Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 21
ELA
Unit 3
6th Grade
Lesson 21 of 28
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Gather at least five biographical details about your artist for your note-catcher.
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Reading and/or task to be completed at home in preparation for the next lesson.
Read through provided resources about your artist.
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W.6.7 — Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 — Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
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.6.10 — 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.6.4 — Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6 — Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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
Gather notes from multiple sources in preparation for creating a slideshow presentation.
Cite evidence from the text to support inferences about the Guerrilla Girls.
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.
RI.6.3RI.6.5
Explain how Copeland introduces and illustrates ideas about her childhood and her discovery of dance.
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
W.6.7W.6.8
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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