scaffolding Writing Opinion Writing Write a Response Essay, pp. T354-T357  Teacher’s Edition p. T51  Common Core Writing Handbook, Response Essay Scaffolding Grammar Grammar: Making Comparisons, pp. T350-T353  Teacher’s Edition P. 49 o Language Transfer Issue: Contractions  Language Support Card 25: Complex Sentences with That; Embedded Wh- Clause Whole Group Reading __:__-__:__ Language Arts Oral/Vocab __:__-__:__ 60 Minutes 60 Minutes Foundational Skills: Grammar __:__- Writing __:__- Target Vocabulary: expedition, barrier, despite, Rate 60 Minutes __:__ 60 Minutes __:__ fulfilled, range, techniques, resumed, edible, Phrasing: Punctuation Students learn about Students will continue to tributaries, trek III-R-3: HI-1: reading aloud passages from contractions by reading write their response essay, III-L-2 (Vocab): HI-4 explaining the meaning and unfamiliar content area text with fluency. (i.e., and writing sentences that using “Lewis and Clark” as usage of grade-specific academic vocabulary accuracy, appropriate phrasing, and attention to relate to early American a model for word choice. and symbols. punctuation) exploration. III-W-1: HI-7: writing a III-LS-2 (Vocab): HI-12: using context clues in a III-W-2: E-5: using persuasive essay that variety of content texts to confirm the intended Decoding meaning of grade-level content words. punctuation for: states a clear position Consonant Alterations with supporting details III-R-2: E-10: reading given words with common 6 endings of Spelling: Suffix: -ion; elect, election, tense, tension, prefixes, suffixes and roots including the sentences using persuasive react, reaction, confess, confession, decorate, endings -tion, -sion. (question mark, vocabulary/strategies to decoration, contribute, contribution, express, III-R-2: I-3: segmenting syllables in multi-syllabic exclamation influence the reader (e.g., expression, imitate, imitation, connect, connection, words. mark); loaded/emotional words, admire, admiration III-LS-1: HI-1: distinguishing between phonemes 7 commas in exaggeration, III-LS-2: LI-1: producing multi-syllabic words including in the initial, medial, and final positions of greetings, euphemisms bandwagon, those with common affixes with accurate words, phrases and sentences. closings of peer pressure, repetition, pronunciation and stress (e.g., con-di-tion, re-pro-duce, III-W-2: HI-2: spelling multi-syllable words using letters, and dates etc.). un-pro-duc-tive, re-la-tion-ship, etc.). knowledge of syllabication and spelling III-W-4: HI-3: choosing 8 apostrophes to III-L-2 (Vocab): HI-7: using knowledge of patterns. ideas, words, details and punctuate base/root words and affixes (prefixes and structure that reflect contractions with suffixes) to determine the meaning of unknown Lewis and Clark audience and purpose grade-level content words. instructional Narrative Nonfiction (pragmatics). III-LS-1: HI-1: distinguishing between phonemes support. Students will read “Lewis and Clark” to III-W-4: HI-4: selecting in the initial, medial, and final positions of 9 III-L-2 (Vocab):  identify main ideas and details in a text accurate, specific words words, phrases and sentences. HI-6: applying III-R-4: HI-7: summarizing the main idea and and figurative language to III-W-2: HI-2: spelling multi-syllable words using contractions in supporting details from text using appropriate express ideas with knowledge of syllabication and spelling context. academic vocabulary. instructional support or patterns.  explore the use of primary sources in a text 10 III-R-2: HI-6: resources. III-R-4: HI-13: drawing conclusions from applying Grammar: Contractions information implied or inferred in a literary contractions in III-W-2: E-5: using punctuation for: selection. context. 1 endings of sentences (question mark, III-R-4: HI-24: interpreting information from exclamation mark); external text in nonfiction text for a specific 2 commas in greetings, closings of letters, and purpose. dates  examine how an author explains historical 3 apostrophes to punctuate contractions with events instructional support. III-R-4: HI-27: HI-8: locating sequential/ 4 III-L-2 (Vocab): HI-6: applying contractions in chronological order signal words (i.e., first, next, context. finally today, now, meanwhile, not long ago) in text. 5 III-R-2: HI-6: applying contractions in context. A Surprise Reunion Play Students will read “A Surprise Reunion” to:  study the features of a play 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-11: identifying the author’s purpose for writing a book. (i.e., to entertain, to inform, to persuade) III-R-4: HI-14: describing the characters’ traits and their motivations within a fictional text. III-R-4: HI-15: describing the setting using key words from a fictional text. III-R-4: HI-16: identifying and describing the plot (specific events, problems and solutions) from a fictional text.  examine dialogue and theme in a play III-R-3: HI-1: reading aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation) III-R-4: HI-13: drawing conclusions from information implied or inferred in a literary selection. ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Progress Monitoring  Use Visuals Assess and monitor students’ progress to determine who is on track and who needs help. Clear prescriptions identify targeted instruction to address the  Use Gestures students’ needs and get them back on track.  Comprehensible Input Respond to Assessment  Peer-Supported Learning  Vocabulary, T358  Language Issues  Comprehension, T358  Idiomatic Language  Decoding, T359  Use Sentence Frames  Fluency, T359  Expand Language Production  Language Arts, T359 Vocabulary in Context Cards

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ELL Small Group ELL Leveled Reader Small Group Planner  Contains the same content as the On-Level Reader but uses more Teacher-Led accessible language Vocabulary Reader River Travel, Differentiate Instruction, p. T368 Differentiate Comprehension: Main Ideas and Details; Monitor/Clarify, p.  ELL Leveled Reader Lesson Plan T371  ELL Blackline Masters Leveled Reader The American, p. T375 Differentiate Vocabulary Strategies: Analogies, p. T377 Options for Reteaching: pp. T378-T379

What are my other children doing? Reread River Travel Listen to Audio of “Lewis and Clark”; retell and discuss Vocabulary in Context Cards 241-250 Talk It Over Activities Partners: Reread for Fluency: The American Fur Trade Complete Leveled Practice ELL 25.1 Reread River Travel or “Lewis and Clark” Complete Literacy Centers

ELL Extra Support Go Digital ELL Lesson 25 Resources For Students:  Daily Lessons to support the core  ELL Leveled Reader Online  Language Support Card 25  Vocabulary Reader Online  ELL Blackline Masters  Cross-Curricular Activity Bank  ELL Teacher’s Handbook  Multimedia Grammar Glossary o Professional Development  Picture Card Bank Online o Peer Conference Forms For Teachers: o Cooperative Learning Guidelines  ELD Station Online  Building Background  Leveled Readers Database o Video Clip for Lesson 25: Lewis and Clark  Leveled Reader Teacher’s Guide Grab and Go  ELL Blackline Master

Assessment & Additional Resources Weekly Tests Observation Checklists Fluency Tests Periodic Assessments

Reading Log Vocabulary Log Listening Log Proofreading Checklist Proofreading Marks Writing Conference Form Writing Rubric Instructional Routines Graphic Organizer Blackline Masters Standards