Lesson 19 - Day 1 - Planning | Women in the Arts | 6th Grade English

Lesson Map

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.

Materials

Life in Motion pp. 1–8

Standards

RI.6.3RI.6.5

Lesson

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

Materials

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

Standards

RI.6.2RI.6.3

progress
monitoring

Lesson

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

Materials

Life in Motion pp. 34–45

Standards

RI.6.1RI.6.3

Lesson

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

Materials

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

Standards

RI.6.1RI.6.2RI.6.7

progress
monitoring

Lesson

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

Materials

Life in Motion pp. 46–65

Standards

RI.6.2RI.6.3

progress
monitoring

Lesson

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

Materials

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

Lesson

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

Materials

Life in Motion pp. 115–135

Standards

RI.6.3RI.6.5

Lesson

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

Materials

“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

Lesson

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

Materials

Life in Motion pp. 155–171

Standards

RI.6.1RI.6.3

progress
monitoring

Lesson

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

Materials

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.

Materials

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.

Materials

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.

Materials

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

Day 4 - Revising / Language

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

Materials

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.

Materials

Artist Presentation Reflection Sheet (G6, U3, L12)

Standards

SL.6.4SL.6.5W.6.2

Lesson

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

Materials

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

Standards

RI.6.3RI.6.6

progress
monitoring

Lesson

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

Materials

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

Standards

RI.6.2RI.6.5

Lesson

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.

Materials