Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 19
ELA
Unit 3
6th Grade
Lesson 19 of 27
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Explain the expectations of a Performance Task and brainstorm a list of questions based on a photograph of an artwork.
Rubric: Rubric (G6, U3)
Resource: List of Artists and Resources (G6, U3, L19-21)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
In this project, you will work in small groups to research and create a slideshow presentation about a contemporary woman artist. Your presentation will educate your classmates about this artist's background, their unique artistic style, and the response to and impact of their work. Each group member will also select one artwork and independently present a brief analysis of it.
Your slideshow presentation should include:
In preparation for creating a presentation in response to the prompt above, study the image of your artist's work. As a group, come up with as many questions as you can based on this image. Then, annotate the list for open and closed questions, and note down the three most important questions you developed as a group.
An example response to the Target Task at the level of detail expected of the students.
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SL.6.5 — Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
W.6.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.6.7 — Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
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.
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.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
Lesson 18
Lesson 20
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.6.5
Explain how Copeland introduces and illustrates ideas about her life as a child and young teenager.
RI.6.3
Explain how Copeland introduces significant characters and illustrates ideas about her first experiences with ballet.
Explain how Copeland illustrates characters and elaborates on ideas about her difficult family life.
Explain how Copeland uses figurative and descriptive language to communicate her feelings about dance.
L.6.5 L.6.5.a RI.6.4
Explain how Copeland responds to stereotypes about ballet dancers, and how those stereotypes and expectations influenced the way she saw herself.
Explain how Copeland explores and responds to experiences of ignorance, racism, and bias within ballet.
Explain how watching a documentary about Misty Copeland has further developed their understanding of her story.
RI.6.7 RI.6.9
Explain how Copeland illustrates ways that her circumstances and perspective have changed over time.
Explain how Chapter 13 fits into the overall structure of Life in Motion and how specific sections of this chapter develop ideas about Copeland’s life.
Determine central ideas in Life in Motion and identify where and how Copeland develops these ideas.
RI.6.2 RI.6.9
Writing
Analyze the development of mood in dance performance.
SL.6.2 W.6.1 W.6.1.a W.6.1.b
Describe gender and racial discrimination in the art world, and explain how the Guerilla Girls have responded to these issues through art and activism.
RI.6.2 RI.6.7
Synthesize information from multiple sources to explain the events and ideas that shaped Ruth Asawa’s life and inspired her work.
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 who the Gee’s Bend Quilters are and the impact of their unique works of art.
Synthesize information from multiple sources to explain Favianna Rodriguez’s perspective on the purpose of art.
Socratic Seminar
Engage in a Socratic Seminar with peers, providing strong evidence and reasoning to support ideas and posing and responding to questions.
SL.6.1 SL.6.1.a SL.6.1.c SL.6.4
SL.6.5 W.6.2 W.6.7
Access and gather information from an online source.
W.6.7 W.6.8
Gather notes from multiple sources in preparation for creating a slideshow presentation.
Create a first draft of a slideshow presentation.
SL.6.5 W.6.2 W.6.2.a W.6.2.b W.6.6
Draft speaker notes for all slides.
W.6.2 W.6.2.a W.6.2.b
Draft a paragraph analyzing a work of art.
L.6.1 L.6.1.a W.6.2 W.6.2.c W.6.2.d
Create a bibliography and cite sources appropriately.
L.6.1 W.6.8
Effectively present slideshows to classmates; listen and take notes during others' presentations.
SL.6.4 SL.6.5 W.6.2
Assessment – 2 days
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