A. Engage the Learner – SL.6.3, SL.6.4 (5 minutes)

• Distribute the Performance Task Presentation checklist. Remind students that they are not being assessed on their actual picture books but on their ability to present the argument conveyed via the picture book—why their focus figure’s accomplishments are remarkable.

• Read each item on the checklist aloud.

• Clarify that, as they did in Lessons 5 and 10, speakers will present their arguments and claims to peers, sequencing their ideas logically; using relevant descriptions, facts, and details to highlight main ideas; and demonstrating appropriate eye contact, adequate volume, and clear pronunciation. Listeners will delineate their classmates’ arguments, citing the textual evidence used to support their claims.

• Each crewmate should be responsible for at least one of the four main parts of the presentation: introduction, reason 1, reason 2, or conclusion.

• Explain that students will have time to rehearse their presentation in the next lesson. During their work time today, they should review their narrative nonfiction text to ensure that a clear argument with relevant evidence is being conveyed about their focus figure.

• 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. Mini Lesson: Narrative Writing Techniques - W.6.3 (10 minutes)

• Conduct a teacher-generated mini lesson on a narrative technique essential for students' success in writing their narrative nonfiction texts. Determine an appropriate focus for this mini lesson based on students' needs.

B. Draft Narrative Nonfiction Picture Book Pages - W.6.3, W.6.5 (20 minutes)

• Review the learning targets 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."

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

• Direct students to join their three-person crews. Ask students to retrieve their Performance Task: Picture Book directions. Remind students that, in the previous lesson, they determined the tasks needed to complete step 3 under Mission Objectives and assigned themselves roles within the group. Students should continue in those roles during the work time in this lesson.

• Invite students to gather together the following materials as needed:

  • Performance Task anchor chart for Module 4

  • 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 responsibility. Remind students of what this means and what it looks like (this means I take ownership of my ideas, my work, my goals, and my actions).

• 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/0181 or http://eled.org/0147.

• 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. Peer Share: Narrative Nonfiction Picture Book - W.6.3, W.6.5 (10 minutes)

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

"I can provide kind, specific, and helpful feedback to my peers to help them refine and improve their picture book."

• Direct crews to pair up and share their in-progress picture books for feedback. Each crewmate will give one star and one step to help improve the other crew's story, illustrations, or strength of the argument being presented.

MEETING STUDENTS' NEEDS

During the Peer Share of Closing and Assessment A, use strategic combinations of Conversation Cues to help students who need lighter support to challenge their thinking and listen carefully to their classmates:

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

"Can you figure out why your classmates did it that way?" (Goal 3)

"Can you repeat what your classmate said in your own words?" (Goal 2)

• Explain that feedback is often best presented in the form of a question that guides the presenters to elaborate on their response to the question and add more clarity for the audience.

• Post and read aloud the following sentence frames:

  • "Can you say more about . . . ?"

  • "Will you explain what you mean by . . . ?"

  • "I found myself wondering . . . ."

• Direct students to use at least one of the sentence frames when giving feedback to the other crew. Students can also reference the Performance Task: Picture Book directions for the specific criteria about which they should be commenting. Invite students to begin.

MEETING STUDENTS' NEEDS

During the Peer Share of Closing and Assessment A, use strategic combinations of Conversation Cues to help students who need heavier support to be understood and to understand the comments of others:

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

"Can you give an example?" (Goal 1)

"Can you repeat what your classmate said?" (Goal 2)

• Once crews are done sharing, field any new questions about the specifics of the picture book or the presentations. Clarify that, in the next lesson, they will have time to finish their books and rehearse the presentation of their books to ensure they have included all of the details on which they will be assessed in Lessons 15-16.

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