A. Engage the Learner - L.6.1d (5 minutes)

• Tell students that they are going to review pronoun work, which was a focus of Module 3. Students will complete an entrance ticket and, later, participate in a Language Dive that targets students' abilities to identify and correct vague pronouns. As needed, invite students to review aloud the meaning of vague pronoun (a pronoun whose antecedent is unclear) and/or antecedent (the noun that a pronoun refers to).

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 4. Refer to the Entrance Ticket: Unit 2, Lesson 4 (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.

A. Read Hidden Figures, Chapter 6 (15 minutes)

• Repeated routine: Read an excerpt of chapter 6 (starting at the first line on page 39, "After Dorothy finished the morning's paperwork . . . ," 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 Figuress anchor chart (example for teacher reference) and chapter synopsis as needed, as well as any other appropriate resources.

• Gist of chapter 6 excerpt: Dorothy Vaughan began her new job in the West Computing Pool and was welcomed by the other women.

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

B. Language Dive: Hidden Figures, Page 46 - L.6.1d (20 minutes)

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

"I can find and correct a vague pronoun that has an unclear antecedent."

"I can determine the author's point of view toward the hidden figures and how it's conveyed in chapter 6."

• Tell students they will now participate in a Language Dive to analyze a sentence from chapter 6 of Hidden Figures. Students will build on pronoun work from Module 3, as well as analyze the author's point of view toward the hidden figures and how she conveys that point of view.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time B, and as a way to reinforce work with L.6.1d, invite students who need lighter support to reread pages 24-25 of the text, beginning at the heading "Jobs, Good Jobs, and Very Good Jobs." Students can complete a "pronoun investigation," looking more deeply into the author's use of pronouns in this excerpt. Students are likely to notice that, although the excerpt describes only one person (Dorothy Vaughan), the writer refers to her as "Dorothy Vaughan," then "Dorothy," then "her," and then "Dorothy Vaughan" again. Students have been taught that writers generally use pronouns when it has already been established whom the writer is referring to. Why, then, would the author go from the pronoun "her" back to the full name "Dorothy Vaughan"? Students can grapple with this question; they are likely to conclude that the author wanted to emphasize an important event in Dorothy's life. These kind of grammatical investigations, which can arise organically in a text, encourage linguistic curiosity and help ELLs develop the tools to analyze and understand authors' choices.

• Refer to the Questions We Can Ask during a Language Dive anchor chart, reminding students that the questions underlined on the anchor chart are questions that students should always ask when they dive into a sentence.

• Tell students they will now begin the Language Dive. Reread page 46, starting at the heading "The Sisterhood" and reading the first two paragraphs, ending at "They knew they stood for something bigger than themselves as individuals."

• Focus students on the following sentence:

  • "Because of the discrimination, they believed that African Americans needed to be twice as good to get half as far as their white counterparts."

• Use the Language Dive Guide: Hidden Figures, Page 46 (for teacher reference) and the Language Dive: Hidden Figures, Page 46 Sentence Chunk Chart (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Hidden Figures, Page 46 note-catcher and the Language Dive: Hidden Figures, Page 46 sentence chunk strips. Refer to the Language Dive: Hidden Figures, Page 46 note-catcher (example for teacher reference) as necessary.

• After completing the Language Dive, invite students to connect the sentence to the "Moon Dust and Black Disgust" text of the previous lesson.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time B, and as a way to reinforce work with L.6.1d, invite students who need heavier support to reread pages 46-47, beginning at the heading "The Sisterhood" (this is also the passage students will read for the exit ticket of this lesson). Students can mark all the pronouns they find on these pages. Then, they can pick five of the pronouns and locate their antecedents.

• Turn and Talk:

"How does this sentence relate to the 'human suffering' that Booker Griffin described in 'Moon Dust and Black Disgust'?" (This sentence highlights one of the consequences of discrimination: that people have to work so much harder and still do not have the same opportunities or successes. In 'Moon Dust and Black Disgust,' Griffin described the 'human suffering' felt by African Americans in this country. Griffin focuses on things like health and safety, but the ability to be successful would also be part of the suffering.)

• Tell students that they will continue to discuss "Moon Dust and Black Disgust" and chapter 6 of Hidden Figures in the following lesson. Students will examine the relationships among these texts and the module guiding questions, in the following lesson.

A. Exit Ticket: Unit 2, Lesson 4 - RI.6.6 (5 minutes)

• Distribute Exit Ticket: Unit 2, Lesson 4, and read the directions aloud. Direct students to complete the exit ticket. Monitor student work, and refer to Exit Ticket: Unit 2, Lesson 4 (answers for teacher reference) as needed.

• After 4 minutes, collect the exit ticket. Review independently for understanding of connotation and point of view.

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