Historically Responsive Learning: Lesson Plan

Name of Lesson: Hidden Figures and Identity Grade Level: 5th Grade

Teachers: Ms. Graff, Ms. King, and Ms. Bustos Diaz

Length of Lesson: Four lessons over four 45-minute class periods.

Students’ Identities and Background: Indianapolis Public Schools - Butler Lab School 60. Our group of
students included a mix of she/her and him/his. Three students identify as female, and three students identify as
male. Backgrounds ranged from White to African-American and Biracial.
Felix: Enjoys reading Harry Potter. His favorite quote is from Dumbledore “It does not do to dwell on dreams and
forget to live.” He enjoys sports and plays sports. His favorite artist is Juice Wrld.
Libby: Finds Elle Woods from Legally Blonde to be inspirational because she didn’t let others' opinions or
doubts of her get in the way. She is on the swim team. She is a very bubbly and friendly girl.
Mason: He is very good at coding. Has done coding for his own games. He enjoys horror games and likes
Sonic. He is also an artist and loves to draw.
Amelie: Loved the Mighty Miss Malone and The One and Only Ivan. She also likes to draw because she feels
that drawing allows her to express herself when she can’t find the words to do so. She loves to use colored
pencils as her medium.
Mathew: Enjoys video games and Pokemon. Works very fast and catches on to things quickly. Has ideas from
different points of view that make his classmates take a step back and think twice.
Miriam: She admires Brie Larson's work in the Marvel Universe movie. She is very soft-spoken but always nice
and compliments people.

Learning Goals IN Standards:

ELA
➢ 5.RL.4.1 Analyze how visual and multimedia presentations and
representations can enhance the meaning of a text.
➢ 5.SL.2.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) on grade-appropriate topics and
texts, building on others’ ideas and expressing personal ideas clearly.
➢ 5.RV.1 Build and use accurately general academic and content-specific
words and phrases.
Math
➢ 5.DS.1 Formulate questions that can be addressed with data and make
predictions about the data. Use observations, surveys, and experiments to
collect, represent, and interpret the data using tables (including frequency
tables), line plots, bar graphs, and line graphs. Recognize the differences in
representing categorical and numerical data.

Identities: Student will explore their textual lineages to help them reflect on a series
of questions:
1) What makes me who I am?
2) What has shaped me into the person I am now?
3) What events, experiences, and people have contributed to my
development?
4) How will I take what I have learned about my identity and use it in my
interactions?
 Skills:
● Students will participate in group discussions
● Students will practice effective listening
● Students will share theme-related vocabulary
● Student will match and identify graphs and their names
● Students will learn to recognize x and y-axis
● Students will properly label graphs with a title, x-axis, and y-axis
● Students will determine the graph best suited to display data

Intellect: Students will discuss people who deserve recognition for their accomplishments
and positive traits. Students will also learn about the marginalization in careers in the
STEM field. Students will be shown the disparity in numbers at NASA for people of color,
minorities, and women. Students will analyze data, graph, and discuss their findings.

Criticality: Students were shown different data at NASA regarding the numbers of
women, minorities, and people of color employed. Students were then asked to read
graphs and interpret their meanings. Students then filled out their own graphs and
discussed with each other what they noticed about the disproportionality of those
employed.

Layered Texts Invitation #1 (3/16/22)

https://docs.google.com/presentation/d/10p5hEG8BKHluAjkAeXLr30Mx3LPcBOi3
WsIRFAhxSWs/edit?usp=sharing

Invitation #2 (3/23/22)
https://docs.google.com/presentation/d/1NFxvB3kQCR-shPaWHAp-z1sU-EO0nC6
6_NjYWy8mItM/edit?usp=sharing

Layered Texts Used:

https://youtu.be/tgF1Enrgo2g (For the Heroes: A Pep Talk from Kid President - used
to explain what a hero is and to encourage them to reflect about who their hero/role
model is)

Invitation #3 (4/6/22)
https://docs.google.com/presentation/d/1YI_1WkK7Yut7NEe4CcDwIoiI4aCM5_YNK
5Npt01bahk/edit?usp=sharing

Layered Texts Used:

https://youtu.be/6c2PG5WMoC0 (Hidden Figures by Margot Lee Shetterly and Laura
Freeman - used as a visual read aloud to go along with our reading strategy: Stop and
Jot Activity)

Invitation #4 (4/13/22)
https://docs.google.com/presentation/d/1dXnM_CYJ3JertYpv32yHK-d_fOt7DYuyIx
vRvsSa3uk/edit?usp=sharing

Layered Texts Used:

https://www.satelliteinternet.com/resources/how-diverse-is-our-solar-system-a-loo
k-at-6-decades-of-equality-in-space-travel/ (Diversity in Our Solar System -
explored/analyzed different graphs depicting changes in gender and racial diversity in
space exploration throughout history)
Vocabulary & ➢ Textual Lineage
Concepts ➢ Enabling Texts
➢ Identity
➢ Noun
➢ Characteristics
➢ Qualities
➢ Hero
➢ Role Model
➢ Bar graph
➢ Independent/dependent variable (x-axis and y-axis)
➢ Title/Label

Student Spark ➢ Lesson #1

○ Introductions of ourselves and then gave them the opportunity to
introduce themselves
○ “What am I?” Ice Breaker
■ Guessing game where students don’t know the noun
they have been assigned and have to ask yes/no
questions to determine what they are
○ Explanation of textual lineage (what it is and how it applies to
their life)
➢ Lesson #2
○ The “One-Word” Ice Breaker Game
■ Allows us to introduce our topic and get everyone in the
right mindset for our discussion
● What characteristics does a role model have?
● Think of 2-3 words and share to the group
○ Watch For the Heroes: A Pep Talk from Kid President
■ Thoughts and reflections on the video
■ Asked them “Who is your hero?”
■ Gave examples of heroes/role models in our lives
● Ex: teachers, coaches, family members,
athletes, celebrities, etc.
➢ Lesson #3
○ In a group discussion, we reflected on the previous week's lesson
and built on it:
■ Examples of role models in your life
■ Characteristics of your role model
➢ Lesson #4
○ “This or That?” Ice Breaker
■ Ex: Fruits or Veggies?
■ Ex: Comedy Movies or Horror Movies
○ Types of Graphs Partner Matching Activity
■ Discussed what each graph should include in order to
create their own
● Ex: label/title, x-axis, y-axis, data, key, etc.
■ Discussed what type of information/data can be used in
each type of graph
■ This activity was used to guide the group to the main
part of the lesson

Body of Lesson ➢ Lesson #1

○ We shared our textual lineages.
■ Explained why each text is important to us.
○ Then we asked the students to share one or more examples of a
text that is important to them.
➢ Lesson #2
○ We reminded the students of the texts that they shared last week
and asked how there is a hero in all of their texts.
 ○ Asked students to write qualities of their heroes on sticky notes.
Then grouped up similar words and discussed how different
characters all have similar qualities even though they were from
different texts.
○ We each shared a hero in our own lives and gave qualities that
make them role models.
○
➢ Lesson #3
○ We watched a reading of the book “Hidden Figures” while the
students filled out a Stop and Jot worksheet.
○ They shared what they filled out for each of the topics on the
worksheet.
○ Then we discussed different types of jobs at NASA.
➢ Lesson #4
○ We gave the students a worksheet with two activities.
■ The first activity was to read a bar graph about different types of
jobs at NASA and answer questions.
■ The second activity was a word problem. The students used the
word problem to fill out a chart and use the information from the
chart to create their own bar graph. This activity was about the
demographics at NASA.

Closure ➢ Lesson #1
○ At the end of our lesson we thanked the students for sharing their
texts
○ We had extra time so we played the icebreaker again.
➢ Lesson #2
○ We gave the students a handout so that they could think of a hero
in their lives and write three qualities about them that make them
a hero.
➢ Lesson #3
○ We had extra time so we played an Ice Breaker game called
“Find the Thimble”
■ Someone places an imaginary thimble somewhere in the
world. Then students ask yes or no questions to figure
out where the thimble is.
➢ Lesson #4
○ Then we showed the students different types of graphs that all represent
information from NASA.
■ The graphs were more advanced and we talked about how
beneficial graphs can be to show information, but also how
graphs can be misleading.

Assessment 1) We asked students to determine the effectiveness, pros, and cons of being
exposed to Hidden Figures as a Children's book versus their chapter book
experience
2) We asked questions to create a list of vocabulary to describe people who are role
models or heroes in their lives.
3) Students were asked to analyze data on a bar graph about the disparity in the
employment of minorities at NASA and discuss what they saw.
4) Students were asked to create their own bar graph with data from NASA and who
they employ.
5) Students were asked to match graphs and their proper names and discuss how
they would serve a purpose.

Group of Students: Mason, Felix, Mariam, Matthew, Amelie, and Libby