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.
As part of the upgrade to Fishtank Plus, this unit was revised in November 2020. Some texts, materials, and questions may have changed as part of the revision. If you are looking for the 2018-2019 version of this unit, visit our archives.
In this biography unit, students read and learn about a diverse assortment of artists and musicians. By reading a wide variety of biographies, students will be challenged to think about where people get their inspiration, and how a person’s decisions and actions can change his or her life, especially when facing instances of prejudice and discrimination. Students will also be challenged to think about the ways in which a person can be influential and how reading about other people’s lives can help them in their own lives. It is our hope that this unit will open students’ eyes to different life paths and passions, particularly those in the arts.
In reading, this unit builds onto the work done in previously informational units. It is assumed that students 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 in order to better understand a person’s life. Students also begin to think about reasons an author gives to support a particular point in a text.
In writing, students focus on crafting strong sentences using frequently occurring conjunctions. In reading lessons, students will frequently be asked to write a few specific sentences using conjunctions in order to show a more nuanced understanding of the content. In longer writing lessons, students will write both opinions about the artists they study and participate in a longer research project.
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Book: A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant (Knopf Books for Young Readers, 2013) — 610L
Book: Action Jackson by Jan Greenberg and Sandra Jordan (Square Fish; 1st edition, 2007) — 750L
Book: Diego Rivera: His World and Ours by Duncan Tonatiuh (Harry N. Abrams; First Edition edition, 2011) — AD1040L
Book: Frida and her Animalitos by Monica Brown (NorthSouth Books; Illustrated edition, 2017) — AD780L
Book: Funny Bones: Posada and His Day of the Dead Calaveras by Duncan Tonatiuh (Harry N. Abrams; Illustrated edition, 2015) — NL
Book: Duke Ellington: The Piano Prince and His Orchestra by Andrea Davis Pinkey (Hyperion Book CH; 1 edition, 2006) — AD800L
Book: When Marian Sang: The True Recital of Marian Anderson by Pam Munoz Ryan (Scholastic Press; 1st edition, 2002) — 920L
Book: When Angels Sing: The Story of Rock Legend Carlos Santana by Michael Mahin — 610L
Book: When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop by Laban Carrick Hill (Roaring Brook Press; First Edition edition, 2013) — AD770L
Book: Piano Starts Here: The Young Art Tatum by Robert Andrew Parker (Dragonfly Books; Illustrated edition, 2016) — 750L
Book: Trombone Shorty by Troy Andrews (Harry N. Abrams, 2015) — 760L
Book: Rock & Roll Highway: The Robbie Robertson Story by Sebastian Robertson (Henry Holt and Co. (BYR); Illustrated edition, 2014) — NL
Book: Radiant Child: The Story of Young Artist Jean-Michel Basquiat by Javaka Steptoe (Little, Brown Books for Young Readers; First Edition edition, 2016) — 1050L
Book: Misty Copeland (You Should Meet Series) by Laurie Calkhoven (Simon Spotlight; Illustrated edition, 2016)
Book: Firebird by Misty Copeland (G.P. Putnam's Sons Books for Young Readers; First Edition edition, 2014)
Book: Misty Copeland: Ballet Star by Sarah Howden (Collins; Illustrated edition, 2020)
Book: Bunheads by Misty Copeland (G.P. Putnam's Sons Books for Young Readers; Illustrated edition, 2020)
Painting: School Studies by Horace Pippin (1944)
Painting: One: Number 31 by Jackson Pollock (1950)
Painting: Tenochtitlán by Diego Rivera (1945)
Painting: Self-Portrait with Thorn Necklace and Hummingbird by Frida Kahlo (1940)
Painting: Untitled by Jean-Michel Basquiat
Painting: Calaveras by José Guadalupe (Lupe) Posada
Song: “Black, Brown and Beige”
Song: “Yesterdays”
Song: “My Country Tis of Thee”
Song: “Oye Como Va”
Song: “Let Me Clear My Throat”
Song: “Where Y’At”
Song: “The Weight”
See Text Selection Rationale
This assessment accompanies this unit and should be given on the suggested assessment day or after completing the unit.
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A big focus of this unit is using frequently occurring conjunctions, particularly “because,” “but,” or “so,” to show understanding of different people’s lives.
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awe biography compose courageous deny dignity enraged genius humiliations improvise intrigued influential inspiration mural original passionate persistent prejudice radiant remarkable resourceful segregation successful technique
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School Studies
One: Number 31
Tenochtitlán
Self-Portrait...
Untitled
Calaveras
SL.1.1
SL.1.4
SL.1.6
Observe and describe paintings by different artists.
A Splash of Red pp. 1 – 14
School Studies
RI.1.3
RI.1.7
SL.1.1
L.1.1.j
Describe two key events from Horace’s childhood or early life.
A Splash of Red p. 15 — to end
School Studies
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Describe what makes Horace Pippin’s art remarkable.
Action Jackson
One: Number 31
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain why Jackson’s work is original.
Funny Bones pp. 1 – 18
Calaveras
RI.1.2
RI.1.3
SL.1.1
L.1.1.j
Describe two key facts about Don Lupe’s early life.
Funny Bones p. 19 — to end
Calaveras
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain why Don Lupe, or Posada, was influential.
Diego Rivera
Tenochtitlán
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain why Diego Rivera’s art is important.
Frida and...
Self-Portrait...
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain why Frida Kahlo was resourceful.
Radiant Child
Untitled
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain what Jean-Michel was courageous.
2 days
W.1.1
W.1.5
W.1.7
W.1.8
SL.1.1
L.1.1.g
L.1.1.j
L.1.2.a
L.1.2.b
L.1.6
Write an opinion piece stating which artist is your favorite.
“Black, Brown...”
“Yesterdays”
“My Country...”
“The Night...”
“Oye Como Va”
“Let Me...”
“Where Y’At”
SL.1.1
SL.1.4
SL.1.6
Listen to and describe music by different artists.
Duke Ellington
“Black, Brown...”
RI.1.3
RI.1.8
SL.1.1
L.1.1.j
Explain how the author shows that Duke Ellington was a genius.
When Marian Sang pp. 1 – 14
“My Country...”
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain how prejudice and segregation influenced Marian.
When Marian Sang p. 15 — to end
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain why Marian Anderson was courageous.
Piano Starts Here
“Yesterdays”
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Describe Art Tatum using vocabulary from the unit.
Rock & Roll Highway pp. 1 – 18
“The Night...”
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Analyze why Robbie was persistent.
Rock & Roll Highway p. 19 — to end
“The Weight”
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain why Robbie Robertson is an important part of the music world.
When Angels Sing pp. 1 – 20
“Oye Como Va”
Explain what experiences Carlos had with music as a child and how they influenced him.
When Angels Sing p. 21 — to end
“Oye Como Va”
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Analyze why the author titled the book When Angels Sing: The Story of Rock Legend Carlos Santana by Michael Mahin.
When the Beat Was Born
“Let Me...”
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain three of the key elements of Hip Hop and how DJ Kool Herc helped to create each of them.
Trombone Shorty
“Where Y’At”
RI.1.3
RI.1.8
SL.1.1
L.1.1.g
L.1.1.j
Explain what makes Trombone Shorty remarkable.
Opinion Writing
W.1.1
W.1.5
W.1.7
W.1.8
SL.1.1
L.1.1.g
L.1.1.j
L.1.2.a
L.1.2.b
L.1.6
Write an opinion piece stating which musician is your favorite and why.
Discussion & Writing
W.1.2
SL.1.1
SL.1.4
SL.1.6
Discuss and debate unit essential questions.
Assessment
5 days
Writing
Misty Copeland
Firebird
Misty Copeland: Ballet Star
Bunheads
“Misty Copeland: An Unlikely Ballerina’s Story”
W.1.2
W.1.5
W.1.7
W.1.8
Participate in a shared research project about Misty Copeland.
RI.1.2
SL.1.1
Create a mural tile inspired by Diego Rivera.
SL.1.1
L.1.2
Write a letter to an artist sharing what they’ve learned and asking questions based on unit knowledge.
SL.1.1
Experience how artists show feelings using drumming as a medium.
SL.1.1
SL.1.4
Create protest signs to experience how art can encourage change.
SL.1.1
SL.1.2
SL.1.4
SL.1.5
SL.1.6
L.1.1
L.1.2
L.1.6
Create and present an individual artist statement using what they've learned about artists and their inspiration from throughout the unit.
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