Houghton Mifflin Harcourt JOURNEYS COMMON CORE s1

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 6 3 12 Essential Question: Anchor Text: How do people react to emergencies in Airborn Riding on Air different ways? Fantasy Informational Text Writing: Reading Literature & Informational Text: Foundational Skills: Informative Writing: Classification Essay Comprehension Skills and Strategies Fluency: Expression Focus Trait: Voice Target Skill Decoding:  Story Structure Recognizing Common Prefixes  Personification  Point of View Target Strategy  Infer/Predict Language: Target Vocabulary: jostled, careening, relishing, falter, supple, taut, frail, engulf, frayed, undulating Spelling: Prefix in-, im-, ir-, il: illegal, indent, imperfect, irregular, inability, immobile, inaudible, impatient, individual, insecure, impolite, illegible, irresistible, impartial, illogical, inappropriate, improper, ineffective, immovable, irrational Grammar: Using Pronouns Correctly Vocabulary Strategies: Prefixes en-, ad- Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words attempt, fear, flame, frantically, rescue, safety  Language Support Card 12  Building Background Videos  Teacher’s Edition p. E12  Oral Language Chant, Blackline Master ELL 12.1 Move on to Target Vocabulary Tier 2 &3 Words *=Spanish cognates Target Vocabulary careening, engulf, falter, frail, frayed, jostled, relishing, supple, taut, undulating*  Chant, ELL 12.1 Reading/Language Arts Terms antecedent*, characters, classification essay, conflict*, domain-specific vocabulary, fantasy*, infer*, informational text*, informative writing, possessive pronoun*, predict*, prefix*, resolution*, setting, story structure* Teacher’s Edition pp. E12, E16 Scaffolding Comprehension Building Background  Language Support Card 12  Building Background Videos  Selection Blackline Master ELL 12.2 Comprehension  Teacher’s Edition pp. E13, E14, E18 Pre-Teach: Story Structure  Teacher’s Edition pp. E13, E17 Scaffolding Writing Informative Writing Classification Essay, pp. T134-T137  Teacher’s Edition p. E21  Common Core Writing Handbook, Classification Essay Grammar: Using Pronouns Correctly, pp. T130-T133  Teacher’s Edition P. E19 o Language Transfer skill: Possessive Nouns  Language Support Card 12: Gerunds Whole Group Reading __:__-__:__ Language Arts Oral/Vocab __:__-__:__ 60 Minutes 60 Minutes Foundational Skills: Grammar __:__-__:__ Writing __:__-__:__ Target Vocabulary: jostled, careening, Fluency: 60 Minutes 60 Minutes relishing, falter, supple, taut, frail, engulf, Expression Students learn about Students write a frayed, undulating IV-R-3: HI-1: reading aloud passages from using pronouns classification essay, IV- L-2 (Vocab): HI-4: explaining the meaning and unfamiliar content area text, observing phrasing, correctly through using “Airborn” as a usage of grade-specific academic vocabulary and punctuation and expression. reading and writing model for establishing a symbols. Decoding: sentences about clear voice in a piece of Spelling: Prefix in-, im-, ir-, il: illegal, indent, physical science. writing. Recognizing Common Prefixes imperfect, irregular, inability, immobile, IV-L-2(Vocab): E-7: identifying the meaning of inaudible, impatient, individual, insecure, common affixes added to base/root words. IV-L-1: HI-2: using and IV-W-1: HI-4: writing justifying (e.g., I used essays and reports, impolite, illegible, irresistible, impartial, Airborn “them” instead of based on a synthesis of illogical, inappropriate, improper, ineffective, Fantasy “they” because…) the research, using topic immovable, irrational Students will read “Airborn” to appropriate personal sentences, main ideas, IV-W-2: LI-2: using common spelling of o Understand story structure subjective and personal relevant facts, details, homonyms, inflectional endings (e.g., -ed, -ing, IV: R-4: HI-1: comparing and contrasting fiction objective pronouns. and concluding -er), prefixes (e.g., pre-, pro-, non-) and suffixes with nonfiction. statements. (e.g., -al, -ology). o Recognize and understand the effect of IV-W-3: HI-6: presenting Grammar: Using Pronouns correctly personification writing related to a IV-L-1: HI-2: using and justifying (e.g., I used IV-L-2(Vocab): HI-16: determining the intended content area in a “them” instead of “they” because…) the meaning of figurative language. format appropriate to appropriate personal subjective and personal o identify and understand the effect of point audience and purpose objective pronouns. of view within a set time Vocabulary Strategies: Prefixes en-, ad- IV: R-4: HI-12: determining the author's stated or period. IV-L-2(Vocab):HI-7: analyzing the effect of affixes implied purpose (e.g., to inform, to persuade, to on base/root words (e.g., adding -ful to beauty entertain). makes it an adjective). Riding on Air Informational Text Students will read “Riding on Air?” to o Analyze the structure of an informational text IV-R-4: B-1: distinguishing between fiction and nonfiction. IV-R-4: LI-27: locating information from an organizational feature of a book for a specific purpose. o Use headings and sections to find information and understand text structure IV:R-4:HI-26: explaining the purpose of organizational features on a page of nonfiction text. 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  Use Gestures needs help. Clear prescriptions identify targeted instruction to address the  Comprehensible Input students’ needs and get them back on track.  Peer-Supported Learning Respond to Assessment  Language Issues  Vocabulary, T138  Idiomatic Language  Comprehension, T138  Use Sentence Frames  Decoding, T139  Expand Language Production  Language Arts, T139 Vocabulary in Context Cards  Fluency, T139

(front and back) 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 Lighter Than Air, p. T145  ELL Leveled Reader Lesson Plan Differentiate Comprehension: Story Structure; Infer/Predict, p. T147  ELL Blackline Masters Leveled Reader: Inside the Volcano p. T151 Differentiate Vocabulary Strategies: Prefixes en-, ad-; p. T153 Options for Reteaching: pp. T154- T155 What are my other children doing? Reread Lighter Than Air Listen to Audio of “Airborn”; Retell and discuss Vocabulary in Context Cards 111-120 Talk It Over Activities Partners: Reread for Fluency: Inside the Volcano Complete Leveled Practice ELL 12.1 Reread Lighter Than Air or “Airborn” Complete Literacy Centers

ELL Extra Support Go Digital ELL Lesson 12 Resources For Students:  Daily Lessons to support the core  My WriteSmart  Language Support Card 12  eBook  GrammarSnap Videos  ELL Blackline Masters  Destination Reading  ELL Teacher’s Handbook  Context Cards o Professional Development For Teachers: o Peer Conference Forms  Teacher One-Stop o Cooperative Learning Guidelines  Interactive Whiteboard Lessons  Literacy and Language Guide Grab and Go  Lesson 12 Blackline Master  Additional Resources  Assessment 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