Houghton Mifflin Harcourt JOURNEYS COMMON CORE s2

English Language Arts Houghton Mifflin Harcourt JOURNEYS COMMON CORE

Grade: Unit: Lesson: 6 2 7 Essential Question: Anchor Text: How can math help you solve problems in Do Knot Enter The Knot That is Not everyday life? Informational text Activity/Informational text Writing: Reading Literature & Informational Text: Foundational Skills: Argument Writing: Argument Paragraph Comprehension Skills and Strategies Fluency: Stress Focus Trait: Organization Target Skill Decoding:  Text and Graphic Features Schwa in Unstressed Syllables  Text Structure  Figurative Language Target Strategy  Summarize Language: Target Vocabulary: observe, raucous, looms, zany, gigantic, impressive, phony, distinguish, intriguing, correspond Spelling: Final /ᵊr/: fiber, similar, regular, barrier, superior, grammar, rumor, character, director, acre, consider, junior, senior, solar, scholar, razor, surrender, particular, familiar, laser Grammar: Verbs and Objects Vocabulary Strategies: Word Relationships Planning for English Language Development: Begin with High-Utility Words Tier 1 Words *=Spanish cognates High-Utility Words classify*, different, like, pattern, shortcuts Language Support Card 7  Building Background Videos  Teacher’s Edition p. E12  Oral Language Chant, Blackline Master ELL 7.1 Move on to Target Vocabulary Tier 2 &3 Words *=Spanish cognates Target Vocabulary correspond*, distinguish*, gigantic*, impressive*, intriguing*, looms, observe*, phony, raucous, zany  Vocabulary in Context Cards  Chant, ELL 7.1 Reading/Language Arts Terms argument, argument paragraph, compound direct object*, direct object*, graphic feature*, illustrations*, indirect object*, intransitive*, informational text*, object*, schwa, source, stress, syllables*, text feature*, transitive, word relationship, verb* Teacher’s Edition pp. E12, E16 Scaffolding Comprehension Building Background  Language Support Card 7  Building Background Videos  Selection Blackline Master ELL 7.2 Comprehension  Teacher’s Edition pp. E13, E14, E18, E20 Pre-Teach: Test and Graphic Features  Teacher’s Edition pp. E13, E17 Scaffolding Writing Argument Writing Argument Paragraph, pp. T126-T129  Teacher’s Edition p. E19  Common Core Writing Handbook, Argument Paragraph Grammar: Verbs and Objects, pp. T122-T125  Teacher’s Edition P. E19 o Language Transfer skill: Object Pronoun Omission  Language Support Card 7: Complex Sentences With Is/Are…That; Noun Phrase one of the with Plural Noun Whole Group Reading __:__-__:__ Language Arts Oral/Vocab __:__-__:__ 60 Minutes 60 Minutes Foundational Skills: Grammar __:__-__:__ Writing __:__-__:__ Target Vocabulary: observe, raucous, looms, Fluency: 60 Minutes 60 Minutes zany, gigantic, impressive, phony, distinguish, Stress Students learn about Students write an intriguing, correspond IV- L-2 (Vocab): HI-4: explaining the meaning and IV-R-3: HI-1: reading aloud passages from verbs and objects argument paragraph, usage of grade-specific academic vocabulary and unfamiliar content area text, observing phrasing, through reading and using “Do Knot Enter” as symbols. punctuation and expression. writing sentences about a model for maintaining Spelling: Final /ᵊr/: fiber, similar, regular, Decoding: math. a clear and appropriate Schwa in unstressed syllables organizational structure. barrier, superior, grammar, rumor, character, IV-L-1(V): HI-1: defining IV-R-2:E-6: decoding regularly spelled multi- director, acre, consider, junior, senior, solar, syllabic words and compound words, including the and classifying physical IV-W-1:B-8: writing a scholar, razor, surrender, particular, familiar, action, mental action, persuasive paragraph sounds represented by consonant blends, laser consonant/vowel diagraphs (e.g., th, sh, ck) and and state of being (to using facts, ideas and IV-W-2: HI-2: using common spelling patterns and be) verbs; explaining concepts to influence diphthongs (e.g., ea, ie, ee) and r-controlled generalizations to spell words (e.g., ‘i before e’, vowels the relationship of a the reader. plurals of words ending with ‘y’, doubling of final verb to the subject. Do Knot Enter consonant). Informational text Students will read “Do Knot Enter” to Grammar: Verbs and Objects o Understand and analyze text and graphic IV-L-2(V): HI-1: defining and classifying physical Features action, mental action, and state of being (to be) IV-R-4: HI-25: explaining the purpose of print verbs; explaining the relationship of a verb to the (font) features in nonfiction text. subject. IV-R-4: HI-24: interpreting information from Vocabulary Strategies: Word Relationships external text within nonfiction text for a specific IV-L-2(Vocab):HI-1: reading and classifying words purpose. into conceptual categories and providing rationale IV-R-4: HI-26: explaining the purpose of for classification. organizational features on a page of nonfiction text IV-R-4: LI-27: locating information from an organizational feature of a book for a specific purpose. o Identify and analyze text structure IV-R-4: HI-14: drawing conclusions from information implied or inferred in a literary selection. IV-R-4: HI-2: Identifying forms of literature based upon their characteristics. o Identify and understand figurative language IV-L-2(Vocab): HI-16: determining the intended meaning of figurative language. The Knot That is Not Activity/Informational text Students will read “The Knot That is Not” to o Analyze the structure of an informational text IV-R-4: HI-14: drawing conclusions from information implied or inferred in a literary selection. IV-R-4: LI-27: locating information from an organizational feature of a book for a specific purpose.

o understand and analyze the author’s use of diagrams IV-R-4: HI-24: interpreting information from external text within nonfiction text for a specific purpose. 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, T130  Idiomatic Language  Comprehension, T130  Use Sentence Frames  Decoding, T131  Expand Language Production  Language Arts, T131 Vocabulary in Context Cards  Fluency, T131

(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 Maya Math, p. T137  ELL Leveled Reader Lesson Plan Differentiate Comprehension: Text and Graphic Features; Summarize, p. T139  ELL Blackline Masters Leveled Reader: Mobius Strips, Fractals, and Optical Illusions p. T143 Differentiate Vocabulary Strategies: Word Relationships p. T145 Options for Reteaching: pp. T146-147 What are my other children doing? Reread Maya Math Listen to Audio of “Do Knot Enter”; Retell and discuss Vocabulary in Context Cards 61-70 Talk It Over Activities Partners: Reread for Fluency: Mobius Strips, Fractals, and Optical Illusions Complete Leveled Practice ELL 7.1 Reread Maya Math or “Do Knot Enter” Complete Literacy Centers

ELL Extra Support Go Digital ELL Lesson 7 Resources For Students:  Daily Lessons to support the core  My WriteSmart  Language Support Card 7  eBook  GrammarSnap Videos  Destination Reading  Context Cards For Teachers:  Teacher One-Stop  Interactive Whiteboard Lessons  Literacy and Language Guide Grab and Go  Lesson 6 Blackline Master  ELL Blackline Masters  Additional Resources  ELL Teacher’s Handbook  Assessment o Professional Development o Peer Conference Forms o Cooperative Learning Guidelines  Building background o Video Clip: Lesson 7 Math in School and Life

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