Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 2
ELA
Unit 3
6th Grade
Lesson 2 of 28
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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.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland pp. 1 – 8
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Students will skip the first part of Chapter 1 in the homework following today’s lesson. Prior to the end of class, provide students with the following summary of pages 9–19 to aid comprehension, including significant characters:
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Both memoirs and biographies can be interesting and important, but they have very different goals for their reader. What is the benefit of reading a memoir of an artist’s experience rather than a biography? Explain your opinion and cite an example of a structural decision made by Copeland in the Prologue of Life in Motion: An Unlikely Ballerina to support it.
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Questions about the text that will help guide the students understanding
What is the purpose of the prologue? Why does Copeland most likely begin her memoir describing a day when she is twenty-nine—and not from the very beginning of her life? Provide examples from the text to support your answer.
What idea does Copeland develop on pages 2 to 3 about what it means to be a true ballerina?
What is Copeland’s strategy behind her use of italics throughout the prologue? Cite evidence to support your answer.
What is the purpose of the last two paragraphs on page 7? What structural choices does Copeland make to support this purpose?
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
prologue
a separate, introductory section of a text that generally provides context and details that are important to understanding the rest of the text
memoir
a narrative, written from the perspective of the author, about an important part of their life
structure
the way that a text is organized
trailblazer
n.
(p. 6)
a pioneer; someone who is the first to do something significant
prestigious
adj.
(p. 1)
very respected and admired
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 pp. 19 – 33 — start at page break
While reading, answer the following questions.
What does Misty like most about being in the talent show when she was five years old?
What is life like for Misty at home?
Who is Nadia Comaneci, and why is she important to Misty?
What happens when Misty tries out for the drill team?
What class does Misty’s drill team coach say she should take at the Boys and Girls Club? How does Misty respond to this suggestion?
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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).
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.
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.6.7 — 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.
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.
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
Explain how Copeland introduces and illustrates ideas about her childhood and her discovery of dance.
Cite evidence from the text to support inferences about the Guerrilla Girls.
Standards
RI.6.1RI.6.7
RI.6.3RI.6.5
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
Determine central ideas in Life in Motion and explain how these ideas are developed in the text and in other sources.
RI.6.2RI.6.7
Analyze the development of mood in dance performance.
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.
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