Embedded Files
Lessons
Lessons
2 Analyze Word Definitions: Hidden Figures, Chapters 2–3
3 Determine Central Idea: “Moon Dust and Black Disgust"
4 Author’s Point of View and Use of Pronouns: Hidden Figures
5 Participate in Collaborative Discussion: Module Guiding Questions
6 Analyze Point of View and Habits of Character
7 Mid-Unit 2 Assessment: Analyze Dorothy Vaughan: Hidden Figures, Chapter 9
8 Compare and Contrast Authors’ Presentations of Events: Dorothy Vaughan
9 Discover a Hidden Figure: Mary Jackson
10 Compare and Contrast Authors’ Presentations of Events: Mary Jackson
11 Discover a Hidden Figure: Katherine Johnson
12 Analyze a Hidden Figure: Katherine Johnson
13 Launch Focus Figure Research
15 Compare and Contrast Authors’ Presentations of Events: The Moon Landing
Designated ELD Lessons for Common Module 4 Unit 2
Designated ELD Lessons for Common Module 4 Unit 2
These are DRAFT materials developed by OUSD teachers for OUSD teachers, not yet a complete core ELD program.
Please consider filling out the Designated ELD for EL Ed Lesson Feedback Form to help us improve the Designated ELD lessons, units and modules.
G6-M4-U2-L1- Revisit Pictorial | Handout | Teacher Notes
G6-M4-U2-L3-L4 Language Dive | slides | student handout | sentence chunks | text
G6-M4-U2-L5- Text Reconstruction
G6-M4-U2-L7 Possible Sentences
G6-M4-U2-L9 Language Dive (Text Level) | slides | student handout | text chunks
G6-M4-U2-L10-L11 Language Dive | slides | student handout | sentence chunks | text
G6-M4-U2-L15 Text Jumble d-ELD
Unit Description
Unit Description
In Unit 1, students built background knowledge about the historical context of the Space Race and the Apollo 11 mission featured in the anchor text. As students segue into Unit 2, they begin to recognize that many others contributed to the success of the missions beyond those most commonly recognized in history. This is made clear by reading selections from the anchor text, Hidden Figures (Young Readers' Edition).
In the first half of Unit 2, students read the first nine chapters of Hidden Figures, which provide context for the contributions of the West Computers, the segregated pool of female African American mathematicians, and highlight the specific story of one hidden figure, Dorothy Vaughan. The Mid-Unit 2 Assessment, focused on passages from chapter 9, will evaluate students' abilities to effectively determine the central idea(s) and the author's point of view and purpose in a text, as well as discern figurative, connotative, and technical meanings of words as they are used in a text.
In the second half of Unit 2, students switch to a Jigsaw protocol, for which the chapters about hidden figure Mary Jackson are divided between Groups A and B. This protocol makes reading the text more manageable and allows students to co-construct knowledge about the topic by sharing what they have learned about Mary Jackson from their assigned chapters and listen to the knowledge shared by their peers studying the other chapters. Building on students' learning from reading multiple texts and text types on the same topic, the End of Unit 2 Assessment will evaluate students' ability to compare and contrast portrayals of the same individuals and events across texts.
Preparation and Materials
Preparation and Materials
Carefully read and annotate the anchor text Hidden Figures to prepare for the lessons throughout the unit.
Carefully read the additional supplemental texts introduced in this unit to further develop background knowledge and highlight differences in point of view about the Space Race and the women of the West Computing Pool whose work helped land humans on the moon.
Review the list of focus figure options for the independent argument essay and the performance task. Determine whether options beyond the list will be allowed and whether additions to the list might be added prior to distribution to students. Please note that some individuals on the Focus Figure Options list will require more extensive research to unearth all of the necessary biographical details.
Habits of Character/Social-Emotional Learning Focus
Habits of Character/Social-Emotional Learning Focus
Central to the EL Education curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).
In this unit, students work to become effective learners by collaborating with their Jigsaw groups to become experts on their assigned chapters, then share their learning with their home groups to ensure everyone has equal and thorough understanding of all parts of the book. They practice empathy and compassion as they read argument texts that highlight how the money and energy allocated for space exploration could be used to solve issues of poverty in the United States.
Students also draw inferences about the many habits of character displayed by the "Hidden Figures" in order to achieve their many remarkable accomplishments, especially in the face of racial and gender discrimination. Specifically, students note how the hidden figures persevered through this challenging social context to contribute to a better world by being pioneers for other women of color in the field of space science. By making direct connections to the habits of character displayed by these historic figures, students learn to emulate and embody those same character traits.
Texts
Texts
Hidden Figures (Young Readers' Edition)
by Margot Lee Shetterly
one per class
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