Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 1
ELA
Unit 3
6th Grade
Lesson 1 of 27
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Explain how the prologue fits into the overall structure of Life in Motion and how specific sections of this chapter develop ideas about Copeland’s life.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland pp. 1 – 8 — Prologue
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Copeland use repetition in this prologue? What idea does this use of repetition develop? Carefully explain your thinking.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What is the purpose of the prologue in a text? Why does Copeland most likely begin her memoir describing a day when she is twenty-nine—and not from the very beginning of her life? Carefully explain your thinking.
Why does Copeland walk the reader through the details of her morning warm-up and practice on page 2? What ideas about Copeland and about ballet does this section of text develop?
What idea does Copeland develop on pages 2 to 3 about what it means to be a true "ballerina"? Provide one line of text that best supports your answer.
What is the purpose of the last full paragraph on page 7? What idea does this paragraph develop and support? Use the word "trailblazer" in your answer.
What do we know about Copeland so far? What questions do you have about her? Provide evidence from today’s reading to support your ideas.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
trailblazer
n.
(p. 6)
a pioneer; someone who is the first to do something significant
prestigious
adj.
(p. 1)
very respected and admired
prologue
A separate, introductory section of a text that generally provides context and details that are important to understanding the rest of the text.
memoir
a narrative, written from the perspective of the author, about an important part of their life.
structure
the way that a text is organized.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland pp. 19 – 33 — start at page break
While reading, answer the following questions.
What did Misty like most about being in the talent show when she was five years old?
What was life like for Misty at home?
What is Misty’s favorite thing to do while her family watches sports?
Who was Nadia Comaneci and why was she important to Misty?
What happens when Misty tries out for the drill team?
What class does Misty’s drill team coach say she should take at the Boys and Girls Club?
How does Misty respond to this suggestion?
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RI.6.5 — Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Standards that are practiced daily but are not priority standards of the unit
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 — Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.b — Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 2
RI.6.5
Explain how Copeland introduces and illustrates ideas about her life as a child and young teenager.
RI.6.3
Explain how Copeland introduces significant characters and illustrates ideas about her first experiences with ballet.
Explain how Copeland illustrates characters and elaborates on ideas about her difficult family life.
Explain how Copeland uses figurative and descriptive language to communicate her feelings about dance.
L.6.5 L.6.5.a RI.6.4
Explain how Copeland responds to stereotypes about ballet dancers, and how those stereotypes and expectations influenced the way she saw herself.
Explain how Copeland explores and responds to experiences of ignorance, racism, and bias within ballet.
Explain how watching a documentary about Misty Copeland has further developed their understanding of her story.
RI.6.7 RI.6.9
Explain how Copeland illustrates ways that her circumstances and perspective have changed over time.
Explain how Chapter 13 fits into the overall structure of Life in Motion and how specific sections of this chapter develop ideas about Copeland’s life.
Determine central ideas in Life in Motion and identify where and how Copeland develops these ideas.
RI.6.2 RI.6.9
Writing
Analyze the development of mood in dance performance.
SL.6.2 W.6.1 W.6.1.a W.6.1.b
Describe gender and racial discrimination in the art world, and explain how the Guerilla Girls have responded to these issues through art and activism.
RI.6.2 RI.6.7
Synthesize information from multiple sources to explain the events and ideas that shaped Ruth Asawa’s life and inspired her work.
Synthesize information from multiple sources to explain the barriers that Jaune Quick-to-See Smith overcame and how she uses art to communicate her perspective.
Synthesize information from multiple sources to explain who the Gee’s Bend Quilters are and the impact of their unique works of art.
Synthesize information from multiple sources to explain Favianna Rodriguez’s perspective on the purpose of art.
Socratic Seminar
Engage in a Socratic Seminar with peers, providing strong evidence and reasoning to support ideas and posing and responding to questions.
SL.6.1 SL.6.1.a SL.6.1.c SL.6.4
Explain the expectations of a Performance Task and brainstorm a list of questions based on a photograph of an artwork.
SL.6.5 W.6.2 W.6.7
Access and gather information from an online source.
W.6.7 W.6.8
Gather notes from multiple sources in preparation for creating a slideshow presentation.
Create a first draft of a slideshow presentation.
SL.6.5 W.6.2 W.6.2.a W.6.2.b W.6.6
Draft speaker notes for all slides.
W.6.2 W.6.2.a W.6.2.b
Draft a paragraph analyzing a work of art.
L.6.1 L.6.1.a W.6.2 W.6.2.c W.6.2.d
Create a bibliography and cite sources appropriately.
L.6.1 W.6.8
Effectively present slideshows to classmates; listen and take notes during others' presentations.
SL.6.4 SL.6.5 W.6.2
Assessment – 2 days
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