Lesson 36: Flex Day: Skill-Based Huddles, Day 5

Say: Based on your self-assessment and your recent work, I’ll be meeting with small groups while others work independently. Let’s start by rating your confidence.

Instruct students to reflect on their ability to do each of the following using the Reflection routine.

Connection to Today’s Learning:

Say: Based on your confidence ratings in addition to how you’ve demonstrated your understanding in recent work, you’ll get individualized learning sessions so you get what you need today.

Collect a quick visual of ratings.

Explain the plan:

• Three 10–15-minute teacher huddles:

  • Huddle 1: W.6.9.b (Using Evidence in Writing)

  • Huddle 2: L.6.3.a (Varying Sentence Patterns)

  • Huddle 3: L.6.3.b (Maintaining Formal Style)

• Students not in a huddle work independently (choice: independent reading or knowledge building on the unit topic).

Then sort students using:

1. their Reflection responses and

2. your data from recent formative assessments, including students’ research notes, evidence-based responses, and draft sentences from recent research work.

Huddle 1 (W.6.9.b) + Independent Choice Work (10–15 minutes total)

Explain that you are going to pull students for additional work on W.6.9.b (Using Evidence in Writing). Pull students who rated 1–3 on W.6.9.b and/or have shown difficulty with using a specific source detail to support a written point based on recent work. All other students begin independent work (see “Independent Choice Work” below).

Pull this group when students make a point without naming a specific detail from the source, copy a detail without explaining it, or include evidence that does not clearly match the point they are trying to make.

Independent Choice Work

Students not in responsive huddles choose one task and write a brief response.

Option 1: Independent Reading and Writing

• Write one point about your hidden innovator and support it with one specific detail from your independent reading.

  • One point I can make about my hidden innovator is that their work was essential to a major breakthrough. One specific detail from my reading that supports this is when the text describes how their research or findings were used directly by others to move the science forward.

Option 2: Knowledge Building

• Explain one way your writing or today’s reading shows that hidden contributions matter in science or engineering. Use one specific detail to support your explanation.

  • One way today's reading shows that hidden contributions matter is by demonstrating that a discovery we celebrate often could not have happened without work that was done quietly behind the scenes. One specific detail that supports this is when the text explains how [individual] solved a key problem and provided critical data that made the final achievement possible.

Huddle 1 — Using Evidence in Writing (W.6.9.b)

Use any short passage from Hidden Figures or teacher-selected informational text for this huddle. Students should have the text in front of them.

Reteach

• A claim is a statement that takes a position or makes a point.

• Evidence is a specific quote, detail, or example pulled directly from the text that supports a claim.

• Commentary refers to the sentences you write before or after a piece of evidence that explain how or why the evidence proves the claim.

Say: In this huddle, we are going to make our writing sound more grounded and convincing. As we look at the text, we will choose one strong detail, connect it to a claim, and explain how that evidence supports the writing.

Guided Practice

Have students reread a short section of the text and identify one detail, fact, or quotation that could support a written point.

• Ask: What is one specific detail, fact, or quote from the text that feels important or strong?

  • The strongest detail is the one that explains exactly what the innovator did or what changed because of that work. That detail gives me real evidence instead of a general opinion.

Have students turn that detail into a clear written point they could make.

• Ask: What claim could that piece of evidence help you prove? What point does it support?

  • That detail could help me prove that the innovator made an important contribution. It connects directly to the person’s work, not just to background information.

Have students draft one sentence that uses commentary to explain the significance of the evidence and how it supports the claim.

• Ask: How would you write a sentence that uses the detail as evidence to support your point? What does the reader need to understand to make a connection between the evidence and your claim?

  • In the section describing the project, the source explains that [specific detail], which demonstrates that the innovator’s work had a real effect on the outcome.

Quick Check

Say: Now you are going to try this on your own. Use the text to write a short claim-evidence-commentary set.

• Ask: Pick one claim starter, complete it, and then write 2–3 sentences: your completed claim, a specific quote or detail that supports it, and one sentence of commentary explaining how the evidence proves your claim. Starters:

  • The author of [text title] believes _____.

  • [Text title] suggests that _____.

  • Based on [text title], I would argue that _____.

  • The author of [text title] believes [specific idea]. For example, the text states [specific quote or detail], which shows [what the detail reveals about tone, character, or situation]. This demonstrates [the logical connection between the evidence and the argument].

Huddle 2 (L.6.3.a) + Independent Choice Work (10–15 minutes total)

Explain that you are first going to pull students for additional work on L.6.3.a (Varying Sentence Patterns). Pull students who rated 1–3 on L.6.3.a and/or have shown difficulty with writing several sentences that start differently or are using repetitive sentence structure, based on recent work. All other students begin independent work (see “Independent Choice Work” below).

Pull this group when students write many short sentences with the same beginning, use only one sentence pattern across a paragraph, or revise for correctness without improving flow or emphasis.

Independent Choice Work

Students not in responsive huddles choose one task and write a brief response.

Option 1: Independent Reading

• Write two sentences about your independent reading. Revise one so the two sentences each begin in a different way and are different lengths.

  • My book explains how the Space Race developed over time and why it still matters today. Shaped by years of research and real-world evidence, the author's explanation helps readers understand something they might never have thought about before.

Option 2: Knowledge Building

• Explain one idea from today’s reading in two sentences. Use varied sentence patterns so your writing sounds smoother and more effective.

  • Hidden contributors played a crucial role in some of history's most important scientific achievements, yet their names were often left out of the official record. Because their work was overlooked for so long, researchers today are working to uncover and restore their rightful place in the story of discovery.

Huddle 2 — Varying Sentence Patterns (L.6.3.a)

Use any short sample passage or sample draft for this huddle. Students should have the text in front of them.

Reteach

• A sentence pattern is the way a sentence is built and how it begins or unfolds.

• Writers vary sentence patterns to create emphasis, make ideas clearer, and keep writing from sounding repetitive.

• You can vary a pattern by changing the opening, combining ideas, or adding a phrase that shows time, cause, or contrast.

Say: In this huddle, we are going to make writing sound less repetitive and more purposeful. As we work with a sample text, we will notice sentence patterns, name one way to change them, and revise a sentence so it carries the idea more effectively.

Guided Practice

Have students look at two nearby sentences from the text and notice how the sentences begin and sound.

• Ask: What do you notice about how these sentences are built?

  • I notice that both sentences start in a similar way, so the writing sounds repetitive. The ideas are clear, but the pattern does not change much.

Have students identify one revision move that would change the pattern while keeping the meaning.

• Ask: What is one way you could change the sentence pattern to make the writing clearer or more effective?

  • I could start one sentence with a time phrase or combine two connected ideas into one sentence. That would make the writing flow better and highlight the important idea.

Have students rewrite one sentence about their topic using a different opening or structure.

• Ask: How would you revise one sentence so it has a different pattern but keeps the same meaning?

  • Instead of starting with the subject again, I could write, “By solving [problem], [innovator] helped move the project forward.” That keeps the meaning but changes the pattern.

Quick Check

Say: Now you will revise a sample of your own writing so it sounds smoother and more deliberate. Keep the meaning clear, but change the pattern.

• Ask: Look for two sentences that feel repetitive or lack variety in length or style. Write one revised sentence or two varied sentences.

  • [Innovator] changed people’s minds. When others doubted that the project could succeed, [innovator] stepped in to provide a solution.

Huddle 3 (L.6.3.b) + Independent Choice Work (10–15 minutes total)

Explain that you are going to pull students for additional work on L.6.3.b (Maintaining Formal Style). Pull students who rated 1–3 on L.6.3.b and/or have shown difficulty with using formal tone and style in research writing, based on recent work. All other students begin independent work (see “Independent Choice Work” below).

Pull this group when students use slang or casual phrases in research responses, shift between conversational and formal language, or write accurate ideas in a tone that does not match an informative task.

Independent Choice Work

Students not in responsive huddles choose one task and write a brief response.

Option 1: Independent Writing

• Find one sentence in your own notes that sounds too casual. Revise it so it sounds more formal.

  • A casual sentence from my notes is, "This topic is really important and a lot of people don't know about it." A more formal revision would be: "This subject is significant because many people remain unaware of its impact and historical importance."

Option 2: Knowledge Building

• Write one formal sentence explaining why a hidden contribution matters. Avoid casual words like a lot, cool, or stuff.

  • The contributions of overlooked scientists and engineers are essential to our understanding of history because they reveal the full scope of human effort and intelligence that made major discoveries possible.

Huddle 3 — Maintaining Formal Style (L.6.3.b)

Use any short passage or sample draft for this huddle. Students should have the text in front of them.

Reteach

• Formal style uses precise, appropriate language for school and research writing.

• Tone should stay consistent across a response so the writing sounds focused and serious.

• Writers can revise informal words into clearer academic language.

Say: In this huddle, we are going to make writing sound more polished and appropriate for research. As we work, we will spot informal wording, replace it with stronger academic language, and revise a sentence so the tone stays formal from beginning to end.

Guided Practice

Have students look at a sentence from a sample draft or provide a sample sentence like “[Innovator] did a lot of really cool stuff, and people should totally know about it.” Prompt them to find any word or phrase that sounds too casual for research writing.

• Ask: Which words or phrases sound too informal for an informative response?

  • Words like “a lot,” “cool,” or “stuff” sound too informal because they are vague and conversational. A research response should sound more precise.

Have students replace one informal phrase with a more formal and accurate one.

• Ask: What formal word or phrase could replace that wording?

  • I could replace “a lot of important stuff” with “an important contribution” or “significant work.” That sounds more specific and formal.

Have students revise the full sentence so the whole tone is formal and consistent.

• Ask: How would you revise the whole sentence so it sounds formal from beginning to end?

  • I would revise the sentence to say that the innovator made a significant contribution that deserves recognition. That version sounds more appropriate for research writing.

Quick Check

Say: Now you will revise a casual sentence so it matches the tone of an informative research response. Keep the meaning, but change the wording so it sounds formal and consistent.

• Ask: Select a piece of your own writing to review and look for language that uses a casual tone. Revise the wording to use a formal tone, and explain why you made the changes you did.

  • [Revised sentence]. I changed the phrase “really awesome” to “incredibly remarkable” because it explains how interesting and important this person is, and keeps the tone as formal as the rest of my paragraph.

Students complete a brief reflection based on what they did today. Invite 2–3 students to share.

Quick Write

Option A (students who attended one or more huddles):

• Re-rate your confidence for W.6.9.b, L.6.3.a, and L.6.3.b. What specifically improved?

  • Before this lesson, I was a 2 on W.6.9.b because I would make a point but forget to add a detail from the source. Now I am a 4 because I know I need a specific detail and a sentence that explains what it shows. I also feel more confident with L.6.3.b because I can replace casual words with formal ones that fit research writing.

Option B (students who did independent reading/knowledge building):

• What are you learning about on the unit topic from today’s reading or writing work? Cite one detail.

  • I am learning that many important scientific contributions were not widely recognized at the time. One detail from my reading showed that one person’s work improved a project even though someone else got more attention. That connects to our unit because research can help make hidden work visible.

Students read their independent reading book for 20 minutes and complete a reading log entry.