A. Engage the Learner - W.6.10 (10 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 5. Refer to the Entrance Ticket: Unit 2, Lesson 5 (example 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. Debrief Module Guiding Questions - SL.6.1 (15 minutes)

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

"I can paraphrase and reflect on a module guiding question during a collaborative discussion."

• Explain that the recent chapters in Hidden Figures and the article "Moon Dust and Black Disgust" raised big ideas that apply to both the time period of the Space Race as well as present day. Explain that students will be given an opportunity to share their thoughts about these big ideas. This discussion will mirror Part II of the End of Unit 3 Assessment, when students participate in a culminating discussion of the module guiding questions.

• Direct students to the Discussion Norms anchor chart, specifically on the cues and responses. Remind students that a discussion is not just about saying what we want to say. Effective participation is about listening to others and asking and answering questions. Questions help us to be completely clear about what others are saying and to clarify our own points. Inform students that it is important they build off one another's ideas and ask questions of their peers to deepen their understanding throughout the discussion.

• Remind students that a focus standard for this discussion is SL.6.1d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

• Focus students on the Work to Become Ethical People anchor chart. Remind students that it is not easy for everyone to participate in a discussion. Uplift the habits of respect, compassion, and empathy in preparation for the discussion.

• Begin the discussion, using the guiding question. Students should also refer to their Entrance Ticket: Unit 2, Lesson 5, the Text: "Moon Dust and Black Disgust," and the Module Guiding Questions anchor chart for ideas.

"What were the main events of the Space Race, and in what scientific, political, and social context did it take place?" (Responses will vary, but may include any or all of the following:

• • The Space Race was an international competition of space exploration that began with the USSR launching the Sputnik satellite and culminated with the United States sending the first human being to the moon in 1969.

  • Scientifically, sending a human being to the moon seemed an impossible undertaking that required deep understanding of many scientific phenomena (e.g., wind tunnels, supersonic flight, trajectories, advanced aircraft).

  • Politically, the United States and the USSR were at odds, and the Space Race became a symbol of innovation and power.

  • Socially, the Space Race took place at a time of rampant discrimination against black Americans in the United States. At that time, women of all races were also generally excluded from well-paying jobs in math and science.)

"Why is it important to study the accomplishments of the hidden figures and of others whose stories have gone unrecognized?" (Responses will vary, but may include any or all of the following:

• • Hidden figures are often "hidden" due to discrimination in the way history is written.

  • Our study of history is most accurate when we celebrate the contributions of all involved.

  • The accomplishments of hidden figures are remarkable, especially because they are achieved in the face of adversity.)

• Encourage students to make connections to challenges in the present day.

• Ask:

"What other hidden figures in other fields are starting to receive more recognition?"

"In what scenarios are some voices still not being heard?"

"What can we do to uncover and acknowledge the hidden figures in our community?"

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

B. Read Hidden Figures, Chapter 7 Excerpt (15 minutes)

• Repeated routine: Read an excerpt of chapter 7 (starting on page 51 at the subheading "What Makes Things Fly?" and ending on page 57 at 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, 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

During Work Time B, students read an excerpt from chapter 7 of Hidden Figures. This chapter contains many technical vocabulary terms related to flight. Invite students who need lighter support to create a glossary of words from the text that they think are important for understanding the text. Students can use online learners' dictionaries to locate simple definitions of these words to record in their glossaries.

• Gist of chapter 7 excerpt: Vaughan took the offered classes at Langley to support Langley's cause to produce the best planes in the world.

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

MEETING STUDENTS' NEEDS

During Work Time B, students read an excerpt from chapter 7 of Hidden Figures. This chapter contains many technical vocabulary terms related to flight. Invite students who need heavier support to refer to a glossary of key terms as they read (ideally, these glossaries would be developed by classmates who need lighter support).

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

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

"I can trace the claim, reasons, and evidence in an excerpt of Hidden Figures."

• Distribute Exit Ticket: Unit 2, Lesson 5, and read the directions aloud. Direct students to complete the exit ticket. Monitor student work, and refer to Exit Ticket: Unit 2, Lesson 5 (answers for teacher reference) as needed.

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