Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 2
ELA
Unit 3
6th Grade
Lesson 2 of 27
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Explain how Copeland introduces and illustrates ideas about her life as a child and young teenager.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland pp. 19 – 33 — (begin at page break on p. 19)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Copeland use anecdotes to illustrate the idea that she has been passionate about movement and dance since she was young? Identify at least two anecdotes that she uses in today’s reading that develop this idea.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Why does Copeland most likely include the anecdote about her performance in the talent show when she was five? What idea does this introduce? Provide evidence from pages 19-20 to support your answer.
Why does Copeland include the description of reading aloud in class when she was in 6th grade on page 25? What idea does this illustrate? Provide evidence from page 25 to support your answer.
What specific examples does Copeland provide to illustrate the idea that she had very high standards for dance performance? Provide at least one from pages 26-31 that develop this idea and support your evidence with quoted evidence.
Why was dancing so important to Misty, even from a very young age? Use the word "chaotic" in your response, and provide evidence from pages 22-26 to support your ideas.
How does Misty’s view of the world and herself change when she is dancing? Provide examples from the text to support your answer.
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
chaotic
adj.
(p. 24)
in a state of confusion and disorder
anecdote
n.
a short story about a real incident or person that demonstrates and supports a larger idea; sometimes, but not always, humorous
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 — Chapter 2
While reading, answer the following questions.
Who is Cindy? Why is she important to Misty’s life?
What does Cindy want Misty to do? How does Misty feel about this?
How do Misty’s feelings about ballet change in this chapter?
How does Cindy make Misty feel about herself?
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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).
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.6.2 — 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.6.4 — 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.6.8 — 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.6.10 — 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.
Lesson 1
Lesson 3
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
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
Explain the expectations of a Performance Task and brainstorm a list of questions based on a photograph of an artwork.
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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