A. Engage the Learner - RI.6.8 (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 3, Lesson 5. Students will need to have their Collaborative Argument Essays they completed for homework and during the previous lessons. They may also refer to the Argument Writing checklist for assistance.

• 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. Present and Delineate Argument - SL.6.3, SL.6.4 (20 minutes)

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

"I can present my argument about why Mary's or Katherine's accomplishments were remarkable."

"I can delineate my peers' arguments about why Mary's or Katherine's accomplishments were remarkable."

• Distribute and display the Present and Delineate Argument: Collaborative Essay handout. Review the directions.

MEETING STUDENTS' NEEDS

At the beginning of Work Time A, as students interpret the unfamiliar words on the Present and Delineate Argument: Collaborative Essay handout, invite students who need heavier support to use translation dictionaries to look up translations of the words in their home languages. Provide time as needed for students to add translations to their note-catchers and/or vocabulary logs.

• Point to the word delineate.

• Ask:

"What root word to you see within this word?" (line)

"What part of speech is delineate? What part of speech is delineation? Use the suffixes to help you." (Delineate is a verb; delineation is a noun.)

• Turn and Talk:

"Using the root word, the part of speech, and the context, how might you define delineate?" (to line things up in an orderly way)

• Invite one student to check the preliminary definition of delineate in a print or online dictionary (to sketch something out; to describe or portray in precise or vivid detail).

• Ask:

"Using our new understanding of the word delineate, explain how it pertains to the work we are doing in this activity." (We are sketching out or describing in detail in an orderly way all of the parts of an argument our partners used in their essays.)

• Add delineate to the academic word wall as students add them to their vocabulary logs.

• Post the groupings, and direct students to find their group members. Clarify directions as needed. Direct them to begin the Present and Delineate Argument: Collaborative Essay task.

• As students work, circulate to informally assess the students as noted in the assessment guidance note above. Aim to listen in to at least half of the students during this lesson, if possible. Remind students to be mindful of time and to keep the rotation moving as they present and listen. Refer to the Work to Become Ethical People anchor chart as necessary, reminding students to show respect and compassion as they work with partners and evaluate their work.

• Refer to the Collaborative Argument Writing Planner (example for teacher reference) for examples of the types of responses students should be giving in their presentations and recording on their Present and Delineate Argument handouts.

B. Share Peer Feedback - SL.6.4 (10 minutes)

• Direct students to share and discuss their feedback from listening to the presentations, including their stars and steps, with their group members.

• If students struggle to think of feedback, direct them to reference the Argument Writing checklist for ideas about what they should comment on. Prompt them with questions, such as "Do the reason and evidence support the main claim? Why or why not?" or "Was the relationship between the claim and reasons/evidence solid? How could it be improved?"

• Again, as students work, circulate to provide support or answer questions as needed. Refer to the Work to Contribute to a Better World anchor chart as necessary, reminding students to give kind, specific, and helpful feedback that helps their peers to grow.

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

A. Reflection Discussion – SL.6.1d (10 minutes)

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

“I can paraphrase and reflect on our multiple perspectives about Mary’s and Katherine’s accomplishments.”

MEETING STUDENTS' NEEDS

During the reflection discussion of Closing and Assessment A, use strategic combinations of Conversation Cues to help students who need lighter support to expand the conversation and think about their own thinking:

"Do you agree or disagree with what your classmate said?" (Goal 4)

"Who can explain why your classmate came up with that response?" (Goal 4)

"How is what _____ said different from what _____ said?" (Goal 3)

"How does our discussion add to your understanding of the module guiding question?" (Goal 4)

• Reconvene students, and facilitate a brief discussion in which they discuss the following questions:

“What did you notice about the different arguments about Mary and Katherine during today’s lesson?” (Responses will vary, but may include: The arguments about both women are similar. Both faced similar challenges in order to achieve amazing goals. There are more than two points that can be made to support the same argument—that each woman’s accomplishments were remarkable.)

“What did you learn about these two women and their experiences? What are some of the takeaways about these two women after today’s lesson?” (Responses will vary, but may include: Their work often relied on the design thinking process that we learned about in Module 3 to test, refine, and improve their work. Their accomplishments are remarkable on their own before even considering the racial and gender discrimination they faced. They likely did not think of themselves as remarkable at the time.)

“Why is it important that we know about these two women and the others from Hidden Figures?” (Responses will vary. Add pertinent answers to the Module Guiding Questions anchor chart under question 3: “Why is it important to study the accomplishments of the ‘Hidden Figures’ and of others whose stories have gone unrecognized?”)

• Use the Grade 6 Speaking and Listening checklist (informal assessment) to record students’ skills with paraphrasing and reflection (SL.6.1d). If you do not have the chance to formatively assess all of the students this time, there will be another opportunity in Lesson 10, before the end of unit assessment.

MEETING STUDENTS' NEEDS

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

"I'll give you a minute to think." (Goal 1)

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

"So, do you mean _____?"

"Who can repeat what your classmate said?" (Goal 2)

During the reflection discussion of Closing and Assessment A, students answer questions that connect to the module questions. To ensure that ELLs who need heavier support can access this thinking, consider alternative formats that incorporate more processing time or allow for private reflection (e.g., a Chalk Talk or a QuickWrite)

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