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A Writing Root for

Hidden Figures
by Margot Lee Shetterly
Literary Theme: Ambition & desire
Mixed Age Theme(s): Fighting for freedom
(4/5); Inspiration & activism (5/6)
Recommended Age: Y5 Cross-curricular Coverage: History: the lives of significant individuals in the past who have
contributed to national and international achievements; a study of an aspect or theme in British
history that extends pupils’ chronological knowledge beyond 1066
Science (Earth and Space): describe the movement of the Earth, and other planets, relative to the
Sun in the solar system; describe the movement of the Moon relative to the Earth
Maths (Number and Place Value): solve number problems and practical problems that involve all of
the above

Text(s): Hidden Figures by Margot Lee Duration: 3+ weeks, 15+ sessions Outcomes: Non-chronological reports, job adverts, formal persuasive letters, informal letters,
Shetterly diary entries, character descriptions, opinion pieces
Main outcome: Memoir of one of the women

Overview and outcomes: This is a 3-week Writing Root using Hidden Figures by Margot Lee Shetterly and illustrated by Laura Freeman in which children learn about the achievements and
determination of these four iconic women at key moments in American and world history. This provides the inspiring context for children to write for a range of purposes and for different formal and
informal contexts. References will be made to the Young Readers Edition of the text (which can be read in conjunction) as well as the 2016 movie directed by Theodore Melfi of the same name.

Coverage from National Curriculum 2014: Reading and Writing coverage from Curriculum 2014. Spoken language is covered throughout.

Word Reading Reading Comprehension

• Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology),
as listed in English Appendix 1, both to read aloud and to understand the meaning of new words
that they meet
Writing Transcription (Spelling and Handwriting)
• Use further prefixes and suffixes and understand the guidance for adding them
• Use knowledge of morphology and etymology in spelling and understand that the spelling of
some words needs to be learnt specifically, as listed in English Appendix 1
• Use dictionaries to check the spelling and meaning of words
• Use a thesaurus
• Making comparisons within and across books
• Reading books that are structured in different ways and reading for a range of purposes
• Increasing their familiarity with a wide range of books, including myths, legends and traditional
stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
Identifying and discussing themes and conventions in and across a wide range of writing
• Checking that the book makes sense to them, discussing their understanding and exploring the
meaning of words in context
• Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions,
and justifying inferences with evidence
• Predicting what might happen from details stated and implied
• Summarising the main ideas drawn from more than one paragraph, identifying key details that
support the main ideas
• Discuss and evaluate how authors use language, including figurative language, considering the
impact on the reader
• Provide reasoned justifications for their views

A Writing Root for Hidden Figures by Margot Lee Shetterly. This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
Date written: February 2019 Updated: December 2022 © Literacy Tree
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Vocabulary, Grammar & Punctuation
• Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative
pronoun
• Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for
example, might, should, will, must]
• Linking ideas across paragraphs using adverbials of time [for example, later], place [for example,
nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]
• Brackets, dashes or commas to indicate parenthesis
• Use of commas to clarify meaning or avoid ambiguity
• Use of expanded noun phrases to convey complicated information concisely
• Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
• How words are related by meaning as synonyms and antonyms [for example, big, large, little] (Y6)
• The difference between structures typical of informal speech and structures appropriate for formal
speech and writing [for example the use of subjunctive forms such as If I were or Were they to
come in some very formal writing and speech] (Y6)
A Writing Root for Hidden Figures by Margot Lee Shetterly.
Date written: February 2019 Updated: December 2022
Writing (Composition)
• Identifying the audience for and purpose of the writing, selecting the appropriate form and
using other similar writing as models for their own
• In writing narratives, considering how authors have developed characters and settings in
what pupils have read, listened to or seen performed
• Selecting appropriate grammar and vocabulary, understanding how such choices can
change and enhance meaning
• In narratives, describing settings, characters and atmosphere and integrating dialogue to
convey character and advance the action - Précising longer passages
• Using a wide range of devices to build cohesion within and across paragraphs
• Assessing the effectiveness of their own and others’ writing
• Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify
meaning
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Learning Success Whole Class Resources Independent Work Plenary

Objective Criteria

1) To ask a I can make Welcome to the NASA induction program: NASA and NACA The work begins! Abbreviation Stations
range of inferences As children arrive in the classroom, hand out lanyards Badges Your first assignment as trainee employees is What other
questions about a range and NASA/NACA identity badges (see resources). Ask to write a report on NASA, therefore we must abbreviations do you
about a of artefacts children to go to their seats, write and sign their names Lanyards, files become experts. know? In order, to
subject on the badges and put on their lanyards. On the board and photos complete the NASA
I can ask display ‘NASA/NACA Recruits Induction Program’ and Ask children fill out the following table, e.g.: training we need to build
a range of explain that they have joined the NASA/NACA induction our maths knowledge.
questions program. Display both logos. Ask the following: What is What I Know What I think I Questions
different about the badges? What do you know about Know Give children a range of
I can use the NASA/NACA? Do you know what the abbreviations stand different measurement
appropriate for? Tell children what NASA stands for and that NACA NASA NASA could Who are abbreviations to see
punctuation was the organisation’s name during WW2. launched have been some of the which they recognise.
the first called people in the Can they guess the
A picture tells a thousand words: man on the NACA before photos? meaning of some?
On tables give out files labelled ‘Top Secret’. Inside moon because
include a range of photos portraying scenes from NASA/ they used
NACA, as well as images of famous pilots astronauts to work
(including women) and the moon landing, many of which with planes
can be found online. Children can use magnifying glasses rather than
to study the photos and discuss what they see. Can they rockets
group the photos under the correct organization: NASA
or NACA? Which organisation do you think came first?
What do you notice about the technology? If possible, ask children to stick a profile picture
of themselves on their badge – this could be part
of a display at the end of the sequence. Also, if
possible, a trip to a Science Museum would help to
generate excitement.

2+) To write I can group Vocabulary drop: Website template Shared writing: Did children use any
a non-fiction information in Show children the list of words: interesting, curious, facts cut into Model connecting facts with a range of new or technical words
report for a paragraphs impressive, strange, sad, unfortunate, tentative, gradual, strips conjunctions and adding adverbials in different in their reports?
webpage patient, controversial. Give them time to share words places. For example:
I can structure with each other that are familiar or unfamiliar and Children could create a
my report offer peer definitions. Add ‘ly’ to the adjectives to Interestingly, NASA was founded in 1958 glossary for the words
clearly using create adverbs which can be placed at the front of an during the Cold War. Before this, it was highlighted in red, using
subheadings interesting fact. known as NACA since… non-fiction books and
the glossary at the back
I can write use Website template: Children to use facts to write their own reports of the Hidden Figures
conjunctions Explain that our first job as NASA recruits is to about NASA. Some children may benefit from book to help.
to link facts investigate facts to write our own webpage for NASA. working with a partner, taking responsibility for
Give children the website template facts (see resources) one paragraph each and then joining their writing
and see if they can sort the facts into groups. What together to create a joint report.
heading would they give each group? This will help with
organising paragraphs.

A Writing Root for Hidden Figures by Margot Lee Shetterly. This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
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Learning Success Whole Class Resources Independent Work Plenary

Objective Criteria

3) To use I can use Vocabulary drop: -er, -ologist, cian, ist Logos for job Job advert: Can you edit to include
a range of a range of Have the following words on the board and ask children adverts Model creating a job advert and using a range of relative clauses?
sentence types suffixes to experiment with adding the above suffixes to create sentence types:
to create an different jobs: engine, build, design, mathematics, Can you use a colon to
advert I can use compute, science, bio, meteor, physics, type, technical, Hiring now – All positions! introduce a list?
exclamations, electric, statistics, astronomy
commands, Do you think any of these jobs would be useful for Are you a talented mathematician or Model briefly to allow
questions working in NASA or NACA or both? Why? scientist? Your country, which is facing children to choose where
and many trials and tribulations, needs you and how they want to
statements We are going to continue our vital work for NASA/NACA to enlist. Join our elite organization and edit.
and in this session we are going to do this by writing a job make sure America is victorious. What an
I can write in advert - we need to recruit new members! Children will important moment in history this is!
the second need to choose which job they are recruiting for or if their
person advert will be for a range of jobs. What information we There are a number of positions available:
need to include on a job advert? typist, electrician…

Children write their own job adverts, either for

NACA or NASA, using a range of sentence types.

4) To use a I can use Vocabulary drop: Photos (can be Role on the wall: Could you start your
range of noun abstract Display the following words and show children how to found online) Children use the role on the wall to write notes noun phrase with the
phrases to nouns create ‘noun of noun’ phrases: principle, vision, integrity, about how Dorothy might have been feeling at abstract noun? E.g.
write about a courage, strength, determination, ingenuity, brilliance, Role on the wall different parts of the story. Write these feelings brilliance of mind,
character I can use endurance, generosity, cowardliness, stinginess, inside the character outline and how she behaved endurance of spirit,
noun + noun short-sightedness, dishonesty, weakness, narrowness. at different moments in the story around the strength of will…some
phrases For example: a woman of courage, a person of outside. Use the word bank and the role on the will work better than
integrity. Ask, when you grow up would you rather be wall to create sentences about her. others.
I can use a person of courage or cowardliness? Why?
a range of Dorothy Vaughan was a woman of strength Dorothy, who worked
adjectives Play spot the difference: and integrity. She had a vision to exceed long hours, was a
Show children a few pictures of NASA (and NACA) expectations despite the segregation and woman of exceeding
through time. Focus on the older pictures. Introduce sexism that was everywhere. strength with a
the term: ‘segregation’. How do you think segregation brilliance of mind to
affected the workplace? Introduce the book Hidden match.
Figures and read up to ‘…ate in separate lunchrooms.’
What have we learned about Dorothy Vaughan? What
do you think of her character?

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Learning Success Whole Class Resources Independent Work Plenary

Objective Criteria

5) To speak I can role play Vocabulary drop: Clip from Hidden Role-play: Did you use any new
in role as a one of the Show children the prefixes In- and un- and ask them Figures movie (if In pairs, children to get into role as Mary Jackson words today? Which
character from characters to attach the correct prefix to the following root words: possible) and the judge and play out the scene where Mary word was it?
the book from the justice, principled, fair, reliable, realistic, questionable, able, goes to court to ask permission to attend school.
book enthusiastic, controllable, appealing, credible, correct, What are the judge’s reasons for not allowing her to Invite children to
dependent, equal. Explain that this prefix changes the attend? What are Mary’s arguments? demonstrate their role
I can use the word to its opposite. Can you try and guess what some of plays and ‘magpie’ any
first person the new words mean? Remind children that a courtroom is a formal particularly effective
Explain that today we are going to learn about one of the setting and therefore Mary’s tone will need to phrases they use to
I can speak other NASA employees: Mary Jackson. Read the text up be persuasive but formal. Display the following display on the working
persuasively until ‘…engineer at the laboratory…’ sentence openers to aid children’s role play: wall.
using a
formal tone What were all the obstacles that she had to overcome? I see no reason…
Elicit from children that schools were segregated in If I am allowed to attend…
Virginia, so she was unable to attend the school she I strongly urge you to…
needed. To get permission, she had to go to a judge. If I will prove…
possible, show part of this powerful scene from the movie
where Mary goes to court to argue her case, or show
movie stills of the scene.

6) To write I can use a Today we are going to write a letter to support Mary’s Sentence strips Children a write letter to the judge using a formal Discuss why children
a formal formal and argument to allow her to attend the school she needs. tone, including some sentences that use the think the judge changed
persuasive persuasive Explain that, if we were writing a formal letter advising subjunctive. their mind in the
letter tone the Judge, we might use openers such as the following: end. What could have
I suggest you... I recommend you... It is Dear Judge, persuaded them? Do
I can use the essential you... It is crucial you... I strongly urge you think they regretted
subjunctive you... I am writing to you as a woman of integrity their decision?
to ask that you allow me access to the
I can use Shared writing: education I deserve as much as anyone else
powerful Model matching each piece of advice to a different in this country. It is essential you consider
noun phrases opener e.g. I strongly urge you to change the law my application for the benefit of the nation
and support my application. as a whole. The future of aeronautical
engineering depends on an educated
Explain that this is called the subjunctive. Identify that workforce therefore it is crucial you give
the subjunctive uses the infinitive of the verb, e.g. urge me this chance to further my skills…
rather than urges. Explain that the ‘to’ in the sentence
is optional. Provide children with sentence strips to
practice constructing their own.

It is crucial you

allows me this chance.

A Writing Root for Hidden Figures by Margot Lee Shetterly. This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
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Learning Success Whole Class
Objective Criteria
7) To write an I can use Vocabulary drop:
informal letter a range of Display some of the same adjectives as in previous
adjectives lessons to give children another chance to use the
words in a different context. How might a teacher
I can a use (for example) show they are…. versatile? Industrious?
conditional Resilient? Innovative? Persistent? Encourage children
sentence to answer in conditional sentences e.g. ‘If you are a
teacher, then you can show how innovative you are
I can use by…’
contractions
Read up to ‘…name to one of the group’s reports.’ In
this section we learn about Katherine Johnson who
worked as a computer at NASA after the war. Why
does the author repeat the phrase, ‘And again’? What
impression does this give us of Katherine? Why does
the author also repeat the phrase throughout the book
‘…was good at math. Really good’ ? Note with children
the American spelling of ‘maths’.
Explain to the children that Katherine had three
daughters and a husband but, in 1956, her husband
fell ill and died. She would often work long hours and
not see her children as often as she would have liked. If
possible, read chapter 13 of the Young Reader’s Edition
which goes into her family life.
8) To write a I can use Simply the best:
diary entry a range of Use this game to build children’s grasp of superlatives,
superlatives grouping words into whether they are used with ‘-est’
or ‘most’.
I can use
a range of Continue reading text up to ‘…to program the
adjectives computers, too.’
I can use Show children the relevant part of the film when
contractions Dorothy trains the woman in her group to program
the computers. Watch up to when the women march
across from their designated area to support the
operation of the computer. Imagine that you were one
of the women who was in the computer pool. This day
would have been a huge moment in your life, why?
A Writing Root for Hidden Figures by Margot Lee Shetterly.
Date written: February 2019 Updated: December 2022
Resources Independent Work Plenary
Range of What advice do you think Katherine would Children could write this
contractions on have given to her three daughters Katherine, on special letter paper
working wall Constance and Joylette? If she had written this as as a piece of instant
a letter, would it have been formal or informal? publishing.
Explain that it would be informal and intimate.
How might we show this intimacy? Children think Have you tried to use a
about how they could contrast yesterday’s formal new word today? Which
letter to today’s very informal letter. How might word was it? Would
we start? Finish? you like to share your
sentence?
Shared writing:
Model using a conditional sentence to give advice.
If you find yourself getting sad, then
it’s important you talk to each other and
comfort each other. And if you feel that
people have low expectations of you –
either for the colour of your skin or
because you are a girl – then show how
innovative and versatile you can be. Be
persistent like your mother!
If possible, show children part of the movie where
Katherine makes her speech about segregated
toilets. After having watched this, what else could
you add to your letter?
Simply the best It is important to remind children that this was Invite volunteers to read
cards also a historic day as NASA was moving from their work aloud. How
using human computers to using electronic have they captured the
computers. It was therefore vital that these mood of the occasion?
women became skilled at using this new kind Which superlatives can
of computer to maintain their jobs. Children you hear?
write a diary entry as one of the women who
joined Dorothy Vaughan that day, recording their
feelings and thoughts.
Dear diary, what a historic day it has been!
It had to be one of the most awkward and
exhilarating moments in my life. I have
to say, Dorothy is the most impressive and
resilient woman I know.
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Learning Success Whole Class Resources Independent Work Plenary

Objective Criteria

9) To gather I can record A change in tone: A change in tone Pose the question: Why should we remember Read some newspaper
factual facts in Using cut up cards, children match each phrasal verb the achievements of these women? Before articles of the time.
evidence categories to a one-word verb. Which one sounds more formal? Large paper answering, discuss the categories that children’s
to form an responses could fall into and record these on What do you notice
opinion I can give my Read text up until ‘…ways to bring equality to all large pieces of paper around the room. Categories about the story? Why
opinion Americans.’ The 60s were a huge time of change in could include: do you think the book
America and marked the beginning of the Space Race - Women’s rights we are reading is called
I can support between America and Russia. What ways did America - Progress in aeronauts and the Space Race ‘Hidden Figures’?
my opinion change? Can you recognise any of the faces in the bus - Equality for African American people
with factual windows? Why were people protesting and singing? - Access to education
evidence
Christine Darden: Allow children time to pass around the room to
Continue to read up until ‘……who had worked hard at record their responses in each category.
the laboratory over the years.’ Explain to children that
Christine supported engineers getting planes to travel Once complete, ask children to stand next to
faster than the speed of sound. She also was part of the category they feel most strongly about. Ask
the team which launched Apollo 11. Show children a children to justify their opinion to the class. Why
clip from YouTube of the Apollo 11 mission and Neil is this the most important thing to remember?
Armstrong’s speech. Remind children that there are no correct
answers when giving opinions, but justification is
important.

10) To plan a I can give my Remind children that, even though these women’s Notes from Shared writing: What reasons have you
newspaper opinion achievements are being recognised now, it has previous session Model how to write the opening to the opinion recorded?
opinion piece been a long struggle for their story to be told. Why piece using the question from the previous lesson
I can support do children think that has been the case? We are as the title and providing factual reasons for any Have you thought of any
my opinion going to write a short opinion piece that reviews the opinions given. of your own reasons?
with factual importance of the women’s achievements. Children
evidence will need to give their opinion on the matter, provide Why should we remember the achievements How do you hope these
examples to back up their point of view and may finish of these ‘Hidden Figures’? women’s achievements
I can use by looking into the future. will change the future?
a range of Everyone in the world is aware of NASA’s
conjunctions Hidden figures, hidden stories: glorious achievements and the stories of
to give Take some of the points children recorded yesterday rockets in space and men on the moon.
reasons and model how to provide a supporting piece of But how did NASA reach such heights? Since
evidence. For example: these are recognised as global triumphs,
They fought hard to be treated equally - it is equally important that we remember
Katherine Johnson wouldn’t give up until she the contributions of the women behind the
was allowed to attend meetings and was the scenes who fought so hard for their own
first woman to be able to sign her name on the rights and the equality of all Americans.
official NASA reports.
Children write their own opinion pieces using
yesterday’s notes and the teacher model as a
guide.

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Date written: February 2019 Updated: December 2022 © Literacy Tree
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Learning Success Whole Class Resources Independent Work Plenary

Objective Criteria

11) To collect I can collect Read to the end of the book, including the biographies Moments in time Moments in time: Did you find out
information in and group of all four women. Ask children to decide which woman they would anything surprising?
note form information like to write about. Then complete a moments Share facts children have
Tell children that over the next few sessions they will be in time grid to collate information about their discovered.
I can carry writing a memoir for one of the four women. achievements and life experiences under the four
out my own What is the difference between a biography and an headings: List the achievements of
research autobiography? Focus children’s attention on the all four women. What
prefix ‘auto’ and what it means. A memoir is a kind of - Biggest achievements are they most famous
I can use autobiography. They are both written in first person - Personal thoughts about achievements for?
bullet points and is someone writing about their own life and - Moments of joy
to record experiences. The difference is that in an autobiography, - Hardest moments
information a person writes about their whole life up to the present
and in a memoir a person focuses on a particular Model use of bullet points, for example:
episode in their life e.g. a summer holiday, achieving Biggest achievements:
something… • Landing a job as a computer at Langley
• Fought to study graduate-level physics
Children will be able to choose which woman they and maths
write about but will be writing about their experiences
at NASA in the first person. Provide access to additional non-fiction books
or the internet so that children can supplement
information from the book with their own
research.

12) To plan I can record Show extracts from famous memoirs from a range of Timeline plans Timeline plans: Could you record any
the memoir key events in different people from different backgrounds. What are Provide each child with a timeline on which to of your emotional re-
of a famous order the common features? Allow children time to analyse plan their memoir and allow time for them to sponses as a ‘noun+
character and identify shares common characteristics, e.g. uses convert the notes they made in the previous noun’ phrase?
I can plan first person, chronological order, includes emotional session into a chronological plan.
feelings and reactions, reference to important influences. I felt a sense of
adjectives They should include the character’s emotional excitement at the
Shared writing: responses for each of the achievements listed. progress we were
I can plan for Model how to turn notes from yesterday’s session into making
a range of a chronological timeline of events, including emotions.
adverbials of Feelings of pride
time Got a job as a While there, studied flooded my body
computer at Langley win impact on planes

Proud and Excited by

determined progress

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Learning Success Whole Class Resources Independent Work Plenary

Objective Criteria

13) To write I can write in Shared writing: Timeline plans Children begin writing the opening of their own Model how to use
the memoir first person Talk through and model how to use the timeline plan memoirs for the character of their choice. Encour- parenthesis to add
of a famous to support writing. Begin the memoir as the chosen age them to refer to their timeline plans and to additional information to
character I can use character reflects on their time in NASA. draw upon all previous learning as they write. a sentence:
a range of I will always treasure
emotions The Memoirs of Mary Jackson the relationships –
adjectives especially the women
When I think back over my life I am filled I worked alongside
I can use with a sense of pride and wonder. Although – that I built over
a range of life has been one of struggle and hard work, my many years of
(fronted) there have been many moments of joy and service.
adverbials those memories I will always hold close. I will
always treasure the relationships that I built Can children find a place
over my many years of service. in their own writing to
use parenthesis?

14) To write I can write in Shared writing: Timeline plans Children continue writing the rest of their Which time adverbials
a memoir first person Continue modelling the next section of writing memoirs, using their timeline plans and the have you used today?
of a famous using the timeline plan. Model especially how to use teacher model as a guide.
character I can use fronted adverbials of time and parenthesis to include Ask children to go back
a range of additional information. and identify a sentence
(fronted) in their own writing
adverbials Eventually I knew I had to do something to and invite individuals to
stand up for myself and make people listen. share examples with the
I can use It was one of the hardest things I have ever class.
parenthesis done – in fact, probably the hardest – to
petition the City of Hampton. But should I not
be allowed access to study just because of the
colour of my skin. Over time, I gathered my
papers…

A Writing Root for Hidden Figures by Margot Lee Shetterly. This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
Date written: February 2019 Updated: December 2022 © Literacy Tree
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Learning Success Whole Class Resources Independent Work Plenary

Objective Criteria

15) To edit I can edit for Using examples from children’s writing, model how Editing success Pair children for editing. Ask both children to read Display suggestion:
and redraft cohesion to edit for accuracy and cohesion, with the following criteria one piece of work at a time so that they can edit Children could create
for cohesive success criteria as a guide: each piece together. Ensure they are editing to NASA files with their
devices I can make First person the points in the success criteria, plus any other best written outcomes
changes to Past tense general points they notice. in them. Children could
improve my Chronological order have their NASA lanyards
writing Adverbials of time displayed next to their
Emotions adjectives, including noun + noun writing!
I can publish
my work Challenge some children to ‘front load’ their sentences
using two fronted adverbials and adding adverbials
also at the end of some of their sentences, e.g.:

Later in my career, towards the end of time

with NASA, I took a position in the Equal
Opportunities Office where I fought for the
rights of women and other minority groups.

A Writing Root for Hidden Figures by Margot Lee Shetterly. This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
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Mixed Age Planning Suggestions (to be used alongside main Writing Root sessions)
If teaching a mixed-age class, these additional planning suggestions will support coverage of appropriate National Curriculum objectives. Teachers may wish to use suggested models and resources,
however further personalisation of children’s independent work may be necessary.

Session/Learning Additional Year 4 Suggestions Additional Year 6 Suggestions

Objective

Session 1 Follow learning as per original Writing Root. Children could work in mixed-age groups for the What I know/

Why
Would

Where
What I think I know/Questions task. Some children may benefit from the talk to the hand resource to give ideas

Shou

When
Is
Y4 & Y6) To ask a range of for question words.

ld

Wh
Co
questions about a subject

uld

o
? ?

D
How Which

W
oe

ha
s

Session 2
Y4) To use a range of adverbials to
indicate time
Y6) To use the passive voice
In pairs, provide children with the following clauses on sentence strips as well
as the three prompts for adverbials of time.
the first female computers were hired at NACA
Belongingness & love needs: intimate relationships, friends
Belongingness & love needs: intimate relationships, friends
in ________ during ________ from ________
t
Explain that the passive voice is created by using the verb ‘to be’ as was/were
followed by the past participle of a verb. Draw attention to the use of the
passive voice in the following website template facts.
NACA was formed in 1915
In 1935, the first female computers were hired at NACA
Offices and toilets were segregated
Provide children with a table of suggestions for use of passive voice (plus space
to include their own examples) to use in their reports.
used

Using facts in website template facts, children can identify the additional employed
information related to time e.g. in 1958. They can add an adverbial to the start
created
of the sentence, followed by a comma to create a fronted adverbial. In addition, was/were +
there could be an exploration into moving the adverbial to the end of the tested
sentence.

Children go on to use a range of adverbials of time in their report.

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Session/Learning
Objective
Session 3
Y4) To use a range of sentence
types to create an advert
Y6) To use relative clauses to add
information
Session 4
Y4) To use pronouns to avoid
repetition and aid cohesion
Y6) To use a semi-colon to link
clauses
Session 5
Y4 & Y6) To speak in role as a
character from the book
A Writing Root for Hidden Figures by Margot Lee Shetterly.
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Additional Year 4 Suggestions
Follow learning as per original Writing Root.
Show children the following text and draw attention to the repetition of
‘Dorothy’.
Dorothy Vaughan was a woman of strength and integrity. Dorothy
had a vision to exceed expectations despite the segregation and
sexism that was everywhere. Dorothy’s determination was second to
none.
Explain that pronouns can be used to replace nouns to avoid repetition and
support cohesion. Model editing the text to replace ‘Dorothy’ with ‘she’ and
‘Dorothy’s’ with ‘her’. Discuss when we might want to use the noun rather than
the pronoun e.g when introducing for the first time.
Encourage children to use the pronouns ‘she’ and ‘her’ within their writing.
Follow learning as per original Writing Root. We suggest grouping children into mixed-age groups for the role play activity.
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Additional Year 6 Suggestions
Show the sentence ‘Your country needs you.’ on a sentence strip. Then model
writing and inserting a relative clause, using commas in the correct places.
Your country needs you.
, which faces unprecedented challenges ,
Show the following sentence on a sentence strip:
Our organisation seeks the finest minds in the country.
In pairs, children create a relative clause on a sentence strip to insert into the
sentence, working together to experiment by inserting the different clauses
and punctuating accurately. Children include a relative clause when writing
their job advert.
Show the sentence:
Dorothy was determined to exceed expectations because she knew
she was capable of great things.
Explain that a semi-colon can be used instead of a conjunction to link two
closely related clauses. Model editing the sentence to replace ‘because’ with a
semi-colon to create the sentence:
Dorothy was determined to exceed expectations; she knew she was
capable of great things.
Encourage children to experiment with using a semi-colon in their writing to
link two clauses.
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Session/Learning
Objective
Session 6
Y4) To use the conjunction ‘if’ to
express conditionality
Y6) To use noun phrases as a
persuasive device
Session 7
Y4) To use contractions to
communicate an informal tone
Y6) To include parenthesis
punctuated by dashes for
informality
Session 8
Y4) To use a range of adverbials to
indicate time and place
Y6) To begin a sentence with ‘and’
or ‘but’ to create an informal tone
A Writing Root for Hidden Figures by Margot Lee Shetterly.
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Additional Year 4 Suggestions Additional Year 6 Suggestions
Explain that we use the conjunction ‘if’ to express that one event depends Discuss how beginning a sentence with a noun phrase constructed with
upon another happening. Show children the subordinate clause: ‘abstract noun + of’ can be a useful persuasive device. Show children the
following sentence:
If I am allowed to attend these classes,
The future of aeronautical engineering depends on an educated
If Mary is allowed to attend the classes, what could the consequences be workforce.
for her, for NACA and for the country? Which of these do we think are most
important to include in our letter? What noun phrases can we create with these abstract nouns that could be a
persuasive device?
Gather children’s ideas and model writing a multiclause sentence beginning
with the subordinate clause above. the success of the progress of the evolution of
If I am allowed to attend these classes, it will benefit the whole E.g. The success of America’s aeronautics industry… The progress of
nation. human knowledge…
Encourage children to include a sentence beginning with a persuasive noun
Children use the conjunction ‘if’ within their letter. phrase.
Discuss how contracted forms of verbs can communicate an informal tone. Show the following sentence on a sentence strip:
Work with children to complete this table by adding in the contractions.
When times get tough, promise me you will keep going.
Contraction Demonstrate writing and inserting an ‘afterthought’ as parenthesis using
dashes:
You are
When times get tough
You will
- and they will get tough -
They are
promise me you will keep going.
They will
Discuss how this creates an informal tone. Encourage children to use dashes
Encourage children to include contractions in their letter. to include parenthesis in their letter.
Support children to use a range of fronted adverbials of time and place within Show the following pairs of sentences:
their diary entry. A bank of adverbials could be provided, such as:
Dorothy clearly knows her stuff. And what’s great is she wants to
Earlier today, Immediately afterwards, After some time, share her knowledge with all of us.
We all marched over towards the electronic computers. But none of
In our designated area, At the electronic computers, us were quite sure what to expect.
Discuss how starting a sentence with ‘And’ or ‘But’ can create an informal
tone, as it suggests the writer is communicating their thoughts as they come
into their head, rather than rigorously planning beforehand. Encourage
children to start a sentence with ‘And’ or ‘But’ in their diary entry.
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Session/Learning Additional Year 4 Suggestions Additional Year 6 Suggestions

Objective

Session 9
Y4) To use the conjunction ‘if’ to
express conditionality
Y6) To use ‘without’ as a
preposition followed by a clause
containing a modal verb
Refer back to Session 6, where we used the conjunction ‘if’ to express that one
event depends upon another happening.
Model writing the sentence:
If Christine Darden hadn’t been such a talented mathematician, the
Apollo 11 mission may never have succeeded.
You may also wish to draw attention to the modal verb ‘may’.
Encourage children to use the conjunction ‘if’ in some of their responses to the
question.
Model writing the sentence:
Without Katherine Johnson’s highly complex but completely accurate
calculations, the USA may never have successfully sent John Glenn
safely into space.
Discuss that we can start a sentence with the preposition ‘without’ to express
how past events can affect future events. Draw attention to the modal verb
‘may’ to indicate we cannot be certain how or if things would have been
affected.
Encourage children to use this structure in their responses.

Session 10
Y4) To use a range of conjunctions
to express reason and condition
Y6) To use ‘despite’ to express
contrasting events
Children may benefit from a bank of conjunctions to express reason and Ask children: What were the challenges that Dorothy, Mary, Katherine and
condition. Christine faced? Encourage them to respond using nouns or noun phrases
and gather ideas such as:
because as since if
gender inequality racial discrimination
Model how to use these conjunctions in sentences to link clauses. E.g. low expectations of others doubt in their abilities

The achievements of these four women must be recognised as they
demonstrate the profound contributions of women in the fields of
Science and Mathematics.
Model using ‘despite’ as a preposition to create a multiclause sentence using
the children’s ideas. E.g.
Despite the low expectations of many of their superiors, Dorothy,
Mary, Katherine and Christine demonstrated that their talents
could not be ignored.

Session 11
Y4) To understand how to record in
note form when researching
Y6) To collect information in note
form
Show children the sentence: Follow learning as per original Writing Root.
In 1943, Dorothy Vaughan joined the National Advisory Committee
for Aeronautics and began a role as a Computer.
Model recording this information in note form e.g.
1943 – joined NACA as Computer
Draw attention to removing the research subject’s name, using a dash to
connect a date with an event, using an abbreviation and simplifying language.

Show children the sentence:

In 1949, Vaughan was assigned as the acting head of the West Area
Computing. She was the first black supervisor at NACA.
Work with children to record this information in note form.

Continue to support children to record in note form as they record their

research notes.

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Session/Learning
Objective
Session 12
Y4) To identify, select and use
appropriate adjectives to describe
emotions
Y6) To record emotional responses
to negative experiences
Session 13
Y4) To use a range of adverbials to
indicate time
Y6) To include parenthesis
punctuated by dashes or brackets
A Writing Root for Hidden Figures by Margot Lee Shetterly.
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Additional Year 4 Suggestions Additional Year 6 Suggestions
Encourage children to also record their research subject’s emotional responses
satisfied Children may benefit from access to shades of
meaning resources support with identifying, to their hardest moments, considering both the noun and related adjective
pleased selecting and using appropriate adjectives to they might choose to use. You may wish to scaffold this using a table.
describe their research subject’s emotional
contented
responses to their achievements. noun adjective
delighted
disappointment disappointed
thrilled
fury furious
elated
irritation irritated
overjoyed
exhaustion exhausted
Remind children about their learning on adverbials of time in sessions 2 and 8. Remind children of learning from session 7 on including parenthesis with
Explain that in the opening paragraph, we are looking to paint a picture of our dashes. Show children the following sentence:
life as a whole rather than to pinpoint specific dates and events.
When I think back over my life, I am filled with awe and wonder.
Mix-and-match adverbials:
Provide children with prepositions and noun phrases and support them to Demonstrate writing and inserting a ‘side note’ as parenthesis and
experiment with creating adverbials with these. Children then go on to include punctuating this with dashes.
such adverbials in the opening of their memoir.
When I think back over my life – and it has been a long and happy
in my years my life one – I am filled with awe and wonder.
Discuss how this creates a personal tone, as if we are accessing the writer’s
during my time on this planet innermost thoughts. Children should attempt to include parenthesis
punctuated with dashes in their opening paragraphs.
from a young age my career
throughout my childhood the early years
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Session/Learning Additional Year 4 Suggestions Additional Year 6 Suggestions

Objective

Session 14 As children move into writing the main body of their memoir, they may benefit Remind children about their use of the passive voice to write their information
from support with paragraphing. reports in Session 2. Model writing a sentence using the passive voice to
Y4) To organise my writing into describe a life event for one of the women.
paragraphs You may wish to model this by showing a timeline plan, and then grouping
certain events together to include in one paragraph. E.g. I was asked to join a team that tested planes in real flight.
Y6) To use the passive voice
Children include passive voice where appropriate in their writing. A table such
as the one below may benefit some children:

trained

employed

named
was
given

promoted

asked

Session 15 Follow learning as per original Writing Root. Follow learning as per original Writing Root.

Y4 & Y6) To edit and redraft for An additional focus for editing could be the use of conjunctions to indicate Additional foci for editing could include the passive voice, inclusion of
cohesive devices reason and condition: because, as, if, since, as practiced in session 10. parenthesis, and relative clauses.

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Glossary
Book Talk – ‘Book-talk’ is about the ability to talk about books, developing
the confidence to offer ideas and then reshape them in the light of other
contributions. It helps children to trust their own ideas and interpretations, to
talk effectively about a book, deepening their understanding, shifting their ideas,
thinking together as a group and moving comprehension forwards.
Grammar Splat – Use the text to identify a specific word class, write them on a
post-it and stick them to the grammar splat to form a word bank based upon the
author’s vocabulary choices.
Bare-bones – Identify the main elements of the narrative and use boxes to
sequence them in order.
Talking Partners – Usually in whole-class teaching, each child has a partner,
with whom they feel comfortable and with whom they share ideas, opinions and
planning, before feeding back to the class.
Shared Writing (may refer to):
Modelled Writing – Demonstrate by explaining aloud, talking as a writer,
focusing upon the objective, include: new and difficult aspects of writing;
transforming a plan into writing; rehearsing, evaluating, rereading, referring to
checklists, scaffolds & models.
Teacher as Scribe – Pupils participate with the teacher as editor and scribe.
Keep focus clearly on the learning objective. Encourage pupils to rehearse
sentences and reconsider children’s suggestions when necessary. Maintain pace.
Supported Writing – Practise trying out words, sentences or paragraphs on
whiteboards or sentence strips. Use a range of strategies such as writing
partners, working from modelled text, writing frames, sentence prompts etc.

Independent Writing – Remind pupils of the specific writing focus before they
write. Some pupils may need support. Prior to writing, refer to models of quality
examples, including those developed in class. Refer to prompts on working wall.
Display examples of pupil work during plenaries or further class sessions to
support editing process.

Teacher-in-Role – Teacher takes on a role from the text.

Writing-in-Role – Whilst in role, model writing as a character from the story.

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Induction day

NASA Trainee Employee: Computer

Security Clearance Level 1

NACA
Trainee Employee: Computer

Security Clearance Level 1

Name: Name:

Signature: Signature:

Trainee Employee: Computer Trainee Employee: Computer

NACA
NASA

Security Clearance Level 1 Security Clearance Level 1

Name: Name:

Signature: Signature:

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Website template facts

NACA was formed in 1915

NACA stands for The National Advisory Committee for Aeronautics

In 1935, the first female computers were hired at NACA

NACA tested and researched aeroplanes in WW1

NACA tested and researched planes in WW2

NACA used wind tunnels to test model planes

NACA employed women as computers

The computers used calculating machines to process data

NACA started to employ African American employees

NACA had a segregated workplace

Offices and toilets were segregated

NACA made planes that could travel faster than the speed of sound

NACA created new kinds of missiles and bombers.

NASA was formed in 1958

In 1958 segregation ended at NASA

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NASA stands for the National Aeronautics and Space Administration

Mary Winston Jackson was the first African American woman employed by NACA

Neil Armstrong was the first man on the moon

Astronaut Alan Shepard became America’s first man in space in May 1961

Russian cosmonaut Yuri Gagarin becomes the first human being to travel into space in April 1961

Russia launched the first satellite into space

The first satellite in space was called Sputnik

John Glenn was the first man to orbit the Earth in 1962
Neil Armstrong and Edwin “Buzz” Aldrin became the first humans to land on the moon in 1969

Mae Jemison was the first African American woman in space

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Role on the wall

Abstract Nouns

principle
vision
integrity
courage
strength
determination
ingenuity
brilliance
endurance Adjectives
generosity
versatile
industrious
resilient
innovative
persistent
patient
sociable
confident
studious

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Simply the best – superlatives

strange impressive confident good

resilient brilliant wonderful scared

shaky useful awkward crazy

complicated difficult MOST -EST

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A change of tone

picked up looked into examined retrieved

went down added up calculated descended

went around passed on transmitted orbited

looked after flew up launched safeguarded

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Moments in Time
Biggest achievements Personal thoughts about achievements

Moments of joy Hardest moments

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Timeline planning

What are the key moments in order? What feelings are associated with each moment?

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Date written: February 2019 Updated: December 2022 © Literacy Tree