A. Engage the Learner - W.6.7, W.6.10 (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 14. Students will also need to reference the Performance Task: Picture Book Directions and the Researchers Do These Things anchor chart.

• 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. Gather Evidence: Hidden Figures, Chapters 20 and 21 - W.6.1b (20 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 or Mary Jackson's remarkable accomplishments."

• Move students into pairs. Explain that each person in the partnership will read either chapter 20 or chapter 21 in Hidden Figures. Determine who will read chapter 20 and who will read chapter 21.

MEETING STUDENTS' NEEDS

Invite students who need lighter support to summarize aloud some of the key research principles they remember from their research projects in Module 2. Allocate time for students to revisit the Researcher's Toolbox handout from Module 2 (Unit 2, Lesson 6) to refresh their memories.

• Display the Module Guiding Questions anchor chart. Cold-call a student to read aloud the first guiding question:

"What was the Apollo 11 mission, and in what scientific, political, and social context did it take place?"

• Students will be using sticky notes to collect two pieces of evidence to answer this guiding question. Clarify that students will focus on the section of the guiding question that identifies the "scientific, political, and social context." Remind students that the Apollo 11 mission has not yet happened in the chapters they will read, but the text is setting up the context for the event.

• Students should also document their chapter's gist, unpack and record unfamiliar vocabulary, and record any remarkable accomplishments by Vaughan, Jackson, or Johnson.

• Circulate and monitor as students read. Update the Gists: Hidden Figures anchor chart, and 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 20:

  • The West Computing Office closed, and the computers were assigned to other divisions. Dorothy Vaughan was assigned to the Analysis and Computation Division, which had calculating machines to do the computing work, so Vaughan became a computer programmer.

  • Project Mercury's timeline continued to increase. Freedom 7 was successful in a suborbital flight.

  • President Kennedy challenged NASA to place a man on the moon. Mission Control moved to Houston, Texas.

• Gist of Chapter 21:

  • John Glenn was chosen as the astronaut for the United States' first orbital flight.

  • Glenn asked for the math done by the electronic computers to be double-checked. Katherine Johnson took a day and a half to complete the check of the calculations.

  • Friendship 7 completed three orbits. John Glenn safely returned to Earth.

• Direct students to share their gist statements with their partner and add any remarkable accomplishments by Jackson or Johnson to their Collaborative Argument Evidence note-catcher. Refer to Collaborative Argument Evidence note-catcher (example for teacher reference).

• Use a total participation technique to promote discussion of the answers to the guiding question based on the students' evidence. Add student responses to the Module Guiding Questions anchor chart.

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

B. Research Focus Figure - W.6.7, W.6.8 (15 minutes)

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

"I can conduct a short research project, draw on several sources, and gather relevant information to narrow down my focus figure options."

• Post the crewmate assignments for the performance task and its related argument writing.

MEETING STUDENTS' NEEDS

Invite students who need lighter support to summarize aloud some of the key research principles they remember from their research projects in Module 2. Allocate time for students to revisit the Researcher's Toolbox handout from Module 2 (Unit 2, Lesson 6) to refresh their memories.

• Remind students of the habits of collaboration and respect. Inform students that their crewmates may not be their best friends, but they still have a responsibility to respect all crewmates' contributions to the efforts of the group.

• Distribute and display the Independent Argument Evidence note-catcher. Remind students that they used an almost identical research note-catcher in Module 2. Point to the Central Research Question at the top of the note-catcher, and read it aloud: Central Research Question: Why are my focus figure's accomplishments remarkable? Explain to students that they will now have the opportunity to begin some preliminary research about the focus figure they have been assigned.

• Distribute devices for online research. Focus students on the Work to Become Ethical People anchor chart. Remind students that when working on technology it is important to uplift the habit of integrity by only accessing the relevant information needed for their research. Focus students on the Work to Contribute to a Better World anchor chart. Remind students that when working on technology it is important to take care of and improve our shared spaces. This means handling the devices carefully and cleaning them up properly at the end of the research time.

• Invite students to begin individually researching their focus figure, starting to gather information on the Independent Argument Evidence note-catcher. Circulate and monitor student activity. Refer students to their Entrance Ticket: Unit 2, Lesson 14 for questions that can help guide their research. Refer to Independent Argument Evidence note-catcher (example for teacher reference) as needed.

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

A. Share Research - SL.6.1 (5 minutes)

• Invite students to gather with their crew and discuss their research findings. Encourage students to add additional information that their crewmates share to their Independent Argument Evidence note-catcher.

MEETING STUDENTS' NEEDS

This is the final lesson in which students add to the Remarkable Accomplishments anchor chart. Create opportunities for students to engage with the content they have added to the anchor chart over the course of the unit. Ask variations of the module guiding questions to increase engagement and consolidate students' thinking:

According to the anchor chart, what were the primary accomplishments of the hidden figures?

Why were these accomplishments remarkable?

Why is it important to study their stories and learn about their accomplishments?

• Remind students they will have more time in subsequent lessons to continue the research for their independent argument essay and the children's book pages.

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