A. Engage the Learner - RI.6.7 (5 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 retrieve the two books they browsed through in the last lesson. Remind students that these books represent the narrative nonfiction genre. Inform students that they will be specifically focusing on the illustrations in the two books.

• Distribute several sticky notes to each student. Explain that as they browse through the books, they should record their answers to the following question: "How do the illustrations enhance a reader's experience with the book?"

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

• Focus student attention on the displayed Characteristics of Narrative Nonfiction anchor chart. Using a total participation technique, gather student responses to add to the anchor chart. Refer to the Characteristics of Narrative Nonfiction anchor chart (example for teacher reference) for guidance.

• 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. Language Dive: Hidden Figures Picture Book - W.6.3, SL.6.1 (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 narrative nonfiction writing."

• Tell students they will now participate in a Language Dive to examine a sentence from Hidden Figures: The True Story of Four Black Women and the Space Race. Students will identify the characteristics of narrative nonfiction writing that are featured in the sentence.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time A, challenge students who need lighter support to rewrite the Language Dive sentence for different genres of writing. For example, instead of using narrative nonfiction writing techniques, students can rewrite the sentence to include characteristics of informational writing. This remediation exercise may help clarify expectations of the narrative nonfiction writing assignment.

• Tell students they will now begin the Language Dive. Reread aloud the excerpt from Hidden Figures: The True Story of Four Black Women and the Space Race that begins "The people at the laboratory had to work together from morning to night to figure out how to send astronaut John Glenn into space . . . ." Finish at the end of the page.

• Focus students on the sentence:

  • "Tell me where you want his spaceship to land, and I'll tell you where to launch it," Katherine told her boss.

• Use the Language Dive Guide: Hidden Figures Picture Book (for teacher reference) and the Language Dive: Hidden Figures Picture Book Sentence Chunk Chart (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Hidden Figures Picture Book note-catcher, and the Language Dive: Hidden Figures Picture Book sentence chunk strips. Refer to the Language Dive: Hidden Figures Picture Book note-catcher (example for teacher reference) as necessary.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time A and to reinforce work with RI.6.7, invite students who need heavier support to closely examine the illustration that accompanies the Language Dive sentence in the picture book. Students can discuss how the illustration adds to their understanding of the text and vice versa.

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

B. Draft Narrative Nonfiction Picture Book - W.6.3, W.6.5 (20 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. Ask students to retrieve their Performance Task: Picture Book directions. By now students should have already completed steps 1 and 2 under Mission Objectives.

• Focus students on step 3: "Collaborate on the completion of the narrative nonfiction picture book, sharing duties as authors, illustrators, and editors with the rest of your crew."

• Explain that this one step requires several smaller tasks to be completed.

• Turn and Talk with crews:

"What smaller tasks need to be completed before moving on to step 4?" (Write the text; type the text; edit the text; draw the illustrations or find them online; check that the illustrations match the action; lay out the book pages with the text and illustrations; check for proper grammar and conventions; publish the book either on paper or online.)

• Explain that, just like the astronaut crews, each person in the student crews will take responsibility for their specific and specialized tasks. Crews should decide who will take the lead on writing the text, creating the illustrations, and editing and formatting both. Each member of the crew should circle their role on the directions sheet and jot down their specific responsibilities.

• 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). Make clear that students are being trusted to take responsibility and initiative for completing this task.

• 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

• Focus students on the Work to Become Effective Learners anchor chart. Draw their attention to the habit of character initiative. Remind students of what this means and what it looks like (I see what needs to be done and take the lead on making responsible decisions; doing things without being asked).

• 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. Compare and Contrast Illustrations of Model Performance Tasks - RI.6.7 (5 minutes)

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

"I can create effective visuals to accompany my narrative nonfiction text about my focus figure's remarkable accomplishments."

• Display the Model Performance Task: Mae Jemison, and read it aloud.

• Display the Model Performance Task: Wang Zhenyi as well.

• Ask:

"How do the illustrations in each text differ?" (The illustrations in the Wang Zhenyi text are computer generated; the illustrations in the Mae Jemison text are hand drawn.)

• Think-Pair-Share:

"What are the benefits and drawbacks of each type of illustration?" (Responses will vary, but may include: The computer-generated illustrations are more precise and professional, but they are hard to customize for our texts. The hand-drawn illustrations are exactly what we want them to be, but drawing takes more time and there may not be a crewmate who feels comfortable drawing the pictures by hand.)

• Remind students that both options are acceptable. Students are not being assessed on their narrative nonfiction stories or the quality of their illustrations. They are encouraged to aim for high-quality craftsmanship but they should have fun with the process, hone new skills, and take risks.

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