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 6. Refer to the Entrance Ticket: Unit 2, Lesson 6 (example for teacher reference) for possible responses. Students will also need their anchor text, Hidden Figures.

• Repeated routine: Follow the same routine as in the 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.

A. Read Hidden Figures, Chapter 8 (10 minutes)

• Repeated routine: Read chapter 8 in the anchor text. Use the 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.

• Gist of chapter 8: The war ended and Dorothy Vaughan's job at NACA was not guaranteed to last, but she leased an apartment and moved her children to Newport News.

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

B. Chalk Talk: Habits of Character - RI.6.6 (15 minutes)

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

"I can determine the author's point of view toward Dorothy Vaughan in Hidden Figures."

• Focus student attention on the chart paper attached to the wall. Point out that each chart paper describes an event from Hidden Figures as well as the focus question: which habit of character does Vaughan display through her choices in this part of the text?

• Students will respond to this question as they participate in a Chalk Talk protocol.

MEETING STUDENTS' NEEDS

After the Chalk Talk of Work Time B, strategically use combinations of Conversation Cues to invite students who need lighter support to report their ideas from the Chalk Talk and expand upon their classmates' ideas:

"Who can repeat what your classmate wrote in your own words?" (Goal 2)

"Can you explain why your classmate came up with that response?" (Goal 4)

"Can you add on to what your classmate wrote?" (Goal 4)

• Display the Chalk Talk Directions: Dorothy Vaughan. Read the instructions aloud. Answer any clarifying questions about the protocol's process.

• Remind students that the habit of character they will personally focus on is integrity. The protocol is to be completed in silence until they are instructed to share their thinking. Explain to students that remaining silent is the right thing to do in order to give everybody an opportunity to read, think, and respond in a positive, supporting environment.

• Direct students to the Chalk Talk Text Chunks: Dorothy Vaughan chart where they will begin the protocol and ensure they know to which direction they will rotate when given the signal. Students will also need five sticky notes and a writing utensil.

• Display the three habits of character anchor charts for students to use as reference during the protocol.

• Invite students to begin. Circulate and monitor the written student responses. Be sure to keep time so that students can rotate to all pieces of chart paper. Refer to Chalk Talk Text Chunks: Dorothy Vaughan (example for teacher reference).

MEETING STUDENTS' NEEDS

During the Chalk Talk of Work Time B, allow students who need heavier support to respond to their classmates' comments with simple symbols (e.g., a star next to comments they agree with; a question mark next to comments they don't understand) rather than written responses.

After the Chalk Talk of Work Time B, strategically use combinations of Conversation Cues to invite students who need heavier support to report their ideas from the Chalk Talk and demonstrate understanding of their classmates' ideas:

"Who can repeat what your classmate wrote?" (Goal 2)

"Do you agree or disagree with what your classmate wrote? Why?" (Goal 4)

"Can you say more about that?" (Goal 1)

• Regain student focus. Cold-call students to share their responses.

• Point out that, in the text, the author does not specifically name the habits of character that Vaughan demonstrates.

• Think-Pair-Share:

"How does the author implicitly call the reader's attention to the habits of character?" (The author selects specific moments in Vaughan's life to share with the reader. The author reports and describes situations in Vaughan's life that shine a light on the habits of character evident in Vaughan's actions. The reader draw inferences about the habits of character based on the examples the author provides.)

"What is the author's point of view toward Dorothy Vaughan based on the text chunks we analyzed?" (The author respects what Vaughan has done in her professional life as well as her personal life.)

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

C. Write a Claim: Vaughan's Habits of Character - W.6.1b (10 minutes)

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

"I can use evidence and reasoning to support a claim about Dorothy Vaughan."

• Explain to students that they will use the information presented and discussed in the Chalk Talk protocol to make and support a claim about Dorothy Vaughan.

• Distribute Dorothy Vaughan: Habits of Character Claim. Invite students to read along silently as the directions are read aloud. Answer any student questions to help clarify the task. Remind students to use complete sentences, as they would when filling in a writing planner for a longer constructed response.

• Inform students that they will work independently on the assignment. They should refer to the Chalk Talk Resources to inform their work.

• Invite students to begin. Circulate to monitor student progress. Assist students who seem to be struggling to write a claim or synthesize their evidence into logical reasoning.

• Regain student focus. Use equity sticks to select two students to share their claim, evidence, and reasoning. Refer to Dorothy Vaughan: Habits of Character Claim (example for teacher reference).

• Collect the assignment. Be sure to review the assignment, and plan to touch base with students who need further instruction and practice with composing a claim, selecting evidence, or expressing their reasoning.

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

A. Remarkable Accomplishments: Dorothy Vaughan (5 minutes)

• Direct students' attention to the Remarkable Accomplishments anchor chart. Remind students that the main purpose for studying Hidden Figures is to highlight the outstanding achievements of the women who are the focus of the text.

• Think-Pair-Share:

"Based on our learning in this lesson, what additions should we make to the anchor chart? What else did Vaughan accomplish that was remarkable? Explain why the accomplishment is remarkable."

• Choose a total participation technique to gather responses. Document student responses on the anchor chart. Refer to the Remarkable Accomplishments anchor chart (example for teacher reference) for guidance.

• Repeated routine: invite students to reflect on integrity as the habit of character focus for the lesson.