Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 3
ELA
Unit 3
6th Grade
Lesson 3 of 28
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Explain how Copeland introduces and illustrates ideas about her childhood and her discovery of dance.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland pp. 19 – 33 — (start with page break on p. 19)
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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.
Today's reading contains sensitive material, including descriptions of housing instability, alcoholism, and economic hardship, that some students may find upsetting. Consider how you will address this content with students.
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 in today’s reading that develop this idea.
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Questions about the text that will help guide the students understanding
How was Misty impacted by her home life as a child? How does she illustrate the significance of this time period in her life and its connection to her discovery of dance?
Why does Copeland most likely include the anecdote about her performance in the talent show when she was five? What idea does this introduce? Cite at least one piece of evidence from pages 19–20 to support your answer.
What specific examples does Copeland provide to illustrate the idea that she had very high standards for performance? Provide at least one example from pages 26–31 that develops this idea and support your answer with quoted evidence.
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
illustrate
in the context of reading, to illustrate means to show examples that demonstrate an idea/person/event, so that the reader can better understand what they are trying to communicate
chaotic
adj.
(p. 24)
in a state of confusion and disorder
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. 34 – 45
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?
Tonight’s reading contains themes of home-life instability and racism, including the use of the n-word.
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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.6.3 — 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.6.4 — 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.
Next
Analyze how Copeland introduces significant individuals and illustrates ideas about the development of her artistic identity.
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
RI.6.2RI.6.3
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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