Lesson 18: Hidden Figures, Chapter 21 and “John Glenn Orbits the Earth”

Turn and Talk

Say these Directions: Turn and talk with a partner to discuss your response to the question.

• Ask: Why might a dangerous mission need both fast machines and careful human checking?

  • A dangerous mission would need both because a machine can work quickly, but a person can notice whether the numbers really make sense. If astronauts are trusting those calculations with their lives, speed alone is not enough. The mission needs accurate evidence and people who can verify it.

Connection to Today's Learning

• Say: Now we are ready to compare how each text presents that danger and the power of collaboration to solve problems..

Introduce New Words Using Morphemes

Target Word: precisely

Say these Directions: We’re learning about the word precisely today. Let’s explore this word more closely.

Introduce the Word: Present the word precisely to students and pronounce it.

1. Ask: Have you seen the word precisely before? Where?

Identify the Root: Underline the root “precise.” Explain that precise comes from Latin praecidere, meaning “to cut off” or “to be exact.”

• Ask: Do you know any other words connected to precise?

  • precision

Identify Affixes: Circle -ly in precisely. Explain that -ly turns a word into an adverb, describing how something is done.

• Ask: What do you think the suffix -ly might tell us about the word?

  • It describes how something happens.

Language Connection: Connect to other -ly words like “quickly” or “carefully.”

Determine Meaning:

• Ask: Using what we know about precise and -ly, what do you think precisely means?

  • in an exact or accurate way

• Say: Work with a partner to locate a verified definition for each word using a print or digital dictionary or other reference material. Note the part of speech and pronunciation for each word as well. Once you have found the definition, you can use the context of the sentence or passage to confirm that the definition fits the way the word is being used.

Connection to Today's Learning

• Say: We will now use the word precisely as we compare how two texts describe the same mission.

Chapter 21 presents Glenn’s mission through the lens of his strong relationship with the scientists and engineers, their collaborative problem-solving, and his trust in Katherine Johnson’s ability to check the machine’s numbers. The supplemental article presents the same event through technical and procedural details about the mission, including flight risks and spacecraft problems. This pairing helps students see how two texts can explore different aspects of the same topic.

Part A: Tracing a Claim Across Texts (RI.6.8, RI.6.9) (15 minutes)

Have students work with a partner with Chapter 21 and “John Glenn Orbits the Earth” open. Direct students to trace how each text supports the claim that Glenn’s mission was dangerous by identifying reasons and evidence from both sources.

Say these Directions: Reread key sections from Chapter 21 and the article “John Glenn Orbits the Earth” with your partner. As you read, record at least two examples in the 3-Column Chart graphic organizer. Label your columns as indicated:

Column 1: Text and claim about mission danger

Column 2: Reason the mission was dangerous

Column 3: Evidence that supports the claim

Present students with this completed sample row if needed for support and guidance:

Teach: Comparing How Texts Support a Claim

• Say: When readers compare two texts about the same event, they do more than list similarities and differences. They also trace how each author supports a claim using reasons and evidence. In both texts, the claim is that John Glenn’s mission was dangerous. Hidden Figures supports this idea through human trust and responsibility, while the article supports it through technical problems and flight risks. Comparing the texts helps me see how different authors present and support the same event in different ways.

Say these Directions: Review your completed 3-Column Chart as you respond to the following questions.

• Ask: What is one reason both texts give to support the claim that Glenn’s mission was dangerous?

  • Both texts show that mistakes during the mission could have had serious consequences. The mission depended on accurate calculations, equipment, and teamwork.

• Ask: Which text provides stronger evidence for the claim that the mission was dangerous, and why?

  • The article provides stronger technical evidence because it explains a specific flight malfunction and how Glenn had to respond during orbit. Hidden Figures also supports the claim, but it focuses more on trust and responsibility than on technical danger.

Part B: Decide Which Text Makes the Stronger Case (RI.6.8) (15 minutes)

Teach: Claims Need Reasons and Evidence

• Say: When readers evaluate an argument or claim, they do more than decide which text they like better. They examine how the author supports the claim. A strong claim is supported by clear reasons and specific evidence.

In both texts, the claim is that John Glenn’s mission was dangerous. To evaluate how well each text supports that claim, we need to ask:

• What reasons does the author give?

• What evidence supports those reasons?

• Is the evidence specific and convincing?

Quick Write

Teach students to evaluate which source better supports a claim by identifying each text’s reasons and evidence and explaining which evidence is more specific and convincing.

Say these Directions: Evaluate how each text supports the claim that John Glenn’s mission was dangerous. Identify at least one reason and one piece of evidence from each text. Then explain which text provides stronger support and why.

• The article more strongly supports the claim that John Glenn’s mission was dangerous because it includes specific technical evidence about problems during the flight. For example, the article explains that a yaw jet malfunction forced Glenn to switch to manual controls during orbit. This evidence clearly shows how equipment failure could have endangered the mission. The article also explains the speed and complexity of the flight, helping readers understand the risks astronauts faced. Although Hidden Figures emphasizes trust and responsibility, the article provides more direct technical evidence about mission danger.

Quick Write

Say these Directions: Today you compared two sources about the same mission and decided to evaluate which one conveyed the idea of the danger of the mission most effectively. For your Quick Write, respond to the following prompt:

• Explain how one text more strongly supports the claim that John Glenn’s mission was dangerous. Use at least two pieces of evidence in your explanation.

  • Chapter 21 shows that Glenn refused to rely on the computer’s numbers until Katherine Johnson confirmed them. This shows the importance of the relationship between the mathematician and the astronaut. The text explains that the mission faced technical risks during orbit and descent, so precise calculations were essential throughout the entire flight. Together, these details show that success in a dangerous and complex mission depends on collaboration among everyone involved.

Have students access their copy of Hidden Figures. Instruct students to:

• Read and annotate Chapter 22 of Hidden Figures. As you read, mark places that show how people respond to Katherine Johnson’s work and how her contributions become more visible or remain overlooked.