A. Engage the Learner - W.6.3 (10 minutes)

• Lay out several examples of narrative nonfiction picture books from the list on the Characteristics of Narrative Nonfiction anchor chart (example for teacher reference). Invite students to choose two books to browse through. Explain that these books represent the narrative nonfiction genre. Tell students they will try to infer some general characteristics of this genre by looking at models.

• Distribute several sticky notes to each student. Explain that as they browse through the books, they should record their notices and wonderings about the genre of narrative nonfiction.

• Circulate and monitor as students browse, encouraging all responses. Push students to support their notices with examples from the texts (e.g., "Your sticky note says the books often include an author's note. Can you show me where you saw that in the texts?").

MEETING STUDENTS' NEEDS

If possible during Opening A, include examples of narrative nonfiction texts written in students' home languages. This will help students who need heavier support to identify and name features of narrative nonfiction.

• Remind students that they are not reading both books cover to cover, simply scanning and browsing to get a sense of the books' style, features, and tone. Ask students to hold on to their notes until later in the lesson.

• 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. Genre Study Narrative Nonfiction – W.6.3, SL.6.2 (15 minutes)

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

“I can identify the characteristics of effective narrative nonfiction writing.”

• Ask students to retrieve the Performance Task: Picture Book directions, which they received in a previous lesson, and allow students time to review it silently. Remind students that they will be turning their research about their focus figure into a section of a children’s picture book to create an anthology, or collection, of stories.

• Explain that crews will be writing their section in narrative nonfiction style like the models they examined.

• Display a blank Characteristics of Narrative Nonfiction anchor chart. Using a total participation technique, gather student responses from their sticky notes to add to the anchor chart. Affirm correct inferences about the genre, and clarify misunderstandings. Refer to the Characteristics of Narrative Nonfiction anchor chart (example for teacher reference) for guidance. Note that there are a wide range of texts that fit this genre; the models won’t necessarily include all of the characteristics listed. Remind students that narrative nonfiction can be written for any age group; our focus is on picture books for primary school learners.

• Display and distribute Text: Hidden Figures: The True Story of Four Black Women and the Space Race. (Small groups of students can look at one of the class copies.) Explain that there are actually three versions of the Hidden Figures text—an adult, a young adult, and a picture book version written in narrative nonfiction style.

MEETING STUDENTS' NEEDS

In Work Time A, students examine the extent to which Hidden Figures: The True Story of Four Black Women and the Space Race meets the characteristics of narrative nonfiction picture books. Consider repeating this questioning using other picture books from Opening A. Comparing multiple texts against the anchor chart will help students develop a more sophisticated understanding of what narrative nonfiction can look like.

• Say:

“As I read the book aloud, think about which of the characteristics of narrative nonfiction you notice in this example.”

• Inform students that if they need to take notes as they listen to the text, they may document their thoughts on scrap paper, an index card, or a sticky note.

• Read aloud Hidden Figures: The True Story of Four Black Women and the Space Race.

MEETING STUDENTS' NEEDS

During Work Time A, students examine the extent to which Hidden Figures: The True Story of Four Black Women and the Space Race meets the characteristics of narrative nonfiction picture books. Consider slowing down this activity and offering ways for students to more deeply analyze the characteristics of the text. One way to do this would be to write the characteristics from the anchor chart on sentence strips and providing time for students to review the picture book multiple times, focusing on one characteristic at a time.

• At the end of the reading, ask:

“Which characteristics of narrative nonfiction did you see evidence of in this book?” (It included factual information but told the story using narrative techniques, like dialogue, description, and character development. It featured key historical individuals during a momentous historical time period. It included text features that emphasize the nonfiction aspects of the text, like a timeline. It was written with attention to the audience, adjusting the style and tone to appeal to primary school readers. The illustrations were engaging, detailed, and accurately depict the real people and settings being portrayed.)

• Ask:

“How does this book represent craftsmanship?” (The book was written at an appropriate level for its intended audience. The illustrations were detailed, aesthetically pleasing, and accurate representations of the text. The text included researched, factual information about the individuals of focus in the text.)

• Ask:

“How will what we write for the performance task differ from what we wrote for the Mid-Unit 3 Assessment?” (The assessment was an essay; it was written to be formal and academic. The picture book will be narrative and will have a different tone and text features, including illustrations.)

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

B. Draft Narrative Nonfiction Picture Book Pages - W.6.3, W.6.5 (15 minutes)

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

"I can draft a narrative nonfiction text about my focus figure's remarkable accomplishments."

• Invite students to join their three-person crews. Remind students that they are not each writing their own story, but they will work together to create one story together as a crew. Writing a book involves many people, such as the author, illustrator, editor, and publisher; encourage students to collaborate to share big ideas but also divvy up tasks as needed.

• Ask students to retrieve their Performance Task: Picture Book directions. Point out that students have already completed step 1 under Mission Objectives.

• Focus students on step 2: "Determine which accomplishments should be highlighted, keeping in mind that each crew will be responsible for three pages of content."

• Explain that this should be their first objective as they begin the planning process today. Once students have chosen the accomplishments and details they want to include in their book, they should begin planning the text. Encourage students to think metacognitively about what kinds of planners might work best for their team (e.g., storyboard, graphic organizer, T-chart with text ideas on one side and illustration ideas on the other).

• Invite students to refer to the following materials as needed:

  • Performance Task anchor chart

  • Independent Argument Evidence note-catcher

  • Characteristics of Narrative Nonfiction anchor chart

  • Examples of narrative nonfiction picture books

  • Text: Hidden Figures: The True Story of Four Black Women and the Space Race

• Provide students with art supplies they may need to create their illustrations, such as blank paper, construction paper, colored pencils or markers, and scissors, and devices.

• Direct students to websites where they can access free, high-quality stock photos and clip art, such as http://eled.org/0147 or http://eled.org/0181.

• Release crews to begin working.

• As students work, circulate to answer questions, push their thinking, and provide support as needed. Remind them to review the model picture books and the anchor chart to help them make decisions and to also use one another as thought-partners. Guide students to include the most effective and relevant information to demonstrate why the focus figure's accomplishments were so remarkable.

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

A. Evaluate Model Performance Task: Wang Zhenyi - W.6.3, SL.6.2 (5 minutes)

• Display the Model Performance Task: Wang Zhenyi, and read it aloud.

• Think-Pair-Share:

"How does the model demonstrate the criteria for the performance task?" (The text is written in narrative nonfiction style. It includes three pages of information about the focus figure. The text is accompanied by thoughtfully crafted illustrations. The text incorporates a lot of factual information from the crew's research.)

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.