A. Engage the Learner - RI.6.9 (10 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 11. Refer to the Entrance Ticket: Unit 2, Lesson 11 (example for teacher reference) for possible responses. Students will need their Compare and Contrast Authors' Presentations of Events: Mary Jackson note-catchers from the previous lesson and a copy of their anchor text, Hidden Figures. Refer to Compare and Contrast Authors' Presentations of Events: Mary Jackson note-catchers (example for teacher reference).

• Repeated routine: Follow the same routine as in previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons. Invite students to choose a habit of character focus for themselves for this lesson.

A. Read Hidden Figures, Chapter 12 - RI.6.3 (15 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can analyze the way in which an author introduces and elaborates on Katherine Johnson's character in the text."

• Tell students that they are going to learn about a new hidden figure today: Katherine Johnson. Point out that the text initially refers to Katherine by her first husband's last name, Goble. After her first husband died, she remarried and took her new husband's last name, Johnson.

• Read aloud chapter 12 (pages 93-101) from Hidden Figures Students can follow along silently in their texts as the excerpt is read aloud.

• Repeated routine: Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary, update the Gists: Hidden Figures anchor chart, and reflect on their reading as they choose. Students continue to identify how key individuals in the text demonstrate habits of character. Refer to the Gists: Hidden Figures anchor chart (example for teacher reference), Text Guide: Hidden Figures, and chapter synopsis as needed, as well as any other appropriate resources.

• Gist of chapter 12: Katherine Goble graduated high school at fourteen years old, completed all possible math classes at West Virginia State Institute by her junior year, and became a teacher. Katherine Goble and her husband moved to Newport News after being told of the opportunities at Langley. Goble was a member of the West Computing Pool for two weeks before she was assigned to the Flight Research Division.

• Think-Pair-Share:

"What methods does Margot Lee Shetterly use in this excerpt to help develop the reader's understanding of Katherine?" (The author uses direct quotes from people in Katherine's life, anecdotes about experiences in Katherine's life, and some historical context to help develop the reader's understanding of Katherine.)

"What is something that the reader can infer about Katherine's character from this passage?" (Responses will vary, but may include: Katherine has always been skilled at math; Katherine is brave.)

• Repeated routine: invite students to reflect on their progress toward the relevant learning target.

B. Language Dive: Hidden Figures, page 96 - RI.6.3, L.6.2a (15 minutes)

• Tell students they will now participate in a Language Dive to analyze a sentence from chapter 12 of Hidden Figures. Students will analyze the way that the author illustrates Katherine Johnson's character in the text. They will also examine the author's use of commas to set off a nonrestrictive element in the sentence.

• Refer to the Questions We Can Ask during a Language Dive anchor chart, reminding students that the questions underlined on the anchor chart are questions that students should always ask when they dive into a sentence.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time B and to help prepare students for the collaborative argument essays of Unit 3, invite students who need lighter support to begin drafting the sentences for their essays using the focus structure of the Language Dive. Remind students of the prompt for the essay (What makes Mary Jackson or Katherine Johnson's accomplishments remarkable?). Provide frames as needed to support student understanding of the focus structure in the context of their essays:

Mary Jackson's accomplishments are remarkable because, as _______, she _______.

It is remarkable that Katherine Johnson _______ because, as ______, she faced terrible discrimination.

• Tell students they will now begin the Language Dive. Reread a passage from chapter 12, starting on page 96 ("Katherine accepted a place in graduate school studying mathematics") and continuing halfway through the end of the paragraph.

• Focus students on the sentence on page 96:

  • "He wanted her to succeed and he feared that, as one of the school's first black students, she might have trouble accessing the books she needed at the white school's library."

• Use the Language Dive Guide: Hidden Figures, Page 96 (for teacher reference) and the Language Dive: Hidden Figures, Page 96 Sentence Chunk Chart (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Hidden Figures, Page 96 note-catcher and the Language Dive: Hidden Figures, Page 96 sentence chunk strips. Refer to the Language Dive: Hidden Figuress, Page 96 note-catcher (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time B and to support students' understanding of the focus structure, invite students who need heavier support to revisit the prologue and chapter 1 of Hidden Figures. They can locate variations of the focus structure and examine how the author has used this structure to add information about the characters of the text. They can also practice moving the as phrases around in the sentence, adding commas as needed. Some examples of sentences students may wish to analyze are given below:

My father, who as a high school student had wanted to study electrical engineering, lived a different story (1).

As children, they showed special skill in arithmetic, and they went on to study mathematics in college (5).

• Repeated routine: invite students to reflect on their progress toward the relevant learning target.

A. Gather Evidence - W.6.1 (5 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can gather evidence and develop reasoning for an argument essay about Katherine Johnson's remarkable accomplishments."

• Invite students to retrieve their Collaborative Argument Evidence note-catcher. Guide students to locate the directions for Part II of the note-catcher and the following focusing question: why are Katherine Johnson's accomplishments remarkable?

• Direct students to work with an elbow partner to fill in at least one example (accomplishment and evidence) about Katherine from chapter 12 of Hidden Figures. Refer to Collaborative Argument Evidence note-catcher (example for teacher reference).

• Monitor students' work, and field questions as needed.

• Repeated routine: invite students to reflect on their habit of character focus for this lesson.