A. Introduce Argument Evidence Note-Catcher (5 minutes)

• Explain that for the Mid-Unit 3 Assessment, students will write another argument essay. Remind students they wrote a literary argument essay in Module 3. Inform students that the focus of their independent argument essay will be the focus figure they choose for their performance task.

• Before writing the independent essay, students will analyze a model and then write a collaborative essay that mirrors the same task, as they have done in previous modules. They will begin collecting evidence for their collaborative argument essay in this lesson.

• Display the prompt for the collaborative essay: why are Mary Jackson or Katherine Johnson's accomplishments remarkable? Point out that while students will only write about one of the women, they will be learning and gathering information about both women. Let students know that whom they write about will be determined toward the end of this unit.

• Display and distribute Collaborative Argument Evidence note-catcher. Using a total participation technique, invite students to share what they notice or wonder about the columns of the note-catcher or the kinds of information each column may capture.

MEETING STUDENTS' NEEDS

Students who need heavier support may need help orienting themselves to the collaborative essay prompt (Why are Mary Jackson's or Katherine Johnson's accomplishments remarkable?) or to the Collaborative Argument Evidence note-catcher. Provide a blank note-catcher to triads for a preliminary practice activity. Groups can choose a beloved celebrity or classmate to make the focus of the essay questions (Why are _____'s accomplishments remarkable?). Invite students to work together, using English or their home languages as appropriate, to name one or two key accomplishments by that person, provide a reason as to why the accomplishment is remarkable, and practice using evidence and reasoning to support their ideas.

• Tell students that they are going to spend the remainder of Unit 2 reading about Mary Jackson and Katherine Johnson. Today, students will be introduced to Mary Jackson. Point out that they will be adding to this note-catcher incrementally across Unit 2, as they learn more about Mary Jackson and Katherine Johnson.

• 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 10 - RI.6.3 (15 minutes)

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

"I can analyze how the author introduces and elaborates on Mary Jackson's character in the text."

• Invite students to examine the photo on page 89 of Hidden Figures, which depicts Mary Jackson and the rest of the Supersonic Pressure Tunnel Group at the Langley Memorial Aeronautical Laboratory.

• Turn and Talk:

"What do you notice about this photo? What does this photo tell us about the environment that Mary worked in?" (Responses will vary, but may include: In the photo, all the women are in the front row and wearing dresses. There are far more men than women. The group appears to be mostly white people. These attributes suggest that Mary, as a black woman, was in the minority in her work environment.)

• Read aloud an excerpt from chapter 10, from the start of the chapter on page 76 to the end of page 81. Students can follow along silently in their texts as the excerpt is read aloud.

MEETING STUDENTS' NEEDS

At the end of Work Time A, after students read chapter 10 of the text, invite them to re-examine the photo of the Supersonic Pressure Tunnel Group in their texts, which they first discussed at the beginning of Work Time A. Prompt students who need lighter support to explain how this photo helps them understand Mary's character or the information in the chapter. This task helps to reinforce work with RI.6.7 and encourages students to think of the photos in the text as informational resources that can support their understanding.

• Repeated routine: Students record the gist of the chapter 10 excerpt 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), Text Guide: Hidden Figures, and chapter synopsis as needed, as well as any other appropriate resources.

• Gist of chapter 10: Mary Jackson graduated from the Hampton Institute; she took a job as a teacher, next as a United Services Organization employee, and then as a mathematician at Langley.

• Direct students to review the Author's Methods anchor chart.

MEETING STUDENTS' NEEDS

At the beginning of Work Time A, as students examine the photo of the Supersonic Pressure Tunnel Group in their texts, invite students who need heavier support to exercise their vocabularies by naming everything they can identify in the photos. Encourage them to be as specific as possible and use learners' dictionaries as necessary to locate unfamiliar words (e.g., belts, bricks, stripes).

• Think-Pair-Share:

"What methods does Margot Lee Shetterly use in this excerpt to help develop the reader's understanding of Mary?" (Responses will vary, but may include: the author uses personal anecdotes, direct quotes from Mary, and some historical context to help develop the reader's understanding of Mary.)

"What is something that the reader can infer about Mary's character from this passage?" (Responses will vary, but may include: Mary is strong and confident; Mary is smart and talented.)

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

B. Jigsaw: Hidden Figures, Chapters 11 and 14 (15 minutes)

• Tell students that they will now read more about Mary Jackson. They will become experts on one chapter about Mary, using the Jigsaw protocol.

• Remind students of the Jigsaw protocol: Students have home groups and expert groups. They will first work with their expert groups to read a chapter or an excerpt of a chapter about Mary from the text. Later, they will work with their expert groups to add details about what they read to their Collaborative Argument Evidence note-catcher.

• Display home group (e.g., ABAB) and expert group (e.g., AAAA; BBBB) assignments. Have students move into their expert groups. Group(s) A will read chapter 11 (pages 86-92). Group(s) B will read an excerpt of chapter 14, beginning on page 115 and ending at the bottom of page 118.

• Move students into their expert groups. Students should take turns reading aloud while the rest of the group reads along silently.

• Repeated routine: Groups record the gists of chapter 11 and the chapter 14 excerpt 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), Text Guide: Hidden Figures, and chapter synopses as needed, as well as any other appropriate resources.

MEETING STUDENTS' NEEDS

During the Jigsaw of Work Time B, Group A reads chapter 11 and Group B reads an excerpt of chapter 14. An excerpt from chapter 11 will then be reread and analyzed in more detail in the following lesson. Assign ELLs who need heavier support to Group A, so that they may benefit from the comprehension and fluency gains that come from reading the same passage multiple times for distinct purposes.

• Gist of chapter 11: Mary Jackson was asked to join the Supersonic Pressure Tunnel team. Jackson defended her work when a division chief questioned her calculations.

• Gist of chapter 14 excerpt: Mary Jackson worked in the division that designed missiles. Her boss was so impressed with her work, he encouraged her to enroll in Langley's engineer training program. She had to get special permission to attend the engineering classes at a whites-only school.

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

A. Gather Evidence - W.6.1 (10 minutes)

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

"I can gather evidence and develop reasoning for an argument essay about Mary Jackson's remarkable accomplishments."

• Direct students to remain in their expert groups (AAAA or BBBB) and to retrieve their Collaborative Argument Evidence note-catcher. Review the Part I directions.

• Direct groups to work together to add at least one example to their note-catcher for Mary Jackson with information from the part of the text they just read with their groups.

• Monitor groups as they work, offering support and guidance as needed. Refer to the Collaborative Argument Evidence note-catcher (example for teacher reference) for guidance.

• Explain that for the Opening activity in the next lesson, students will work with partners from the other group, who read the other chapter about Mary. They will share the information gathered during the Jigsaw and continue to fill out their Argument Evidence note-catchers.

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