A. Engage the Learner - 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."

• Remind students that, in the previous lesson, they worked in their jigsaw expert groups (AAAA or BBBB) to read chapters about Katherine Johnson from their anchor texts.

• Direct students to move to their home-group pairs (AB) to share the information they gathered during the jigsaw and add at least one more example to the Collaborative Argument Evidence note-catcher. Refer to the Collaborative Argument Evidence note-catcher (example for teacher reference) for guidance.

A. Read Hidden Figures, Chapters 17 and 18 (25 minutes)

• Direct students to retrieve their anchor text, Hidden Figures, and open to chapter 17.

• Repeated routine: Read chapter 17 (pages 140-144) and chapter 18 (pages 145-152). 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 17:

  • Katherine Goble learned all she could about space travel.

  • Goble advocated for her attendance at and participation in the research discussion meetings.

• Gist of chapter 18:

  • Katherine Goble began to specialize in trajectory analysis.

  • Goble worked on a report with an engineer, and the engineer stated that Johnson should finish the report.

  • Katherine Goble married Jim Johnson.

  • Katherine Johnson submitted her first research report.

B. Introduce Focus Figure Research - SL.6.1c (10 minutes)

• Direct students to the Performance Task anchor chart, and invite them to reread the details of the task. Remind them they were first introduced to the performance task in Unit 1, Lesson 1.

• Distribute Performance Task: Picture Book Directions. Call on a student to read the directions for the performance task aloud.

MEETING STUDENTS' NEEDS

At the beginning of Work Time B, as students use the Because-But-So frames to reflect on their thinking about the performance task, use a Conversation Cue to prompt students to paraphrase how their partner completed the frames (e.g., "Who can repeat what your classmate said?"; "Who can tell us what your classmate said in your own words?"). This will help students to practice restating ideas in their own words.

Consider developing an extension to Work Time B that involves an action step. Students who need lighter support can pair up and offer strategies for one another to address any concerns and improve their attitudes toward the performance task.

• Display on a board or chart paper the following three sentence frames:

  • I am feeling ___ about the performance task because . . .

  • I am feeling ___ about the performance task, but . . .

  • I am feeling ___ about the performance task, so . . .

• Remind students of Because-But-So sentence frames they have previously used to reflect on their thinking. Explain that students will choose one word to describe how they are feeling about creating and completing the performance task. Using the Back-to-Back and Face-to-Face protocol, students will have time to think of their response, then share it aloud with a partner.

• Move students into pairs for the Back-to-Back and Face-to-Face protocol. Read aloud each sentence frame one at a time. After each sentence frame, allow think time before prompting students to turn face-to-face and share their responses with their partner.

MEETING STUDENTS' NEEDS

Later in Work Time B, help orient ELLs who need heavier support to the features of the Performance Task: Focus Figures Options handout. Ask simple questions that invite students to notice the way the handout is organized. Some examples of these questions are listed below:

Are the names listed in alphabetical order by first name or last name? How do you know? Where would your name go on this list?

Look at the parentheses after each name. What do the numbers in the parentheses indicate?

• Circulate and monitor, taking note of the questions, misconceptions, or concerns students have around the task. Point out the different conjunction in each sentence frame to ensure student responses match the intention of the frame.

• Refocus whole group, and summarize what was heard, clarifying any immediate questions or concerns.

• Remind students that they will be working in triads to produce their performance task. Point out that, like the crews of the Apollo missions, students will be working with teams of three! Those crews will be formed based on common interests.

• Explain to students that before working with their crew to create their children's book pages, they will research a focus figure and then in Unit 3 write an independent argument essay about that focus figure. The prompt of this independent essay (Why are my focus figure's accomplishments remarkable?) will be the same as for the collaborative argument essay about either Katherine or Mary for which they have been gathering evidence during Unit 2.

• Inform students that they will begin the focus figure research in the next lesson, so today they are going to have a chance to browse the possible focus figures and select their top three choices.

• Distribute Performance Task: Focus Figures Options. Explain that this list represents just some of the many other women who contributed to advancements in space science and who are deserving of special recognition.

• Invite students to scan the list and read the short bios of each focus figure. Direct them to star the three figures they are most interested in researching.

• Distribute sticky notes. Ask students to write their name and their top three choices for a focus figure to research on their sticky note. Collect the notes, and plan to arrange crews of three before the next lesson.

A. Remarkable Accomplishments: Katherine Johnson (5 minutes)

• Direct student attention to the Remarkable Accomplishments anchor chart. Remind students that the main purpose for studying Hidden Figures is to highlight the outstanding women who are the focus of the text.

• Think-Pair-Share:

"Based on our learning in this lesson, what additions should we make to the anchor chart? What else did Johnson accomplish that was remarkable? Explain why the accomplishment is remarkable."

• Choose a total participation technique to gather responses. Document student responses on the anchor chart. Refer to the Remarkable Accomplishments anchor chart (example for teacher reference) for guidance.