A. Engage the Learner – W.6.1 (10 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 3, Lesson 1 or the optional Entrance Ticket: Unit 3, Lesson 1 ▲. Distribute the Model Argument Essay: “Dorothy” and the Model Argument Evidence: Dorothy note-catcher as students enter class; they will need these to complete the entrance ticket.

• Remind students that this writing process should be familiar to them by now. Encourage them to persevere with the task by reminding them that even professional writers start with notes, drafts, and rounds of edits before polishing a final copy of their work.

MEETING STUDENTS' NEEDS

During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 3, Lesson 1 ▲. This resource features partially completed answers, as well as suggestions for students to think about as they address the questions.

• 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.

A. Analyze a Model Argument Essay – W.6.1 (15 minutes)

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

“I can analyze the structure of a model argument essay by applying my knowledge of the Painted Essay®.”

• Set the purpose for the activity by explaining that students will prepare to write their own argument essays by carefully analyzing an exemplar argument essay.

• Divide the class in half. Distribute the red, green, yellow, and blue index cards to one half of the class. Give each student only one colored index card. Remind students that these are the colors used to indicate the key components in the Painted Essay® structure.

• Distribute the Model Argument Essay: Introduction Chunks to the other half of the class. Give each student only one chunk of the introduction paragraph.

• Explain that students are about to participate in the Meet My Match activity that focuses on more deeply understanding the introduction of an argument essay. Remind students that they have previously participated in the activity when analyzing the model literary argument essay in Module 3.

• Explain or display the Meet My Match Instructions. Answer clarifying questions.

• Direct students’ attention to the Work to Become Ethical People anchor chart.

• Ask:

“What would it look like to behave with integrity during this activity?” (only asking yes or no questions; only responding by saying yes or no; trying my best even if the task is challenging)

• Invite students to begin the activity. Display the Painted Essay® template as a reference for students. Refer to the Painted Model Argument Essay (example for teacher reference) for correct matches.

• After 4 minutes have passed, instruct students to remain standing with their partners.

• Display only the introduction paragraph of the Painted Model Argument Essay (example for teacher reference). Be sure to hide the rest of the painted essay.

• Read the first paragraph, stopping at “. . . space travel possible.”

• Turn and Talk:

“This red section of the introduction paragraph contains background information. Why is background information important to an argument essay?” (The background information is the context the reader needs to know in order to understand the foundation of the argument.)

• Think-Pair-Share:

“In your own words, explain the context provided in the introduction paragraph.” (The introduction sets the historical time period by referencing the Space Race, World War II, and rampant segregation. The introduction also provides some key background information about Dorothy Vaughan.)

• Focus students on the next sentence: “As a brilliant mathematician and one of the first black women to work for NASA as a ‘computer,’ Dorothy’s accomplishments deserve to be remembered.” Turn and Talk:

“This green section of the introduction paragraph is the main claim. Why is the main claim important to an argument essay?” (The main claim provides the main idea that the writer wants the reader to take away. The main claim expresses the writer’s position in the argument.)

• Think-Pair-Share:

“What is the writer’s position in the argument?” (Dorothy Vaughan’s accomplishments are remarkable and worthy of recognition.)

• Focus students on the final sentence of the introduction: “Her accomplishments were remarkable because they led to major advancements in air travel and because they took place despite tremendous obstacles.”

• Turn and Talk:

“The yellow and blue sections of the introduction paragraph preview point 1 and point 2. Why are these points important to an argument essay?” (Point 1 and point 2 are reasons that support the main claim. Reasons are important because they help writers prove their position in the argument.)

• Think-Pair-Share:

“How do point 1 and point 2 support the main claim?” (Point 1 and point 2 give reasons why Dorothy’s accomplishments are particularly remarkable.)

• Direct students to return to their seats.

MEETING STUDENTS' NEEDS

In Work Time A, after students analyze the Model Argument Essay: "Dorothy," invite students to participate in a Mini Language Dive in small groups to analyze the reasons presented to support the essay's main claim (W.6.1a). This Mini Language Dive also helps students address W.6.1c by featuring conjunctions (because) to clarify the relationship between the model essay's main claim and its reasons.

As an extension to the Mini Language Dive of Work Time A, display an alternative version of the Language Dive sentence, in which the second use of the subject they has been removed: Her accomplishments were remarkable because they led to major advancements in air travel and took place despite tremendous obstacles. Invite students who need lighter support to examine these two sentences. Help them note that both sentences are grammatically correct and mean the same thing. Encourage students to discuss why the writer of the model essay might have chosen to repeat the subject rather than eliminate it (i.e., to make sure that the two reasons were as clear and distinct as possible).

During Work Time A, as students analyze the Model Argument Essay, use strategic combinations of Conversation Cues to help students deepen their thinking and expand the conversation:

"Can you figure out why the writer did it this way?" (Goal 3)

"Why do you think that?" (Goal 3)

"Who can add on to what your classmate said?" (Goal 4)

"How does our discussion add to your understanding of argument essay structure?" (Goal 3)

• Direct students’ attention to their copy of the Model Argument Essay: “Dorothy.” Distribute red, green, yellow, and blue colored pencils. Ask students to color-code the introduction essay based on the activity and conversation they just finished. Refer to the Painted Model Argument Essay (example for teacher reference) and Annotated Model Argument Essay (example for teacher reference) as needed.

• Regain student focus. Direct student attention to the second paragraph of the Model Argument Essay: “Dorothy.”

MEETING STUDENTS' NEEDS

Underline or star key phrases in individual copies of the Model Argument Essay: "Dorothy" in advance of the in-class reading of Work Time A. Use a black pen or a pencil, so that these markings do not conflict with the Painted Essay(r) colors. As an example, some phrases to highlight in paragraph 1 are listed below:

"made airplanes faster"

"promoted to supervisor"

"tremendous obstacles"

During Work Time A, as students analyze the Model Argument Essay: "Dorothy," use strategic combinations of Conversation Cues to help students listen carefully to one another and be understood:

"I'll give you time to discuss this with a partner." (Goal 1)

"Who can tell us what your classmate said in your own words?" (Goal 2)

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

• Read Proof Paragraph 1.

• Ask:

“What is the job of this paragraph in the essay?” (to give a reason why Vaughan’s accomplishments are so remarkable)

“What color should it be? Why?” (yellow, because it supports the yellow point that Vaughan’s work led to advancements in air travel)

• Read Proof Paragraph 2.

• Ask:

“What is the job of this paragraph in the essay?” (to give a second reason why Vaughan’s accomplishments are so remarkable.)

“What color should it be? Why?” (blue, because it supports the blue point that Vaughan’s accomplishments are particularly remarkable because she persevered through discrimination that was common and legal at the time)

• Turn and Talk:

“What is the role of the conclusion in an argument essay?” (Students should mention that the purpose is to wrap up the piece by restating the main claim and adding some additional thinking about why it is important. For example, in the model, this paragraph restates the claim that Dorothy Vaughan’s achievements are worthy of recognition and reflects that the study of history is most accurate when we celebrate the contributions of all involved.)

“What color should you code it? Why?” (Green, because it is a mix of the claim, reason 1, and reason 2. Students might also mention that the shade of green differs from that used in the main claim in the introduction. This shows that when they run the ideas in the yellow paragraph and the ideas in the blue paragraph through their own mind, they come together to make something new—their own thinking on the topic, but still connected back to the claim.)

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

B. Research Focus Figure - W.6.7, W.6.8 (15 minutes)

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

"I can conduct a short research project, draw on several sources, and gather relevant information on my focus figure."

• Explain to students that they will now have the opportunity to continue research on their focus figure.

• Distribute devices for online research, and set up a device to model best practices for online research. Remind students that when working on technology, it is important to uplift the habit of integrity by only accessing the relevant information needed for their research.

• Invite students to begin individually researching their focus figure, gathering information on the Independent Argument Evidence note-catcher. Circulate and monitor student activity. Refer to Independent Argument Evidence note-catcher (example for teacher reference) as needed.

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

A. Debrief: Focus Figure Research - W.6.7 (5 minutes)

• Move students back together with their crewmates. Invite them to share what they learned during their research time. Crewmates should update their Independent Argument Evidence note-catcher accordingly. Remind students that they will write their essays independently, but they will work together to research and to create their children's book pages.

• Remind students to indicate the sources they used and indicate which pieces of evidence come from which sources.

• Invite students to conduct a gap analysis of their research. This means identifying where they are missing information and what steps they will take in subsequent lessons to fill in those gaps on their note-catcher.

• Facilitate a quick Go Around protocol. Each group should summarize in one sentence their gap analysis and state it aloud. Crews should complete the following sentence frames:

  • "We still need to collect information about . . ."

  • "We will find this information by . . ."

• Direct students to jot down their gaps on their note-catchers as a starting point for the next lesson. Note students' progress and any groups that are in need of extra support.

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