Expressing Yourself: Women in the Arts

Provide evidence from multiple sources to support inferences about the Guerrilla Girls.

“The Guerrilla Girls: 'We upend the art world's notion of what's good and what's right'”
“Guerrilla Girls – 'You Have to Question What You See' | Artist Interview”

Standards

RI.6.1RI.6.7

Explain how the prologue fits into the text's overall structure and how specific sections of this chapter develop ideas about the author's life.

Life in Motion pp. 1–8

Standards

RI.6.3RI.6.5

Explain how the author introduces and illustrates ideas about her childhood and her discovery of a key interest.

Life in Motion pp. 19–33 — start with page break on p. 19

Standards

RI.6.2RI.6.3

Analyze how the author introduces key individuals and illustrates ideas about the development of her identity.

Life in Motion pp. 34–45

Standards

RI.6.1RI.6.3

Synthesize information from multiple sources to explain Favianna Rodriguez's perspective on the purpose of art.

“Favianna Rodríguez: 'Artists are Risk Takers and Truth Speakers'”
“Printmaking with Favianna Rodriguez”

Standards

RI.6.1RI.6.2RI.6.7

Analyze how the author portrays individuals and conveys central ideas about her motivations for pursuing a particular path.

Life in Motion pp. 46–65

Standards

RI.6.2RI.6.3

Explain how the author uses figurative and descriptive language to convey her perspective.

Life in Motion — pp. 66–75 (page break) and pp. 90–97 (page break)

Standards

L.6.5L.6.5.aRI.6.4RI.6.6

Analyze how the author conveys the significance of the events in Chapter 6 and explain how specific sections develop central ideas of the text.

Life in Motion pp. 115–135

Standards

RI.6.3RI.6.5

Analyze how the poem and article explore similar themes and topics.

“The Black Woman Artist Who Crafted a Life She Was Told She Couldn't Have”
“Still I Rise”

Standards

RI.6.2RI.6.9RL.6.2RL.6.9

Analyze how the author illustrates the impact of stereotypes and her response to them.

Life in Motion pp. 155–171

Standards

RI.6.1RI.6.3

Analyze how the author develops a central idea about her identity and explain how she illustrates key individuals and events.

Life in Motion pp. 172–187

Standards

RI.6.2RI.6.3

Research a contemporary woman artist and collaborate with peers to create and present a slideshow presentation about the artist's background, style, and impact.

Day 1 - Planning

Gather relevant information about a topic and take paraphrased notes using digital sources.

List of Artists and Resources (G6, U3, L12)
Artist Presentation Template (G6, U3, L12)
Artist Note-Catcher (G6, U3, L12)

Standards

W.6.2.bW.6.9

Day 2 - Drafting

Create an organized slide about a topic that includes supporting details and text features.

List of Artists and Resources (G6, U3, L12)
Artist Presentation Template (G6, U3, L12)
Artist Note-Catcher (G6, U3, L12)
Single Paragraph Outline
Non-Exemplar Artist Presentation (G6, U3, L12)
Artist Presentation Reflection Sheet (G6, U3, L12)
Informational Text Features Reference Sheet (G6–8)

Standards

W.6.2.aW.6.2.b

Day 3 - Drafting

Draft cohesive speaker notes that develop and connect supporting details using transitional language.

Day 4 - Revising / Language

List of Artists and Resources (G6, U3, L12)
Artist Presentation Template (G6, U3, L12)
Artist Note-Catcher (G6, U3, L12)
Single Paragraph Outline

Standards

W.6.2.bW.6.2.c

Revise speaker notes by adding descriptive phrases within sentences, using correct punctuation.

Artist Presentation Template (G6, U3, L12)

Standards

L.6.2.aW.6.5

Day 5 - Publishing

Present information about an influential artist and learn about artists with different backgrounds, styles, and impacts.

Artist Presentation Reflection Sheet (G6, U3, L12)

Standards

SL.6.4SL.6.5W.6.2

Analyze how the author illustrates that her circumstances and perspective have changed over time.

Life in Motion — pp. 203–211 and 228–233

Standards

RI.6.3RI.6.6

Analyze how the Firebird role symbolizes Maria Tallchief and Misty Copeland's experiences and legacies.

Life in Motion pp. 237–248
“How Did Maria Tallchief Become America's First Prima Ballerina?”

Standards

RI.6.2RI.6.5

Determine central ideas in Life in Motion: An Unlikely Ballerina and synthesize information from multiple sources to explain how these ideas are developed across texts.

Life in Motion pp. 259–268
“Misty Copeland Launches Her Own Foundation and Free After-School Program”
“Misty Copeland's new foundation focuses on diversity, equity in dance”

Standards

RI.6.2RI.6.7

Synthesize information from multiple sources to explain how Ruth Asawa's art and activism were inspired by her life experiences.

“The Enduring Legacy of Ruth Asawa's Mesmerizing Sculptures”
“Ruth Asawa: Objects & Apparitions”

Standards

RI.6.1RI.6.2RI.6.7

Synthesize information from multiple sources to explain how Jaune Quick-to-See Smith used art to communicate her perspective.

“Beyond the Canvas: Identity and Justice in Jaune Quick-to-See Smith’s Art”
“What's in a map? Reading the United 'States'”
“Meet Jaune Quick-To-See Smith”
State Names

Standards

RI.6.1RI.6.2RI.6.7

Socratic Seminar

Respond to a question with a clear claim and share evidence to support that claim in a Socratic Seminar.

Standards

SL.6.1SL.6.1.aSL.6.1.cSL.6.4

Writing

Overview

Write a paragraph that makes and supports a claim about the message or mood of a piece of art.

Day 1 - Planning

Generate multiple claim ideas and select the one that is most clear, complete, and well-supported.

Single Paragraph Outline

Standards

W.6.1W.6.1.a

Day 2 - Drafting

Draft a paragraph that includes an analysis of what the details mean and how they support the claim.

Day 3 - Revising / Language

Single Paragraph Outline

Standards

W.6.1W.6.1.aW.6.1.b

Revise a paragraph by adding descriptive phrases that give more detail about nouns, using correct punctuation.

Standards

L.6.2.aW.6.5