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 3 or the Entrance Ticket: Unit 2, Lesson 3 ▲. Refer to the Entrance Ticket: Unit 2, Lesson 3 (answers for teacher reference) for possible responses.

• 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.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 2, Lesson 3 ▲. This resource features a bank of evidence from which students can select their answers to Part B.

A. Read Hidden Figures, Chapters 4-5 (15 minutes)

• Repeated routine: Read chapter 4 (pages 26-29) and an excerpt of chapter 5 (starting at the heading "Welcome" on page 31 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 chapter synopsis as needed, as well as any other appropriate resources.

MEETING STUDENTS' NEEDS

In Work Time A, after students read chapter 4 and an excerpt of chapter 5 from Hidden Figures, invite students to participate in a Mini Language Dive in small groups to determine the connotative meaning of a familiar word (gentle) as it is used in the sentence (RI.6.4). This Mini Language Dive also helps students address RI.6.3 by elaborating on the nature of Dorothy's character.

• Gist of chapter 4: Dorothy Vaughan accepted the position as a mathematician, left her children in Farmville with family, and moved four hours away to Newport News.

• Gist of chapter 5 excerpt:

  • In 1941, President Roosevelt proclaimed that the United States would help deal with dictators in other countries who denied other people of the freedoms of speech, worship, want, and fear.

  • African Americans spoke out in newspapers questioning how they could fight for freedom in other countries but not experience those freedoms at home in the United States.

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

B. Determine Central Idea: "Moon Dust and Black Disgust" - RI.6.2 (20 minutes)

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

"I can determine the central idea of 'Moon Dust and Black Disgust.'"

• Distribute and display Text: "Moon Dust and Black Disgust." Invite students to follow along as the op-ed is read aloud. Explain that an op-ed is an opinion article written by a reader and submitted and published in a newspaper.

• Explain that this is an especially complex text with long sentences; students may find that by the time they get to the end of the sentence, they have forgotten what they read at the beginning of the sentence. Remind students to use the Retell or Reread strategy to work through a challenging text. Explain that after each sentence, students should pause and ask themselves, "Did I understand the sentence well enough that I could retell what I learned to someone else in my own words?" If the answer is yes, they should move on to the next sentence. If the answer is no, they should reread the sentence.

• Model using the Retell or Reread strategy in a think-aloud as you read the first three paragraphs of Text: "Moon Dust and Black Disgust." Pause and reference the glossary for bolded words.

• Annotate the gist of this first section in the margin: The moon landing was an incredible accomplishment, yet Griffin is not happy about it.

• Move students into pairs. Focus pairs on the first subheading: "Not Elated." Explain that elated means happy.

• Turn and Talk:

"What do you expect this section of the article to be about?" (explaining why Griffin is not happy about the moon landing)

• Explain that the author's language in this section is quite complex; however, it is not always necessary to be able to define every word to get the gist of the author's message.

• Focus students on paragraphs 4 and 5. Pause to allow students to reread these two paragraphs with their partner, using the Retell or Reread strategy and consulting the glossary as needed.

• Think-Pair-Share:

"What is the gist of these paragraphs?" (The money being spent on the Apollo missions should be going toward improving the lives of people on Earth.)

• Cold-call a pair to share their response. Invite students to annotate the gist in the margin.

• Focus students on paragraphs 6 and 7. Pause to allow students to reread these two paragraphs with their partner, using the Retell or Reread strategy and consulting the glossary as needed.

• Think-Pair-Share:

"What is the gist of these paragraphs?" (Humans do not get to decide if they want to be born, but once they are, they, naturally, want to continue living and live a satisfying life.)

• Cold-call a pair to share their response. Invite students to annotate the gist in the margin.

• Focus students on the second subheading: "Responsibility Place."

• Turn and Talk:

"What do you expect this section of the article to be about?" (Taking responsibility for the American citizens who need help.)

• Focus students on paragraphs 8, 9, and 10. Pause to allow students to reread these three paragraphs with their partner, using the Retell or Reread strategy and consulting the glossary as needed.

• Think-Pair-Share:

"What is the gist of these paragraphs?" (America cares more about advancing the space program than for its black citizens.)

• Cold-call a pair to share their response. Invite students to annotate the gist in the margin.

• Focus students on the third subheading: "Thing of Value?"

• Turn and Talk:

"What do you expect this section of the article to be about?" (Questioning what America truly values.)

• Focus students on paragraphs 11, 12, and 13. Pause to allow students to reread these three paragraphs with their partner, using the Retell or Reread strategy and consulting the glossary as needed.

• Think-Pair-Share:

"What is the gist of these paragraphs?" (America should not be spending funds on space exploration when funds are still owed to black Americans for years of slavery.)

• Cold-call a pair to share their response. Invite students to annotate the gist in the margin.

• Focus students on paragraphs 14 and 15. Pause to allow students to reread these two paragraphs with their partner, using the Retell or Reread strategy and consulting the glossary as needed.

• Think-Pair-Share:

"What is the gist of these paragraphs?" (Moving forward with space exploration proves that black Americans are still not valued by the American government.)

• Cold-call a pair to share their response. Invite students to annotate the gist in the margin.

• Think-Pair-Share:

"Looking back at all of your annotations, what is the central idea of this article?" (America has a responsibility to use its funds to take care of its citizens first before pursuing space exploration.)

• Allow students time to pause and reflect on Griffin's message in this text. If students are comfortable doing so, allow them to discuss how they feel about his message. Explain that students will return to this text in future lessons as they connect the ideas in Griffin's article to ideas in the anchor text.

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

A. Exit Ticket: Unit 2, Lesson 3 - RI.6.8 (5 minutes)

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

"I can analyze and evaluate the author's argument in 'Moon Dust and Black Disgust.'"

• Distribute Exit Ticket: Unit 2, Lesson 3, and read the directions aloud. Direct students to complete the Exit Ticket. Monitor student work, and refer to Exit Ticket: Unit 2, Lesson 3 (answers for teacher reference) as needed.

MEETING STUDENTS' NEEDS

In the following lesson, students will participate in a Language Dive using a sentence from chapter 6 of Hidden Figures. Consider providing ELLs with the Language Dive sentence ahead of time. Invite students who need lighter support to use the sentence and the text to identify the antecedents for each pronoun in the sentence. L.6.1d (recognize and correct vague pronouns) is a focus of the Language Dive; beginning this work ahead of time will help prepare ELLs for success.

• After 4 minutes, collect the exit ticket. Review independently for understanding of the author's argument.

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

MEETING STUDENTS' NEEDS

In the following lesson, students will participate in a Language Dive using a sentence from chapter 6 of Hidden Figures. Consider providing ELLs with the Language Dive sentence ahead of time. Invite students who need heavier support to translate the sentence into their home languages. Students can volunteer to share their translations with the class before the Language Dive. They can also plan to teach their classmates one or two words from their home languages that are present in the translation!