A. Engage the Learner - RI.6.8 (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 12. Refer to the Entrance Ticket: Unit 2, Lesson 12 (example for teacher reference) for possible responses. Students will also need a copy of their anchor text, Hidden Figures.

• 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. Jigsaw: Hidden Figures, Chapters 13 and 16 (20 minutes)

• Tell students that they will now read more about Katherine Johnson. They will become experts on one chapter about Katherine using the Jigsaw protocol.

• Remind students of the Jigsaw protocol: Students have home groups and expert groups. They will first work with their expert groups to read a chapter about Katherine from the text. They will work with their expert groups to add textual information to their Collaborative Argument Evidence note-catcher. In the following lesson, students will share what they learned with their home groups and also learn about the other group's chapter.

• Display home group (e.g., ABAB) and expert group (e.g., AAAA; BBBB) assignments. Have students move into their expert groups. Group(s) A will read chapter 13 (pages 102-109). Group(s) B will read chapter 16 (pages 132-139).

• Once students are settled in their expert groups, students can begin reading about their assigned section together. Students should take turns reading aloud while the rest of the group reads along silently.

• Repeated routine: Groups record the gists of chapter 13 and chapter 16 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.

• Group A: Chapter 13:

  • Katherine Goble was invited to become a permanent employee with the Flight Research Division.

  • Goble's husband died. After her husband's death, Katherine Goble kept high expectations for herself and their daughters.

• Group B: Chapter 16:

  • Due to the Soviet launch of Sputnik, the United States turned its attention toward space travel, which was the answer to Katherine Goble's wonderings as to what NACA's next challenge would be for its researchers.

  • The West Area Computing Unit was dissolved and the computers received permanent assignments in other divisions.

  • Dorothy Vaughan's tenure as the West Computing Unit's manager came to an end as she too was assigned to a new division.

MEETING STUDENTS' NEEDS

During Work Time A, assign students who need heavier support to jigsaw group B. Group B is responsible for reading chapter 16, which references Sputnik and the Space Race: familiar concepts from Unit 1. The opportunity to apply background knowledge to a new text will support students' comprehension.

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

B. Gather Evidence - W.6.1 (10 minutes)

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

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

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

• Students should remain with their expert groups (AAAA or BBBB).

• Direct groups to work together to add at least one more example (accomplishment and evidence) to their Collaborative Argument Evidence note-catcher with information from the part of the text they read with their groups.

• Monitor groups as they work, ensuring that they are working in the correct sections of their note-catchers, appropriately naming key accomplishments about Katherine and selecting relevant evidence to support the reasons they identify. Refer to the Collaborative Argument Evidence note-catcher (example for teacher reference) for guidance.

• Field any lingering questions about the note-catcher, the Jigsaw protocol, or the chapters about Katherine Johnson.

• Explain that for the Opening activity in the next lesson, students will work with partners from the other group, who read the other chapter about Katherine. They will share the information gathered during the jigsaw and continue to fill out their Collaborative Argument Evidence note-catchers.

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

A. Share Independent Research Reading - RL.6.10, RI.6.10 (10 minutes)

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

"I can share my independent research reading with my peers."

• If needed, refer to the Independent Reading Sample Plans to guide students through a research reading share.

MEETING STUDENTS' NEEDS

During the independent research reading share, strategically use combinations of Conversation Cues to challenge students who need lighter support to deepen their thinking and expand the conversation:

"Can you say more about that?" (Goal 1)

"Can you figure out why [the author presented the information in that way]?" (Goal 3)

"How is what ___ said the same as/different from what ___ said?" (Goal 4)

• Remind students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity. Students demonstrate integrity by keeping up with their independent research reading even though it can be challenging.

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

MEETING STUDENTS' NEEDS

During the Independent Research Reading share, strategically use combinations of Conversation Cues to help students who need heavier support be understood and improve their metacognition:

"So do you mean ___?" (Goal 1)

"What strategies have helped you succeed in your independent research reading?" (Goal 3)

"I'll give you time to think and write or sketch." (Goal 1)

During the Independent Research Reading share, pair students who need heavier support. Invite them to select short passages from their independent research reading texts and read them aloud to their partners. This will reinforce speaking and intonation practice.