Lesson 6: Hidden Figures, Research Writing, Part 1

In today’s lesson, students will explore how effective writers communicate meaning on different levels. As writers, it is important to recognize the distinction between literal language—the straightforward, surface meaning of words—and figurative language, which suggests deeper ideas beyond the literal interpretation. By examining how figurative language works, students will see how authors use it purposefully to develop and reinforce larger themes and messages in their writing.

Review and discuss the following vocabulary words with students and explain that effective writers use a combination of literary and figurative language to convey their ideas:

• literal: the exact meaning on the surface

• figurative: representing a bigger idea

Say these directions: Consider the definitions of the words literal and figurative. As writers, it is important to understand the difference between literal language, the surface meaning of words, and figurative language, which points to deeper ideas beyond the surface level. Today we will explore how the author of Hidden Figures uses both literal and figurative language to convey key ideas in Chapters 4 and 5.

Turn and Talk

Place students in pairs. Invite them to keep their text open to Chapters 4–5 so they can refer to key moments referred to during the opening conversation.

Display and read aloud the following quotation from Chapter 4 of Hidden Figures.

“For twelve years Dorothy had walked out of her front door and turned left to walk to the school where she worked. But on the morning she left for her new job at the Langley Memorial Aeronautical Laboratory, she turned in the opposite direction. And she didn’t look back.”

Point out the final phrase, “And she didn’t look back,” and guide students in a discussion of both its literal and figurative meanings using the following guiding question.

• Ask: Why do you think the author chose to end this paragraph with this phrase? What is the impact on the reader?

• Say: Now, turn and talk to a partner to discuss the following question:

• Ask: How can writers use both literal and figurative language to help readers better understand important ideas?

  • A literal phrase can help readers to see what is actually happening in real life. A figurative phrase can help readers to see the bigger idea behind a person’s actions. It shows not just what happened, but what the action means in a larger context.

Connection to Today's Learning

• Say: Now we will apply our understanding as we continue to explore the author’s use of literal and figurative language in Chapters 4 and 5.

Target Sentence:

Display, introduce, and read aloud the quotation from Chapter 5. According to the text, this sentence was written by James Thompson, a twenty-six-year-old cafeteria worker, in a letter to a newspaper called the Pittsburgh Courier. The author includes this quote to help readers understand the symbolism behind the term “Double V.”

“Let colored Americans adopt the double VV for double victory; the first V for victory over our enemies from without, the second V for victory over our enemies within. “

Teach: Moving from Literal to Figurative Meaning

• Say: When I read this line, I first consider its literal meaning. On the surface, “Double V” refers to two separate victories. However, the quote also conveys a deeper idea within the chapter. The “enemies without” can be understood as real threats, such as those faced by Black people forced into segregation. In contrast, the “enemies within” could represent internal struggles— the impact of racism, discrimination, and limited opportunities—all challenges that Black scientists and mathematicians like Dorothy Vaughan had to overcome.

Say these directions: In your journal, write two sentences that explain both the literal and figurative meaning of the phrase “Double V.”

Connection to Today's Learning

• Say: We will use our understanding of literal and figurative language as we organize evidence for our explanatory paragraph.

Part A: Distinguishing Literal and Figurative Meaning (RI.6.4) (12 minutes)

Think-Write-Pair-Share

Say these directions: Reread the parts in Chapter 5, where the author discusses the “Double V” slogan and the “Colored Line”. Use the 3-Column Chart graphic organizer to record the literal meaning, figurative meaning, and connection to Dorothy’s actions. Then, rehearse your explanation with a partner to prepare for writing.

Label each column of the 3-Column Chart as indicated below:

• Column 1: Phrase

• Column 2: Literal meaning

• Column 3: Figurative meaning and connection to Dorothy

Teach: Building Strong Notes for Explanation

• Say: An organized paragraph starts with planning, and the 3-Column chart gives you a strong start because you have already begun gathering details to support your ideas. The purpose of your paragraph is to connect the literal and figurative meanings of words and phrases to key ideas in the text. Use the following questions to help you analyze the phrases “Double V” and “Colored Line.”

• Ask: How does the phrase “Double V” connect to Dorothy’s decision to pursue work beyond what white society expected Black women to do?

  • Literally, “Double V” means two victories. Figuratively, it refers to fighting injustice in two places at once—both in the outside world and within oneself. This connects to Dorothy’s decision because she needed to find the courage and drive within herself to push toward higher-level work and challenge the assumption that Black women should stay in lower-status jobs.

• Ask: How does the phrase “Colored Line” move from a literal boundary to a symbol of job limits?

  • Literally, the “Colored Line” could refer to a real line or rule that separated Black people from white people. Figuratively, it represents the boundary of segregation that controlled where Black people could work and belong. Dorothy crossed that line, showing that the limit was based on prejudice, not on her ability or skill.

Part B: Drafting the Explanation (W.6.2.b, W.6.2.d) (18 minutes)

Teach: Drafting a Clear Explanatory Paragraph

• Say: To write an effective explanatory paragraph, begin with a clear topic sentence that introduces one key phrase—“Double V” or “Colored Line”—and signals its connection to Dorothy Vaughan’s experiences. This sentence should also briefly indicate that you will explain both the literal and figurative meanings of the phrase.

• Next, explain your chosen phrase in two parts. First, describe its literal or surface-level meaning—what the phrase directly refers to. Then, explain its deeper symbolic or figurative meaning, showing what it represents beyond the literal wording.

• Finally, connect the phrase to the broader context of the story by explaining its significance in relation to Dorothy Vaughan’s experiences. You can use a relative clause such as “which suggests” to help show how the phrase reveals larger ideas about inequality, perseverance, or social barriers.

Say these Directions: Use the notes in your 3-column chart to continue drafting your explanatory paragraph. Include a clear topic sentence, key details from the text, and an explanation of both literal and figurative meaning of both phrases. Then add a closing sentence that explains how the phrase connects Dorothy's actions and to the larger social context.

• SAMPLE TOPIC SENTENCE: Literally, the Colored Line was a segregated racial boundary, which suggests that the barrier was about prejudice rather than ability.

If students need additional directions, share this prompt:

Write an explanatory paragraph explaining the literal and figurative meaning of “Double V” or “Colored Line” in Hidden Figures. Connect the phrase to Dorothy’s actions and the broader social context, and include evidence from the text to support your ideas.

• Say: As you draft, ask yourself: Did I explain what the phrase means both literally and figuratively? Did I explain the connection to Dorothy's actions? Did I use evidence from the text to support my ideas?

If students need additional support, review each part of the model explanatory paragraph:

The phrase “Colored Line” connects to the unfair rules that separated Black people and white people in schools, jobs, and public places. Literally, it was a system that kept people apart because of their race. Figuratively, it shows how unfair life was for African Americans like Dorothy Vaughan, even when they worked very hard. In her job at NASA, the Colored Line affected her chances and opportunities, which suggests she had to overcome extra barriers because of her race.

Lesson 6 Writing Rubric: Explanatory Paragraph — “Double V” or “Colored Line”

Writing prompt: Write an explanatory paragraph explaining the literal and figurative meaning of 'Double V' or 'Colored Line' in Hidden Figures. Connect the phrase to Dorothy Vaughan's choices and the broader social context, and include evidence from the text.

Quick Write

Say these directions: For our exit Quick Write, write three to four sentences to respond to the following question:

• Ask: Which figurative phrase from Chapters 4 and 5 do you think best conveys the challenges faced by Dorothy in this part of the text? You may choose one of the phrases we analyzed in this lesson or another example of figurative language that caught your attention.

  • The phrase “Colored Line” helped me explain Dorothy most clearly because it connects directly to her job choices. In the Chapter 5 section where she moves toward clerical work, the line shows the segregation boundary that tried to limit Black workers. The chapter also shows Dorothy using her skill and experience to step into work people did not expect Black women to hold, which suggests the barrier was based on prejudice instead of ability. As a result, the symbol helped me connect her personal action to a larger unfair system.

Have students read Chapter 6 of Hidden Figures. Instruct students to take notes in their Journal on the following prompt:

As you read, annotate the text for the following:

• One obstacle a character faces, one choice made in response, and one place where the text shows how problem-solving, or teamwork prompted people to challenge an assumption.