Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 14
ELA
Unit 3
6th Grade
Lesson 14 of 28
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Determine central ideas in Life in Motion and explain how these ideas are developed in the text and in other sources.
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
Video: “Misty Copeland's new foundation focuses on diversity, equity in dance” by Fox 5 New York
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is Misty Copeland's legacy and impact? How has she used her art and her platform for social good? Provide examples from the video and at least one other source to support your answer.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
What central idea does Copeland develop in Life in Motion about hard work and discipline? Cite evidence from the text to support your answer. (Life in Motion)
Why does Copeland share her life story with the world, even though she sometimes faces criticism and judgment? What message is she trying to share? Cite evidence from the text to support your answer. (Life in Motion)
When asked why she created BE BOLD, Copeland says, "I wanted to create something that I haven't seen before" (Brandt, para. 4). According to the article and the video, what makes BE BOLD a unique and important initiative? ("Misty Copeland Launches Her Own Foundation…" & "Misty Copeland's New Foundation…")
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
afterword
a generally short section of writing at the end of a book that provides some additional closure on the story or commentary from the author on the work itself
surpass
v.
(p. 267)
be greater than; do or be better than ever before
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 15 is a writing lesson. There is no assigned reading in preparation for tomorrow.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.6.7 — 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.
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.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
RI.6.6 — Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
RI.6.8 — 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.
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 — Write arguments to support claims with clear reasons and relevant evidence.
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
Analyze the development of mood in dance performance.
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
Analyze how the Firebird role symbolizes Maria Tallchief and Misty Copeland's experiences and legacies.
RI.6.2RI.6.5
RI.6.2RI.6.7
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
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free