A. Engage the Learner - W.6.1 (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 3, Lesson 2. Distribute the Argument Writing checklist. Students will also need to reference the Model Argument Essay: "Dorothy." Refer to the Entrance Ticket: Unit 2, Lesson 2 (example for teacher reference) and Painted Model Argument Essay (example for teacher reference), and Annotated Model Argument Essay (example for teacher reference).

• 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. Write a Claim for a Collaborative Argument Essay - W.6.1a (10 minutes)

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

"I can write a claim based on reasons and relevant evidence from the text."

• Move students into their predetermined pairs. Clarify that students are working with this group to write a practice argument essay about either Mary Jackson or Katherine Johnson before independently writing an argument essay about the focus figure they have been researching.

• Invite students to retrieve their Collaborative Argument Evidence note-catcher. Reveal which hidden figure each group will be responsible for writing about.

MEETING STUDENTS' NEEDS

Before students draft the claims of their collaborative argument essays during Work Time A, allow time for students to review their Collaborative Argument Evidence note-catchers. Students who need lighter support can star the reasons or pieces of evidence that they think are most compelling and relevant. This will help students feel more prepared to work with a partner to draft a main claim.

• Display the following steps on the board, and read them aloud.

1. 1. 1. Review the focus question.

      2. Compare note-catchers on the relevant hidden figure, and add any additional details that may strengthen your argument.

      3. Decide which two points best answer the focus question.

      4. Draft a main claim that includes those two points on the bottom of the note-catcher. Use the claim in the model essay on Dorothy to guide you as you construct your own claim.

• Clarify any misunderstandings. Direct students to review the habits of character anchor charts and choose one habit that will guide their work with their groups today.

• Release partners to begin working on their claim. Refer to Collaborative Argument Evidence note-catcher (example for teacher reference).

MEETING STUDENTS' NEEDS

Before students draft the claims of their collaborative argument essays during Work Time A, allow time for students to review their Collaborative Argument Evidence note-catchers. Students who need heavier support can flesh out some of their notes, adding clarifying information as needed. This will help students feel more prepared to share the information on their note-catchers with a partner.

During Work Time A, students learn which hidden figure—Mary Jackson or Katherine Johnson—they will be writing about in their collaborative essays. If productive, chat privately ahead of time with students who need heavier support and invite them to discuss aloud some of the key findings from their Collaborative Argument Evidence note-catchers. Some students may have more detailed notes for Mary or Katherine; consider assigning students to write about the hidden figure whose life they know more about.

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

B. Plan a Collaborative Argument Essay - W.6.1, W.6.5 (25 minutes)

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

"I can plan a collaborative argument essay about why Mary's or Katherine's accomplishments are remarkable."

• Distribute the Collaborative Argument Writing Plan graphic organizer.

• Remind students that they have used a similar tool in previous modules, and that much of the information they will record on this planner, they have already found when they were filling in the evidence note-catcher. Explain that the planner will be used to prepare for the collaborative essay, but the planner will be optional for their independent essay.

• Ensure that students understand their task before releasing them to begin working.

• Circulate and monitor, using the Collaborative Argument Writing Plan graphic organizer (example for teacher reference) as necessary.

• With 1 minute remaining, refocus students' attention. Explain that if they were unable to complete the writing planner during this time, they will need to complete it for homework in preparation for drafting the introduction and Proof Paragraph 1 in the next lesson. If needed, direct students to assign responsibility within their partnerships for completing parts of the planner for any remaining paragraphs.

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

A. Debrief: Argument Writing Checklist - W.6.1 (5 minutes)

• Ask students to retrieve their Argument Writing checklist. Point out the following characteristics:

  • "W.6.1a: I state my claim clearly, and my writing stays focused."

  • "W.6.9, W.6.1b: My claim is supported by reasons and evidence from credible sources and shows a solid understanding of the topic or text."

• Turn and Talk:

"Look at the second column. Are there any specific criteria you should be aware of specifically for this collaborative essay?" (The claim includes the name of my assigned figure and states why her accomplishments are remarkable. The claim includes two specific points to support the claim. The points come from the anchor text, research sources, or other supplementary texts we read in class.)

• As students share out, capture their responses in the Characteristics of This Argument Writing column, and direct them to do the same on their own copy. Refer to the Argument Writing checklist (example for teacher reference) as needed.

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