Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 13
ELA
Unit 3
6th Grade
Lesson 13 of 28
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Analyze how the Firebird role symbolizes Maria Tallchief and Misty Copeland's experiences and legacies.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland pp. 237 – 248
Article: “A Woman of Two Worlds” by Jennifer L. Bender
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Students will skip pages 248–259 in the homework following today's lesson. Prior to the end of class, provide students with the following summary of these pages:
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How is the Firebird role symbolic of both Copeland and Tallchief's experiences as trailblazing dancers? Provide examples from "A Woman of Two Worlds" and Life in Motion to support your answer.
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Questions about the text that will help guide the students understanding
What made Maria Tallchief "a woman of two worlds"? What information from the article develops this idea? ("A Woman of Two Worlds")
Explain why Copeland's performance as the Firebird represents the climax of her story. How does Copeland illustrate the significance of this event to the reader? Cite evidence from the text to support your answer. (Life in Motion: An Unlikely Ballerina)
What is the relationship between Chapter 13 and the prologue of Life in Motion? Why did Copeland choose to feature this moment twice in the text? (Life in Motion: An Unlikely Ballerina)
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
symbol
a character, setting, object, or event that represents a larger, more complex concept or idea
climax
moment of greatest intensity or emotional tension as a narrative's conflict is reached, usually marks a turning point in the plot
nurture
v.
(p. 247)
care for and encourage the growth or development of something or someone
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. 259 – 268
Article: “Misty Copeland Launches Her Own Foundation and Free After-School Program” by Ashley Brandt
While reading, answer the following questions.
How did Misty move forward from her injury?
What goal does Copeland achieve in the Afterword? Why is it so significant?
According to the article, what are the goals of the Misty Copeland Foundation?
Why did Misty start the BE BOLD program through her foundation?
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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.6.5 — 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.6.3 — Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.9 — Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
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.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.
Next
Determine central ideas in Life in Motion and explain how these ideas are developed in the text and in other sources.
Cite evidence from the text to support inferences about the Guerrilla Girls.
Standards
RI.6.1RI.6.7
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.
RI.6.3RI.6.5
Explain how Copeland introduces and illustrates ideas about her childhood and her discovery of dance.
RI.6.2RI.6.3
Analyze how Copeland introduces significant individuals and illustrates ideas about the development of her artistic identity.
RI.6.1RI.6.2RI.6.3
Synthesize information from multiple sources to explain Favianna Rodriguez's perspective on the purpose of art.
RI.6.1RI.6.2RI.6.7
Analyze how Copeland illustrates characters and elaborates on the connection between her difficult home life and her pursuit of ballet.
Explain how Copeland uses figurative and descriptive language to convey her perspective and her feelings about dance.
L.6.5L.6.5.aRI.6.4RI.6.6
Explain the significance of the events in Chapter 6 and how this chapter contributes to the development of central ideas of the text.
Analyze how the poem "Still I Rise" and the article "The Black Woman Artist Who Crafted a Life..." explore similar themes and topics.
RI.6.2RI.6.9RL.6.5RL.6.9
Analyze how Copeland illustrates the impact of stereotypes about ballet dancers and how she responds to those stereotypes.
RI.6.1RI.6.3
Analyze how Copeland elaborates on and responds to her experiences with racism and ignorance in her ballet company.
Analyze how Copeland illustrates that her circumstances and perspective have changed over time.
RI.6.3RI.6.6
RI.6.2RI.6.5
RI.6.2RI.6.7
Analyze the development of mood in dance performance.
SL.6.2W.6.1W.6.1.aW.6.1.b
Synthesize information from multiple sources to explain how Ruth Asawa's art and activism were inspired by her life experiences.
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 the history of quiltmaking in Gee's Bend and how the quilters have come to identify as artists.
Respond to a question with a clear claim and share evidence to support that claim in a Socratic dialogue.
SL.6.1SL.6.1.aSL.6.1.cSL.6.4
Explain the expectations of a Performance Task and brainstorm a list of questions based on a photograph of an artwork.
SL.6.5W.6.2W.6.7
Access and gather information from an online source.
W.6.7W.6.8
Gather notes from multiple sources in preparation for creating a slideshow presentation.
Create a first draft of a slideshow presentation.
SL.6.5W.6.2W.6.2.aW.6.2.bW.6.6
Draft speaker notes for all slides.
W.6.2W.6.2.aW.6.2.b
Draft a paragraph analyzing a work of art.
L.6.1L.6.1.aW.6.2W.6.2.cW.6.2.d
Create a bibliography and cite sources appropriately.
L.6.1W.6.8
Effectively present slideshows to classmates; listen and take notes during others' presentations.
SL.6.4SL.6.5W.6.2
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