Jigsaw

The task

Connect the ferry’s departure to an action Ada can no longer take. Challenge and revise your shared whiteboard arrow using the ending. Use resolve and falter to test whether determination changes that limit.

Grouping

Partner pairs; brief same-focus expert pairs; return to original partners.

Roles

• Partner A: Study the whistle sentence with another Partner A.
• Partner B: Study the departure sentence with another Partner B.
• Both partners: Teach your evidence, challenge the connection, and revise together.

Teacher directions

• Before starting, place two partner pairs together. Provide one whiteboard per original pair and display Station directions.
• Minute 0–1: Assign A and B within each original pair. Have students open Words Behind Ada’s Choice, Discussion cards, at Shared decisions.
• Minutes 1–3: Partners A work together on Whistle sentence; partners B work together on Departure sentence. Students may consult their earlier notes and quotations.
• Minutes 3–5: Return students to their original partners. Allow each expert about one minute to teach their evidence and reasoning.
• Minutes 5–7: Have pairs draft a departure-to-limit arrow, challenge its causal connection, and revise their own wording. Each partner must contribute an explanation.
• Minutes 7–9: Hear partners explain their revised arrows using resolve and falter. Check boards before students erase the wording and prepare for independent evidence-bank writing.
• If a board names only dusk or the harbour, say: Your setting detail is clear. Name the specific action Ada loses, then connect that loss to the departure.
• Listen for the distinction between determination and available actions: Ada’s resolve supports her search, but it cannot make the departed ferry available.

Student directions

• With a partner: assign yourselves A and B for the ending.
• Open Words Behind Ada’s Choice to Discussion cards, at Shared decisions.
• Join the nearby partner who has your assigned letter.
• Study your assigned sentence using Station directions and your earlier notes.
• Return to your original partner after two minutes of expert work.
• Teach your partner what your sentence adds to the ending.
• Draw one departure-to-limit arrow together on your shared whiteboard.
• Challenge your partner’s connection using evidence from the ending.
• Revise your arrow together after hearing both partners’ explanations.
• Explain your revised arrow aloud using resolve and falter.
• Erase your wording after your teacher checks the shared whiteboard.
• Carry your agreed reasoning into your independent evidence-bank row.

Discussion stems

• The detail ___ matters because ___.

What to look for

• Experts contribute complementary evidence rather than simply reading both sentences aloud.
• Partners identify a specific unavailable action, not just dusk or the harbour.
• The revised arrow explains that Ada cannot leave on the ferry that departed without her.
• Students distinguish Ada’s determination from the setting’s restriction on her options.
• Partners retain the reasoning, not copied wording, for independent writing.

Success criteria

• Your arrow connects the departure to a specific lost action.
• Both partners explain how their evidence supports the shared connection.
• Your revision answers your partner’s challenge with evidence.
• Your oral explanation uses resolve and falter accurately.