A. Engage the Learner - L.6.4 (5 minutes)

• Distribute the Entrance Ticket: Unit 2, Lesson 2, and read aloud the directions. Students will also need their anchor text, Hidden Figures. Direct students to read the designated excerpt from the text, the list of laws that legalized segregation after the Civil War.

• Focus students on the word segregation. Turn and Talk:

"Based on these laws, what might segregation mean?" (the practice of separating people according to groups, especially racial groups)

• Add the word segregation to the academic word wall, and invite students to record it in their vocabulary logs.

• Direct students to complete the questions on the entrance ticket.

• Review responses; refer to the Entrance Ticket: Unit 2, Lesson 2 (answers 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, Chapters 2-3 (20 minutes)

• Read chapter 2 (pages 10-16) and an excerpt of chapter 3 (starting at the heading "Dorothy Vaughan's Childhood" on page 20 and continuing to the end of the chapter).

• Use Text Guide: Hidden Figures for comprehension and vocabulary questions as needed. Students who are ready to read independently or in small groups should be released to do so. 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) and Synopsis: Hidden Figures, Chapters 2-3 as needed, as well as any other appropriate resources.

• Gist of chapter 2: Jobs became open to women during World War II because men were away fighting in the war.

• Gist of chapter 3 excerpt: Dorothy Vaughan applied for a job as a mathematician with NACA.

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

B. Analyze Word Definitions: Hidden Figures, Chapters 2-3 - RI.6.4, L.6.4 (15 minutes)

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

"I can determine the figurative, connotative, and technical meanings of multiple-meaning words as they are used in the text."

• Tell students that they will now participate in an activity to determine the meanings of familiar words as they are used in chapters 2 and 3 of Hidden Figures. They are going to analyze four familiar words: computers, black, hands, and pyramid. First, they will develop their own definitions of these words, based on how the words are commonly used. Then, they will consider how the author uses these words in the text. The author may use the figurative, connotative, or technical meanings of these words to achieve effects in the text.

• Strategically pair students. Distribute Analyze Word Definitions: Hidden Figures, Chapters 2-3 to each student. Note that, although students will work collaboratively in pairs to complete the questions, each student will complete their own copy.

MEETING STUDENTS' NEEDS

Before Work Time B, invite students who need heavier support to work together to generate a list of words in their home languages that can have multiple meanings depending on context. Students can then discuss how they use the context to determine which meaning of the word is intended.

• Read the directions aloud. Field any questions students have about the assignment. As students work, monitor students' progress. As needed, refer to Analyze Word Definitions: Hidden Figures, Chapters 2-3 (answers for teacher reference). With 1 minute remaining, refocus students.

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

A. Debrief: Analyze Word Definitions and Functions - RI.6.4, L.6.4 (5 minutes)

• Direct students to choose one of the words from the Analyze Word Definitions handout. Challenge students to sketch two simple drawings that depict the two different meanings of that one word: one that represents the literal definition and one that represents the author's figurative or connotative definition (e.g., one sketch of a modern computer-as-machine and an accompanying sketch of a woman doing mathematical calculations on paper or a calculator).

• Invite students to collaborate with others or work alone. Call on volunteers to share their drawings with an explanation.

• Think-Pair-Share:

"Why is it important to identify words with multiple meanings?" (Words often have a literal and figurative meaning. Authors choose words deliberately to convey a specific meaning; readers gain more meaning from a text if they understand the different ways the word functions in the text. The meanings and uses of words change over time; thinking about how the word is being used can help the reader to better understand the context and setting of the text.)

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