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Inspiring Artists and Musicians
In this inspirational biography unit, students read and learn about a diverse assortment of artists, musicians, and dancers, while focusing on identifying evidence from texts and illustrations.
ELA
Unit 5
1st Grade
Unit Summary
In this biography-based unit, students read and learn about a diverse assortment of artists and musicians. By reading a wide variety of biographies, students are challenged to think about where people get their inspiration, and how a person's decisions and actions can change their life, especially when facing instances of prejudice and discrimination. Students are also challenged to think about how a person can be influential to others. It is our hope that this unit opens students' eyes to different life paths and passions, particularly those in the arts.
It is assumed that by the time students engage with this unit, they are inquisitive consumers of an informational text, asking and answering questions about key details. In this unit, students focus on understanding connections between individuals, events, ideas, and information in a text to better understand a person's life. While the standards do not name a particular text structure, students learn about cause and effect, chronology, and sequence when thinking about how different events in a person's life are connected. Students also determine the reasons an author gives to support a particular point in a text, noticing details in both the text and the illustrations that support a particular point about the artist or their life.
When discussing the text, students engage with their peers' thoughts. Students learn how to build on others' talk in conversations by responding to the comments of others. Students also learn how to ask questions to clear up confusion about the topics or texts under discussion. Both focuses allow students to gain a deeper understanding of the content and their classmates' ideas.
Students build writing fluency by writing daily in response to the Target Task question using a variety of simple and complex sentences to show understanding of the content. Across the unit, students practice narrative, opinion, and informational writing. In narrative writing, students craft their own unique poems, inspired by the artwork from the unit. In opinion writing, students evaluate and critique famous works of art and songs. The unit concludes with students participating in a shared research project on Misty Copeland, building on the research and informational writing skills learned in previous units.
Please Note: In December 2025, this unit and its lesson plans received a round of enhancements. This unit is now 36 instructional days (previously 35 days). The writing projects and assessments have been revised. Teachers should pay close attention as they intellectually prepare to account for the updated pacing, sequencing, and content.
With this revisions, two texts have been added to the unit: Finding My Dance by Ria Thundercloud (ISBN: 978-0593093894, Teacher Copy) and Yayoi Kusama: From Here to Infinity by Sarah Suzuki (ISBN: 978-1633450394, Teacher Copy - Assessment Text). Three out-of-print texts have been removed from the unit: Piano Starts Here: The Young Art Tatum by Robert Andrew Parker, Rock & Roll Highway: The Robbie Robertson Story by Sebastian Robertson, and Mahalia Jackson: Walking with Kings and Queens by Nina Nolan.
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Texts and Materials
Some of the links in the sections below are Bookshop affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.
Core Materials
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Book: A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant and illustrated by Melissa Sweet (Knopf Books for Young Readers, 2013) — 610L
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Book: Action Jackson by Jan Greenberg and Sandra Jordan and illustrated by Robert Andrew Parker (Square Fish; 1st edition, 2007) — 750L
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Book: Funny Bones: Posada and His Day of the Dead Calaveras by Duncan Tonatiuh (Harry N. Abrams; Illustrated edition, 2015)
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Book: Diego Rivera: His World and Ours by Duncan Tonatiuh (Harry N. Abrams; First Edition, 2011) — AD1040L
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Book: Frida Kahlo and her Animalitos by Monica Brown and illustrated by John Parra (NorthSouth Books; Illustrated edition, 2017) — AD780L
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Book: Radiant Child: The Story of Young Artist Jean-Michel Basquiat by Javaka Steptoe (Little, Brown Books for Young Readers; First Edition, 2016) — 1050L
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Book: Finding My Dance by Ria Thundercloud and illustrated by Kalila J. Fuller (Penguin Workshop, 2022) — AD910L
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Book: Duke Ellington: The Piano Prince and His Orchestra by Andrea Davis Pinkey and illustrated by Brian Pinkney (Little, Brown Books for Young Readers, 2007) — AD800L
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Book: When Marian Sang: The True Recital of Marian Anderson by Pam Muñoz Ryan and illustrated by Brian Selznick (Scholastic Press; 1st edition, 2002) — 920L
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Book: When Angels Sing: The Story of Rock Legend Carlos Santana by Michael Mahin and illustrated by Jose Ramirez (Atheneum Books for Young Readers, 2018) — 610L
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Book: When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop by Laban Carrick Hill and illustrated by Theodore Taylor III (Roaring Brook Press, 2013) — AD770L
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Book: Trombone Shorty by Troy Andrews and illustrated by Bryan Collier (Abrams Books for Young Readers, 2015) — 760L
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Book: Misty Copeland (You Should Meet Series) by Laurie Calkhoven and illustrated by Monique Dong (Simon Spotlight; Illustrated edition, 2016) — 850L
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Book: Firebird by Misty Copeland and illustrated by Christopher Myers (G.P. Putnam's Sons Books for Young Readers; First Edition, 2014)
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Book: Misty Copeland: Ballet Star by Sarah Howden and illustrated by Nick Craine (HarperCollins; Illustrated edition, 2020)
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Book: Bunheads by Misty Copeland and illustrated by Setor Fiadzigbey (Nancy Paulsen Books; Illustrated edition, 2020) — AD950L
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Assessment Text: “Yayoi Kusama: From Here to Infinity” by Sarah Suzuki and illustrated by Ellen Weinstein (Museum of Modern Art, 2017) — 1000L
Supporting Materials
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Painting: School Studies by Horace Pippin (1944)
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Painting: One: Number 31 by Jackson Pollock (1950)
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Painting: La Gran Tenochtitlan by Diego Rivera (1945)
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Painting: Self-Portrait with Thorn Necklace and Hummingbird by Frida Kahlo (1940)
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Painting: Untitled by Jean-Michel Basquiat (1982)
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Illustration: Calaveras by José Guadalupe (Lupe) Posada
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Painting: Domino Players by Horace Pippin (1943)
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Article: “Express Yourself” by TFK Editors (TIME for Kids, 2022)
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Painting: White Light by Jackson Pollock (1954)
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Painting: Self Portrait with Monkeys by Frida Kahlo (1943)
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Painting: Gold Griot by Jean-Michel Basquiat (1984)
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Video: “The Eagle Dance by Ria Thundercloud (Sandia, Ho-Chunk)” (Indian Pueblo Cultural Center)
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Painting: Red Eiffel Tower by Robert Delaunay (1911–1912)
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Poem: “Things” by Eloise Greenfield
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Song: “Black, Brown and Beige”
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Song: “Oye Como Va”
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Song: “Where Y’At”
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Song: “B-Boy Boogie”
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Song: “Take the A Train”
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Song: “Didn't It Rain”
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Song: “Tripped Out Slim”
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Video: “Misty Copeland: An Unlikely Ballerina’s Story” (Simon & Schuster Books)
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Rubric: Editing Checklist 1 (G1, U5)
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Rubric: Opinion Writing Rubric (G1)
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Rubric: Editing Checklist 2 (G1, U5)
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Rubric: Narrative Writing Rubric (G1)
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Resource: Possessive Noun Worksheet (G1, U5, L4)
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Resource: Possessive Noun Worksheet (G1, U5, L8)
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Resource: Noun Sort Worksheet (G1, U5, L9)
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Resource: Mentor Text 1 (G1, U5, L12)
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Resource: Nonexemplar Mentor Text (G1, U5, L12)
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Resource: Revision Strategy Menu (G1, U5, L12)
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Resource: Revision Text 1 (G1, U5, L12)
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Resource: Mentor Text 2 (G1, U5, L13)
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Resource: Revision Text 2 (G1, U5, L13)
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Resource: Preposition Worksheet (G1, U5, L16)
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Resource: Mentor Text 3 (G1, U5, L23)
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Resource: Flyer Template (G1, U5, L23)
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Resource: Revision Text 3 (G1, U5, L23)
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Resource: Discussion Recording Sheet (G1, U5, L24)
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Resource: Mentor Text 4 (G1, U5, L26)
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Resource: Biography Planning Guide (G1, U5, L26)
- Resource: Book List for Further Reading
Assessment
The following assessments accompany Unit 5.
Content Assessment
The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.
Cold Read Assessment
The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.
Unit Prep
Intellectual Prep
Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.
Essential Questions
- How can a person's decisions and actions change their life?
- What makes a person remarkable?
- How can art impact a person's life?
Reading Focus Areas
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To understand events in a text, readers need to think about how multiple details are connected.
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Authors include specific reasons in the text and illustrations to support points in a text.
Writing Focus Areas
Informational Writing
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Participate in shared research and writing projects.
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Organize facts and details in chronological order.
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Draft an informational writing piece with 2–3 facts.
Opinion Writing
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Determine 2–3 reasons to support an opinion.
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Organize writing following the text structure for the writing genre.
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Use topic-specific vocabulary within writing.
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Choose the most appropriate additions to make opinion writing more clear.
Poetry Writing
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Use descriptive words and details.
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Use rhyming words and/or repetition to highlight an idea or feeling.
Speaking and Listening Focus Areas
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Build on others' talk in conversations by responding to the comments of others.
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Ask questions to clear up confusion about the topics or texts under discussion.
Vocabulary
Text-based
autobiographybiographycomposedenieddignityenragedgeniushumiliationsimproviseinfluentialinspirationlegacylongmuraloriginalpassionprejudiceradiantremarkableresourcefulsegregationstrongsuccessfultechnique
Literary Terms
repetition
To see all the vocabulary for Unit 5, view our 1st Grade Vocabulary Glossary.
Supporting All Students
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting All Students Teacher Tool.
Content Knowledge and Connections
- A biography is a story about a real person's life written by another person.
- There are many inspirational painters, each with their own style and technique.
- Horace Pippin was a self-taught African American painter who painted about pivotal experiences in his life.
- Jackson Pollock was an influential American painter known for his abstract "drop" paintings.
- Diego Rivera was a Mexican painter known for his murals.
- Frida Kahlo was a Mexican painter known for her folk art and paintings that represented her dreams.
- José Guadalupe Posada was a Mexican printmaker known for his calaveras, or skeletons.
- There are many inspirational musicians, each with their own sound and genre.
- Duke Ellington was an American composer, pianist, and bandleader of jazz orchestras.
- Marian Anderson was an African American contralto and one of the most celebrated singers of the twentieth century.
- DJ Kool (John Bowman) is an American DJ and rapper who produced several popular rap singles.
- Carlos Santana is a Mexican and American guitarist whose music combines rock, jazz, blues, and Afro-Cuban rhythms with Latin sound.
- Trombone Shorty is a well-known jazz trombone player from New Orleans.
Previous Fishtank ELA Connections
Future Fishtank ELA Connections
Lesson Map
3 days
Write an opinion piece critiquing a piece of artwork with 2–3 reasons to support an opinion.
- All previously read unit texts
- All previously studied paintings
- Single Point Opinion Writing Rubric 1 (G1, U5, L12)
- Editing Checklist 1 (G1, U5)
- Opinion Writing Rubric (G1)
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text 1 (G1, U5, L12)
- Nonexemplar Mentor Text (G1, U5, L12)
- Opinion Text Structure Worksheet (G1, U5, L12)
- Revision Text 1 (G1, U5, L12)
- Revision Strategy Menu (G1, U5, L12)
Brainstorm an opinion of an art piece and determine 2–3 reasons to support the opinion.
- All previously read unit texts
- School Studies
- One: Number 31
- La Gran Tenochtitlan
- Self-Portrait...
- Untitled
- Calaveras
- Main Idea and Details Graphic Organizer (GK–5)
- Main Idea and Details Graphic Organizer Sample Response (G1, U5, L12)
- Mentor Text 1 (G1, U5, L12)
Standards
L.1.1.gL.1.2.aL.1.6W.1.1W.1.5W.1.7W.1.8
Draft an opinion piece critiquing an art piece that states an opinion, includes supporting reasons, and provides a concluding statement.
- Main Idea and Details Graphic Organizer from Day 1
- Single Point Opinion Writing Rubric 1 (G1, U5, L12)
- Mentor Text 1 (G1, U5, L12)
- Nonexemplar Mentor Text (G1, U5, L12)
- Opinion Text Structure Worksheet (G1, U5, L12)
Standards
L.1.1.gL.1.2.aL.1.6W.1.1W.1.5W.1.7W.1.8
Revise an opinion writing piece that critiques a piece of artwork by adding opinion phrases, linking words, and explanations.
- Editing Checklist 1 (G1, U5)
- Opinion Writing Rubric (G1)
- Revision Text 1 (G1, U5, L12)
- Revision Strategy Menu (G1, U5, L12)
Standards
L.1.1.bL.1.1.gL.1.2.aL.1.6W.1.1W.1.5W.1.7W.1.8
3 days
Write a poem that describes one of the paintings studied in the unit.
- All previously studied paintings
- “Things”
- Red Eiffel Tower
- Single Point Narrative Writing Rubric (G1, U5, L13)
- Editing Checklist 1 (G1, U5)
- Narrative Writing Rubric (G1)
- Art-Inspired Poetry Graphic Organizer (G1, U5, L13)
- Art-Inspired Poetry Graphic Organizer Sample Response (G1, U5, L13)
- Mentor Text 2 (G1, U5, L13)
- Exemplar Art-Inspired Poetry Graphic Organizer (G1, U5, L13)
- Revision Text 2 (G1, U5, L13)
Brainstorm details for a poem by observing details within a piece of artwork.
- “Things”
- Red Eiffel Tower
- Art-Inspired Poetry Graphic Organizer (G1, U5, L13)
- Art-Inspired Poetry Graphic Organizer Sample Response (G1, U5, L13)
Standards
L.1.2W.1.3W.1.5
Draft a poem using words to describe details and events within a piece of artwork.
- School Studies
- One: Number 31
- La Gran Tenochtitlan
- Self-Portrait...
- Untitled
- Calaveras
- Art-Inspired Poetry Graphic Organizers from Day 1
- Single Point Narrative Writing Rubric (G1, U5, L13)
- Mentor Text 2 (G1, U5, L13)
- Exemplar Art-Inspired Poetry Graphic Organizer (G1, U5, L13)
Standards
L.1.2W.1.3W.1.5
Revise a poem by adding repetition to draw attention to important ideas and feelings.
- “Things”
- School Studies
- Self-Portrait...
- Single Point Narrative Writing Rubric (G1, U5, L13)
- Editing Checklist 1 (G1, U5)
- Narrative Writing Rubric (G1)
- Revision Text 2 (G1, U5, L13)
Standards
L.1.1.bL.1.2W.1.3W.1.5
3 days
Write an opinion piece critiquing a piece of artwork with 2–3 reasons to support an opinion.
- All previously read books about musicians from the unit
- “Black, Brown...”
- “My Country...”
- “Oye Como Va”
- “B-Boy Boogie”
- “Where Y’At”
- Single Point Opinion Writing Rubric 2 (G1, U5, L23)
- Editing Checklist 2 (G1, U5)
- Opinion Writing Rubric (G1)
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text 3 (G1, U5, L23)
- Flyer Template (G1, U5, L23)
- Flyer Sample Response - Day 2 (G1, U5, L23)
- Unit 5 Vocabulary Word Cards
- Exemplar Main Idea and Details Graphic Organizer (G1, U5, L23)
- Revision Text 3 (G1, U5, L23)
- Changing Repeated Nouns Worksheet (G1, U5, L23)
- Changing Repeated Nouns Wheel (G1, U5, L23)
Brainstorm an opinion of a musician and determine 2–3 different reasons to support the opinion.
- Duke Ellington
- When Marian Sang
- When Angels Sing
- When the Beat Was Born
- Trombone Shorty
- “Black, Brown...”
- “My Country...”
- “Oye Como Va”
- “B-Boy Boogie”
- “Where Y’At”
- Main Idea and Details Graphic Organizer (GK–5)
- Mentor Text 3 (G1, U5, L23)
- Flyer Template (G1, U5, L23)
Standards
L.1.1.gL.1.2.aL.1.6RI.1.3RI.1.8W.1.1W.1.5W.1.7W.1.8
Draft an opinion piece stating why a musician should be celebrated by stating an opinion, including supporting reasons, and providing a concluding statement.
- Single Point Opinion Writing Rubric 2 (G1, U5, L23)
- Main Idea and Details Graphic Organizer from Day 1
- Flyer Sample Response - Day 2 (G1, U5, L23)
- Mentor Text 3 (G1, U5, L23)
- Unit 5 Vocabulary Word Cards
- Flyer Template (G1, U5, L23)
- Exemplar Main Idea and Details Graphic Organizer (G1, U5, L23)
Standards
L.1.1.gL.1.2.aL.1.6W.1.1W.1.5W.1.7W.1.8
Revise an opinion writing piece by changing repeated nouns to a variety of nouns, synonyms, and pronouns.
- Editing Checklist 2 (G1, U5)
- Single Point Opinion Writing Rubric 2 (G1, U5, L23)
- Opinion Writing Rubric (G1)
- Revision Text 3 (G1, U5, L23)
- Changing Repeated Nouns Worksheet (G1, U5, L23)
- Changing Repeated Nouns Wheel (G1, U5, L23)
Standards
L.1.1.gL.1.1.iL.1.2.aL.1.6W.1.1W.1.5W.1.7W.1.8
5 days
Research Misty Copeland and write a biography to teach readers about her passion, challenges, and legacy.
- Misty Copeland
- Firebird
- Misty Copeland: Ballet Star
- Bunheads
- “Misty Copeland: An Unlikely Ballerina’s Story”
- When the Beat Was Born
- Single Point Informational Writing Rubric (G1, U5, L26)
- Editing Checklist 2 (G1, U5)
- Informational Writing Rubric (G1)
- Biography Research Project Notetaker (G1, U5, L26)
- Mentor Text 4 (G1, U5, L26)
- Biography Planning Guide (G1, U5, L26)
- Biography Research Project Notetaker Sample Response (G1, U5, L26)
- Biography Planning Guide Sample Response (G1, U5, L26)
- Timeline: Important Events in Misty Copeland's Life (G1, U5, L26)
Begin researching Misty Copeland. Collect facts about her passion, challenges, and legacy to include in a biography about her life.
- Misty Copeland
- Firebird
- Misty Copeland: Ballet Star
- Bunheads
- “Misty Copeland: An Unlikely Ballerina’s Story”
- Single Point Informational Writing Rubric (G1, U5, L26)
- Biography Research Project Notetaker (G1, U5, L26)
- Mentor Text 4 (G1, U5, L26)
Standards
L.1.1.bL.1.6RI.1.3W.1.2W.1.5W.1.7W.1.8
Plan a biography by organizing notes in chronological order.
- Misty Copeland
- Misty Copeland: Ballet Star pp. 99–26
- Firebird pp. 13–31
- “Misty Copeland: An Unlikely Ballerina’s Story”
- Single Point Informational Writing Rubric (G1, U5, L26)
- Biography Research Project Notetaker (G1, U5, L26)
- Biography Planning Guide (G1, U5, L26)
- Biography Research Project Notetaker Sample Response (G1, U5, L26)
Standards
L.1.1.bL.1.6RI.1.3W.1.2W.1.5W.1.7W.1.8
Draft a biography about Misty Copeland's life that introduces a topic, includes facts in chronological order, and provides a concluding statement.
- Biography Planning Guide from Day 2
- Single Point Informational Writing Rubric (G1, U5, L26)
- Biography Planning Guide Sample Response (G1, U5, L26)
Standards
L.1.1.bL.1.1.gL.1.6RI.1.3W.1.2W.1.5W.1.7W.1.8
Revise an informational writing piece by adding dates to introduce important events.
- Single Point Informational Writing Rubric (G1, U5, L26)
- Editing Checklist 2 (G1, U5)
- Mentor Text 4 (G1, U5, L26)
- Timeline: Important Events in Misty Copeland's Life (G1, U5, L26)
Standards
L.1.1.bL.1.1.gL.1.6RI.1.3W.1.2W.1.5W.1.7W.1.8
Publish a biography about Misty Copeland's life.
- When the Beat Was Born
- Single Point Informational Writing Rubric (G1, U5, L26)
- Informational Writing Rubric (G1)
Standards
L.1.1.bL.1.1.gL.1.6RI.1.3W.1.2W.1.5W.1.7W.1.8
Projects
These projects are optional and serve as a great way to enrich students' experience and deepen their content knowledge in this unit. If teachers have flex days in their schedules, we strongly recommend any of the below options.
