Curriculum / ELA / 1st Grade / Unit 5: Inspiring Artists and Musicians / Lesson 25

Inspiring Artists and Musicians

Lesson 25

ELA

Unit 5

1st Grade

Lesson 25 of 26

The following assessments accompany Unit 5. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

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.

Lesson 24

Lesson 26

Lesson Map

Observe and describe paintings by different artists.

School Studies
One: Number 31
La Gran Tenochtitlan
Self-Portrait...
Untitled
Calaveras

Standards

SL.1.1SL.1.4SL.1.6

Describe two key events from Horace's childhood or early life.

A Splash of Red pp. 1–14
School Studies
Domino Players

Standards

L.1.1.jRI.1.3RI.1.6RI.1.7SL.1.1

Describe what makes Horace Pippin's art remarkable.

A Splash of Red p. 15 — end
School Studies

Standards

L.1.1.gL.1.1.jRI.1.3RI.1.6RI.1.8SL.1.1

Use an apostrophe to show ownership or belonging.

Possessive Noun Worksheet (G1, U5, L4)

Standards

L.1.1.bL.1.1.dL.1.1.gL.1.1.jRI.1.3

Explain why Jackson's work is original.

Action Jackson
One: Number 31
White Light

Standards

L.1.1.bL.1.1.gL.1.1.jRI.1.3RI.1.7RI.1.8SL.1.1

Describe two key facts about Don Lupe's early life.

Funny Bones pp. 1–18
Calaveras

Standards

L.1.1.bL.1.1.jRI.1.2RI.1.3SL.1.1

Explain why Don Lupe, or Posada, was influential.

Funny Bones p. 19 — end
Calaveras

Standards

L.1.1.bL.1.1.gL.1.1.jRI.1.3RI.1.8SL.1.1

Explain why Diego Rivera’s art is important.

Diego Rivera
La Gran Tenochtitlan

Standards

L.1.1.bL.1.1.gL.1.1.hL.1.1.jRI.1.3RI.1.8SL.1.1

Explain why Frida Kahlo was resourceful.

Frida Kahlo and her Animalitos
Self-Portrait...
Self Portrait with Monkeys

Standards

L.1.1.bL.1.1.gL.1.1.jRI.1.3RI.1.8SL.1.1

Explain why Jean-Michel was radiant using two examples from the text.

Radiant Child
Untitled
Gold Griot

Standards

L.1.1.bL.1.1.gL.1.1.jRI.1.3RI.1.8SL.1.1

Explain why Ria Thundercloud is strong using two examples from the text.

Finding My Dance
“The Eagle Dance by Ria Thundercloud (Sandia, Ho-Chunk)”

Standards

L.1.1.bL.1.1.gL.1.1.jRI.1.3RI.1.8SL.1.1

3 days

Write an opinion piece critiquing a piece of artwork with 2–3 reasons to support an opinion.

Day 1 - Brainstorming

Brainstorm an opinion of an art piece and determine 2–3 reasons to support the opinion.

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

Day 2 - Drafting

Draft an opinion piece critiquing an art piece that states an opinion, includes supporting reasons, and provides a concluding statement.

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

Day 3 - Revision & Editing

Revise an opinion writing piece that critiques a piece of artwork by adding opinion phrases, linking words, and explanations.

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.

Day 1 - Brainstorming

Brainstorm details for a poem by observing details within a piece of artwork.

“Things”
Red Eiffel Tower

Standards

L.1.2W.1.3W.1.5

Day 2 - Drafting

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

Standards

L.1.2W.1.3W.1.5

Day 3 - Revision & Editing

Revise a poem by adding repetition to draw attention to important ideas and feelings.

“Things”
School Studies
Self-Portrait...

Standards

L.1.1.bL.1.2W.1.3W.1.5

Listen to and describe music by different artists.

“Black, Brown...”
“My Country...”
“Oye Como Va”
“B-Boy Boogie”
“Where Y’At”

Standards

SL.1.1SL.1.4SL.1.6

Explain how the author shows that Duke Ellington was a genius.

Duke Ellington
“Black, Brown...”
“Take the A Train”

Standards

L.1.1.bL.1.1.jRI.1.3RI.1.8SL.1.1

Use prepositions to tell where something happens or when something occurs.

Preposition Worksheet (G1, U5, L16)

Standards

L.1.1.bL.1.1.dL.1.1.gL.1.1.iL.1.1.jRI.1.3

Explain how Marian Anderson resisted prejudice and segregation.

When Marian Sang pp. 1–14
“My Country...”
“Didn't It Rain”

Standards

L.1.1.gL.1.1.jRI.1.3RI.1.8SL.1.1

Explain how the author shows Marian Anderson is a symbol to her people.

When Marian Sang p. 15 — end
“My Country...”

Standards

L.1.1.gL.1.1.iL.1.1.jRI.1.3RI.1.8SL.1.1

Explain what experiences Carlos had with music as a child and how they influenced him.

When Angels Sing pp. 1–20
“Hope You're Feeling Better”

Standards

L.1.1.gL.1.1.iL.1.1.jRI.1.3RI.1.8SL.1.1

Analyze why the author titled the book When Angels Sing: The Story of Rock Legend Carlos Santana by Michael Mahin.

When Angels Sing p. 21 — end

Standards

L.1.1.gL.1.1.iL.1.1.jRI.1.3RI.1.8SL.1.1

Explain three of the key elements of Hip Hop and how DJ Kool Herc helped to create each of them.

When the Beat Was Born
“B-Boy Boogie”

Standards

L.1.1.gL.1.1.iL.1.1.jRI.1.3RI.1.8SL.1.1

Explain what makes Trombone Shorty remarkable.

Trombone Shorty
“Where Y’At”
“Tripped Out Slim”

Standards

L.1.1.gL.1.1.iL.1.1.jRI.1.3RI.1.8SL.1.1

3 days

Write an opinion piece critiquing a piece of artwork with 2–3 reasons to support an opinion.

Day 1 - Brainstorming

Brainstorm an opinion of a musician and determine 2–3 different reasons to support the opinion.

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

Day 2 - Drafting

Draft an opinion piece stating why a musician should be celebrated by stating an opinion, including supporting reasons, and providing a concluding statement.

Flyer Sample Response - Day 2 (G1, U5, L23)
Mentor Text 3 (G1, U5, L23)
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

Day 3 - Revision & Editing

Revise an opinion writing piece by changing repeated nouns to a variety of nouns, synonyms, and pronouns.

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

Discuss and debate how art can impact a person's life.

Standards

SL.1.1SL.1.4SL.1.6W.1.2

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

5 days

Research Misty Copeland and write a biography to teach readers about her passion, challenges, and legacy.

Day 1 - Brainstorming

Begin researching Misty Copeland. Collect facts about her passion, challenges, and legacy to include in a biography about her life.

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

Day 2 - Planning

Plan a biography by organizing notes in chronological order.

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

Day 3 - Drafting

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 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

Day 4 - Revising

Revise an informational writing piece by adding dates to introduce important events.

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

Day 5 - Publishing

Publish a biography about Misty Copeland's life.

Standards

L.1.1.bL.1.1.gL.1.6RI.1.3W.1.2W.1.5W.1.7W.1.8

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