A. Engage the Learner - RI.6.8, W.6.1b (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 3, Lesson 4. Refer to the Entrance Ticket: Unit 3, Lesson 4 (example for teacher reference) for possible responses. Students will need their Model Argument Essay: "Dorothy" to complete the ticket.

• Explain that the evidence and reasoning students have identified on the entrance ticket is the type of information they will be recording on their Writing Plan graphic organizers for their collaborative essay.

• 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: Model Essay Conclusion - W.6.1e (10 minutes)

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

"I can analyze the structure of a model argument essay conclusion paragraph."

• Tell students they will now participate in a 10-minute Language Dive to examine an effective concluding sentence of an argument essay.

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time A, draw students' attention to the words incomplete without in the Language Dive sentence. Invite students who need lighter support to rewrite this sentence without using two words that function as negatives. Students might exchange incomplete without with complete with. Engage students in a discussion about the differences in meaning between these two sentences.

• Direct students to retrieve their Model Argument Essay: "Dorothy."

• Reread the conclusion paragraph aloud, and invite students to follow along. Focus students on this sentence in the conclusion:

  • "The history of NACA and space science is incomplete without acknowledgment of Dorothy Vaughan's remarkable accomplishments."

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

MEETING STUDENTS' NEEDS

As an extension to the Language Dive of Work Time A, draw students' attention to the words incomplete without in the Language Dive sentence. Provide students who need heavier support with an alternative sentence: The history of NACA and space science is complete with acknowledgment of Dorothy Vaughan's remarkable accomplishments. Invite students to discuss the differences in meaning between these two sentences. As needed, students can use their home languages as a resource to help them interpret the two sentences.

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

B. Write a Collaborative Proof Paragraph 2 and Conclusion - W.6.1b, W.6.1e (25 minutes)

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

"I can support a claim with clear reasons and relevant evidence drawn from informational texts."

"I can provide a concluding section that follows from my argument."

• Invite students to retrieve their Collaborative Argument Writing Plan graphic organizer and their copy of the Argument Writing checklist. Point out the following characteristics on the checklist:

  • "W.6.1e: I have a conclusion that is clearly related to my argument and restates my claim."

  • "W.6.1c: I use words and phrases to show that my reasons are connected to my claim."

• Turn and Talk:

"Look at the second column. Are there any specific criteria you should be aware of specifically for this collaborative essay?" (My conclusion restates my main claim and includes my own thinking about why the figure's accomplishments are remarkable. I use transitions from one idea to the next and in between evidence about the fIgure's accomplishments and reasoning for why they're remarkable.)

• As students add criteria in the second column of the checklist, encourage them to refer to the focus of the essay in general terms because they will use the same checklist for their collaborative essay about Mary or Katherine and for the essay about their focus figure.

• As students share, 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.

• Explain that students will work with their writing partner to draft Proof Paragraph 2 and their conclusion to the argument essay focused on the remarkable accomplishments of Mary Jackson or Katherine Johnson. Students should base their draft on the information they gathered and organized on their Collaborative Argument Evidence note-catcher and Collaborative Argument Writing Plan graphic organizer.

• Distribute lined paper or word-processing devices, and invite writing partners to begin.

• Circulate and monitor, referencing the following resources as necessary:

  • Collaborative Argument Evidence note-catcher (example for teacher reference)

  • Collaborative Argument Writing Plan graphic organizer (example for teacher reference)

  • Annotated Collaborative Argument Essays (example for teacher reference)

• With 2 minutes remaining, refocus students and allow time for them to log off devices or put away materials. If crews have not completed their drafts, they should determine who will be responsible for finishing each of the incomplete paragraphs for homework.

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

A. Reflect on Academic Mindsets - SL.6.1 (5 minutes)

• Incorporate reflection on and awareness of the following academic mindset: "This work has value to me."

MEETING STUDENTS' NEEDS

As students reflect on academic mindsets, consider alternatives to the Turn and Talk protocol that may be more helpful for students who need heavier support. For example, if time allows, consider using a Chalk Talk protocol to help students address the two reflection questions. Chalk Talks allow more processing time and ensure that all students are heard.

• Turn and Talk:

"How does the topic of the argument essay relate to this academic mindset?" (Just as we identified in the Language Dive, history is incomplete without acknowledgment of those who made remarkable contributions to our world. This work has value to me because I get to lift up those accomplishments to a wider audience and give recognition to those who deserve it.)

"Which of the habits of character most closely match the idea stated in this academic mindset? Explain your reasoning." (Responses will vary, but may include: This academic mindset matches "I apply my learning to help our school, the community, and the environment." Both statements recognize that education is a responsibility; when we learn about an inequity, we must use our learning to contribute to a better world.)