A. Engage the Learner - W.6.3, W.6.5 (10 minutes)

• Lay out several examples of narrative nonfiction picture books from the Examples list on the Characteristics of Narrative Nonfiction anchor chart (example for teacher reference). Invite students to choose two books to browse through. Inform students that they will be specifically focusing on the book covers and titles.

• Distribute two sticky notes to each student. Explain that as students browse through the books, they should record what they notice about the titles and covers of narrative nonfiction texts. Students can pass around their books to ensure they see several examples.

• Circulate and monitor as students browse. Push students to support their responses with examples from the texts (e.g., "Your sticky note says the titles often include subtitles that describe what the book is about. Can you show me some examples?").

MEETING STUDENTS' NEEDS

If students have not had an opportunity to browse narrative nonfiction picture books written in their home languages, consider providing students with a list of titles and covers of these books (e.g., compiled through an online search) during Opening A. This list will support students in understanding common features of narrative nonfiction picture book titles and cover art, but does not require that the books actually be purchased.

• Focus student attention on the 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.

• Explain that each crew's section will be compiled into a class book which will require a title with cover art. Using a total participation technique, invite students to share their ideas for the title and cover art. Determine who will be responsible for completing these parts of the book, though students should prioritize their crew's section first.

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

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

"I can finalize my narrative nonfiction text and accompanying visuals 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.

• Focus students on step 3: "Present your crew's pages of the picture book to the class, explaining why these particular achievements were highlighted." Explain that students have one more work session before the assessment in the next lesson when they present their books. In this lesson, crews should be finalizing their pages of the picture book.

• Invite students to gather 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/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.

B. Rehearse Performance Task - SL.6.4, SL.6.5 (15 minutes)

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

"I can practice my crew's children's books pages and argument about why my focus figure's accomplishments are remarkable."

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

• Direct students to retrieve their Performance Task Presentation checklist.

MEETING STUDENTS' NEEDS

Before Work Time B, invite students to carefully review the language of SL.6.4, on which they will be assessed in the following lesson. Draw students' attention to this part of the standard in particular: use appropriate eye contact, adequate volume, and clear pronunciation. Invite students who need lighter support to discuss these components of the standard and set goals for their presentations in the following lesson.

• Group two crews, and direct them to take turns presenting their picture books, being sure to include all of the information on their checklists. The other crew should listen respectfully, using the checklist to prepare feedback.

• Focus students on the Work to Become Ethical People anchor chart before they share. Draw their attention to the habits of character of respect, empathy, and compassion, and remind them to keep these in mind as they work with their groups.

• Release crews to begin presenting and offering kind, specific, and helpful feedback.

• Once crews are done sharing, field any new questions about the specifics of the presentation and clarify the logistics of the next lesson, when they will present.

• Conclude by celebrating the students' perseverance and initiative as they worked on creating their picture books and preparing their presentations for the End of Unit 3 Assessment.

MEETING STUDENTS' NEEDS

Before Work Time B, invite students to carefully review the language of SL.6.4, on which they will be assessed in the following lesson. Draw students' attention to this part of the standard in particular: use appropriate eye contact, adequate volume, and clear pronunciation. Invite students who need heavier support to use a translation dictionary to clarify the precise meanings of the words appropriate and adequate. Work with students to discuss what these components mean for them and their presentations.

Before Work Time B, consider working with students who need heavier support to develop flashcards that they can use to help them rehearse. Students can create and use flashcards to help them remember the main points they wish to share. Encourage them to practice their presentations with their flashcards during Work Time B, and then practice again without them at home for homework in preparation for the presentations of the following lesson.

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

A. Share Stars (5 minutes)

• Facilitate a quick round-robin sharing where each student shares something positive (a star) about the other crew's picture book or rehearsal. For example, "Their illustrations are so artistic and creative!" or "The crew was really convincing. They gave a lot of evidence to show why their focus figure's accomplishments were remarkable!"

• Conclude by celebrating the students' perseverance and initiative as they worked on creating their picture book pages and preparing their presentations for the End of Unit 3 Assessment.

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