Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 18

Expressing Yourself: Women in the Arts

Lesson 18

ELA

Unit 3

6th Grade

Lesson 18 of 28

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Please be aware that the content of the article “Gee's Bend Quiltmakers” by Souls Grown Deep, which is referenced in Key Questions 1 and 2, has changed since the original creation of this lesson. As a result, the specific quotes previously cited no longer appear in the current version of the webpage. Fishtank is actively working to identify an alternative source that aligns with the learning goals of the lesson. In the meantime, we recommend the following options:

Use the updated version of the Souls Grown Deep webpage and adjust instruction to reflect the current content.
Focus more heavily on the other two sources provided in the lesson: “Interview with Mary Lee Bendolph and Lucy Mingo by Josephine Reed for the NEA” and “How a Group of Women in This Small Alabama Town Perfected the Art of Quilting,” which still provide rich material for student analysis.

Lesson Overview

Objective

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.

Readings and Materials

Article: “Gee's Bend Quiltmakers”

Lesson Notes

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Video: “How a Group of Women in This Small Alabama Town Perfected the Art of Quilting | Op-Docs” by The New York Times

Lesson Notes

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Article: “Interview with Mary Lee Bendolph and Lucy Mingo” by Josephine Reed

Lesson Notes

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Lesson Map

Cite evidence from the text 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 overall structure of Life in Motion and how specific sections of this chapter develop ideas about Copeland’s life.

Life in Motion pp. 1–8

Standards

RI.6.3RI.6.5

Explain how Copeland introduces and illustrates ideas about her childhood and her discovery of dance.

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

Standards

RI.6.2RI.6.3

Analyze how Copeland introduces significant individuals and illustrates ideas about the development of her artistic identity.

Life in Motion pp. 34–45

Standards

RI.6.1RI.6.2RI.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 Copeland illustrates characters and elaborates on the connection between her difficult home life and her pursuit of ballet.

Life in Motion pp. 46–65

Standards

RI.6.2RI.6.3

Explain how Copeland uses figurative and descriptive language to convey her perspective and her feelings about dance.

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

Explain the significance of the events in Chapter 6 and how this chapter contributes to the development of central ideas of the text.

Life in Motion pp. 115–135

Standards

RI.6.3RI.6.5

Analyze how the poem "Still I Rise" and the article "The Black Woman Artist Who Crafted a Life..." 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.6.5RL.6.9

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

Life in Motion pp. 155–171

Standards

RI.6.1RI.6.3

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

Life in Motion pp. 172–187

Standards

RI.6.2RI.6.3

Analyze how Copeland 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
“A Woman of Two Worlds”

Standards

RI.6.2RI.6.5

Determine central ideas in Life in Motion and explain how these ideas are developed in the text and in other sources.

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

Analyze the development of mood in dance performance.

Standards

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.

“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 the barriers that Jaune Quick-to-See Smith overcame and how she uses art to communicate her perspective.

“'It's like we don't exist'”
“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

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.

“Gee's Bend Quiltmakers”
“How a Group...”
“Interview with Mary Lee Bendolph and Lucy Mingo”

Standards

RI.6.2RI.6.7

Socratic Seminar

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

All unit texts

Standards

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.

Rubric (G6, U3)

Standards

SL.6.5W.6.2W.6.7

Access and gather information from an online source.

Standards

W.6.7W.6.8

Gather notes from multiple sources in preparation for creating a slideshow presentation.

Standards

W.6.7W.6.8

Create a first draft of a slideshow presentation.

Standards

SL.6.5W.6.2W.6.2.aW.6.2.bW.6.6

Draft speaker notes for all slides.

Standards

W.6.2W.6.2.aW.6.2.b

Draft a paragraph analyzing a work of art.

Standards

L.6.1L.6.1.aW.6.2W.6.2.cW.6.2.d

Create a bibliography and cite sources appropriately.

Standards

L.6.1W.6.8

Effectively present slideshows to classmates; listen and take notes during others' presentations.

Rubric (G6, U3)

Standards

SL.6.4SL.6.5W.6.2

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

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