Expressing Yourself: Women in the Arts

Lesson 10
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ELA

Unit 3

6th Grade

Lesson 10 of 28

Objective


Analyze how Copeland illustrates the impact of stereotypes about ballet dancers and how she responds to those stereotypes.

Readings and Materials


  • Book: Life in Motion: An Unlikely Ballerina by Misty Copeland  pp. 155 – 171

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A Note for Teachers


  • Passages in today's reading contain sensitive material, including references to disordered eating and body image, that students may find upsetting. Consider how you will address this content with students and let support staff at your school know that you will be discussing this issue in class. 
  • As a part of intellectual preparation, consider reviewing the Teacher Toolkit from the National Eating Disorders Association or review resources from the American Academy of Pediatrics' Eating Disorders and the School Setting. This may be a topic or experience that your own students are dealing with or have questions about, as studies show that over 50 percent of teenage girls and nearly 30 percent of teenage boys engage or have engaged in some form of disordered eating. Teachers might choose to make students aware of resources such as Eating Disorder Hotlines for 24/7 Crisis Help

Target Task


Discussion & Writing Prompt

On page 163, Copeland writes, "But ballet isn't just about ability or strength. You must also look the part." How does Copeland illustrate the idea that expectations about a ballerina's physical appearance had a negative impact on her? Cite evidence from the text to support your answer.

Sample Response

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Key Questions


Key Questions

  • How is life in the corps de ballet different from anything Misty has experienced before? How does joining the corps impact the way that Misty sees herself? Cite evidence from pages 155–156 to support your answer.

  • What stereotypes about ballet dancers does Copeland address on pages 162 and 167? How does she challenge these stereotypes? Cite evidence from the text to support your answer.

  • Why does Copeland include the anecdote about her conversation with her brother on page 170? Provide examples from the text to support your thinking. 

Exit Ticket

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Vocabulary


Text-based

distorted

adj.

(p. 168)

not truly representing facts or reality

Homework


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. 172 – 187

While reading, answer the following questions.

  • Why does Misty begin to feel out of place at the American Ballet Theater?

  • Who is Eric? What is his relationship to Misty?

  • Who is Victoria Rowell? Why is her mentorship meaningful to Misty?

  • Who is Arthur Mitchell? What does he offer Misty?

  • What decision does Misty make at the end of this chapter?

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Common Core Standards


  • RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.6.3 — Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Supporting Standards

L.6.6
RI.6.2
RI.6.4
RI.6.5
RI.6.7
RI.6.8
RI.6.10
SL.6.1
SL.6.6
W.6.1.a
W.6.1.b
W.6.4
W.6.9
W.6.9.b
W.6.10

Next

Analyze how Copeland elaborates on and responds to her experiences with racism and ignorance in her ballet company.

Lesson 11
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