A. Engage the Learner - RI.6.3 (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 2, Lesson 8. Refer to the Entrance Ticket: Unit 2, Lesson 8 (answers for teacher reference) for possible responses. Make sure that the Author's Methods anchor chart from Module 2 is displayed for student reference. Students will also need a copy of their anchor text, Hidden Figures.

• 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. Compare and Contrast Content – RI.6.9 (20 minutes)

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

“I can compare and contrast two authors’ presentations of events in Dorothy Vaughan’s life in terms of content and author methods.”

• Explain that students will read two texts, both of which describe events in Dorothy Vaughan’s life. They will compare and contrast the texts both in terms of content and in terms of methods used by the authors. The first text is an excerpt from chapters 3 and 4 of Hidden Figures.

• Distribute a piece of scrap paper for notes to each student. Invite students to take notes on the key content details from the Hidden Figures excerpt. Read aloud an excerpt of chapter 3, starting at the heading “War Work” on page 22 and continuing through the end of chapter 4 on page 29. Students take notes as they follow along and then briefly compare notes with a partner afterward.

• Explain that students are now going to read an article about Dorothy Vaughan called “From Moton to NASA.” This article comes from The Farmville Herald, a local newspaper from Farmville, Virginia. Dorothy worked as a math teacher at Moton High School in Farmville before accepting a position at NACA.

• Explain that this excerpt describes some of the same events in Dorothy’s life, though it may leave some information out, or add information that was not in the Hidden Figures excerpt that students just read. It is the students’ responsibility to identify what is the same and what is different about the two texts in terms of content.

• Distribute and display Text: “From Moton to NASA” or Text: “From Moton to NASA” ▲, and refresh scrap paper as needed. Tell students that, just as with the Hidden Figures excerpt, students will take notes about key details and information as they hear the new text read aloud. They should listen, in particular, for similarities and differences between the two texts. Slowly read aloud “From Moton to NASA” as students note important content information on their pieces of scrap paper.

• Distribute and display the Compare and Contrast Authors’ Presentations of Events: Dorothy Vaughan note-catcher. Read the directions at the top of the note-catcher aloud, and field clarifying questions as needed.

• Draw students’ attention to the first table on the note-catcher: Content. This is the table where students will record key details and information that are the same or different across the two texts. Model providing an example on the note-catcher using the Compare and Contrast Authors’ Presentations of Events: Dorothy Vaughan note-catcher (example for teacher reference) as a guide.

• In pairs or triads, students share their notes and observations and work together to complete the Content tables of their note-catchers.

B. Compare and Contrast Authors' Methods - RI.6.3, RI.6.9 (15 minutes)

• Draw students' attention to the second table: Authors' Methods. Remind students that authors use various methods to convey information and develop ideas in a text. Point out the displayed Author's Methods anchor chart, which was developed in Module 2 and which students used to help them complete the entrance ticket during Opening A. As needed, allow students a few moments to reacquaint themselves with the methods on the anchor chart.

• Tell students that the anchor chart might require some updating, now that they are in Module 4. As an example, draw students' attention to the dialogue row of the anchor chart. Add the word quotations to the same row. Refer to the Author's Methods anchor chart (example for teacher reference) as needed.

MEETING STUDENTS' NEEDS

Highlight or underline key phrases in individual copies of the “From Moton to NASA” text in advance of the in-class reading of Work Time B (e.g., post office in Farmville, NASA’s first black supervisor, much more than an accomplished musician).

• Turn and Talk:

"How are quotations different from dialogue? Why should we include both methods on the anchor chart?" (Quotations refer to the actual words spoken aloud by someone; dialogue is more specific, and refers to the words spoken aloud by someone to someone else, usually in a conversation. Both methods should be included because they are not exactly the same. An author might use a quotation, but not from a conversation the speaker is having with someone else.)

"How are quotations similar to dialogue? Why do they belong in the same row?" (They are similar because they both describe people speaking aloud. They belong in the same row because they are not different enough to be in their own rows.)

"Which texts have dialogue/quotations: the Hidden Figures excerpt, 'From Moton to NASA,' neither text, or both texts?" (Both texts have dialogue/quotations.)

• Because the authors of both texts use this method, dialogue/quotations can be added to the Similarities section of the Authors' Methods table.

• Tell students that another method, exposition, belongs on the anchor chart. Add an exposition row to the anchor chart and explain that, in informational texts, exposition is a common technique used to convey the content.

• Ask:

"What might exposition mean in this context? What do you notice about the root word and suffix that might help you determine its meaning?" (Expose seems to be the root word, which means to uncover or bring to light, and -ition changes action words [verbs] to a state of being [noun]. So, this word is the act of exposing. In this context, it might mean that the writer is exposing or directly explaining information rather than using a more creative method.)

• Think-Pair-Share:

"What are some examples of exposition in 'From Moton to NASA'?" (single sentence paragraphs 3, 5, 7, 9, 11, 19, 21, 25)

"Why might an author use exposition when writing an informational text?" (Responses will vary, but may include: it's an efficient and quick way to convey information; it is clear and direct for a reader to process; and it provides context and background to help situate readers before moving to more complex ideas, concepts, and events.)

"Why might it be important to use other methods along with exposition when writing an informational text?" (Responses will vary, but may include: to make the writing more engaging and interesting to read, to make it more creative, to provide evidence for and develop the ideas presented in exposition, and to bring in other perspectives besides the writer's.)

"Where do you see examples of exposition in the excerpt from Hidden Figures?" (Students are likely to find many examples of exposition in the Hidden Figures excerpt.)

• Because both texts use exposition, students can add this method to the Similarities section of the Authors' Methods table.

MEETING STUDENTS' NEEDS

During Work Times A and B, invite students who need heavier support to use the Text: “From Moton to NASA” ▲. This resource features a glossary of key words to support students’ comprehension. If students use the differentiated resource, provide time for them to scan the glossary before reading.

During Work Time B, to support students’ abilities to identify similarities and differences in the content of the two texts, provide students with strips that contain notes about content (e.g., Mentions the Hidden Figures movie, Describes Dorothy Vaughan’s family, Illustrates Dorothy’s years in Farmville). Students can determine whether one text, both texts, or neither text contain that piece of information. This exercise will help students recognize similarities and differences in content without requiring that they locate those details and generate those notes independently.

• In pairs or triads, students can continue to skim and/or reread both texts to locate other similarities and differences in authors' methods. Point out that it is possible, if two texts are written in very similar ways, for the differences sections of one or both texts to be empty.

• As students work, circulate and monitor their progress. As needed, refer to Compare and Contrast Authors' Presentations of Events: Dorothy Vaughan note-catcher (example for teacher reference). If productive, use Goal 4 Conversation Cues to help students expand the conversation with their partners or triads:

  • "Do you agree or disagree with what your classmate said? Why?"

  • "Can you explain why your classmate came up with that response?"

  • "Can you add on to what your classmate said?"

A. Debrief: Compare and Contrast Presentations of Events - SL.6.1d (5 minutes)

• Refocus students, and tell them that they will now debrief the experience of comparing and contrasting two texts by participating in a Back-to-Back and Face-to-Face protocol.

• Ensure that students understand the directions for Back-to-Back and Face-to-Face. (Refer to the Classroom Protocols document for the full version of the protocol.) Use the Debrief: Back-to-Back and Face-to-Face (example for teacher reference) to guide students through the Back-to-Back and Face-to-Face protocol.

• Circulate and monitor student responses during the protocol. Invite students to refer to their Compare and Contrast Authors' Presentations of Events: Dorothy Vaughan note-catcher as needed throughout the debrief.

• Refocus whole group. Invite students to share any particular meaningful insights that arose during the reflection. Address any lingering questions about the texts or the tables on the note-catcher.

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