Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 5
ELA
Unit 3
6th Grade
Lesson 5 of 27
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Explain how Copeland uses figurative and descriptive language to communicate her feelings about dance.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland — pp. 66-75 (page break) and pp. 90 - 97 (page break)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Identify the figurative language that Copeland uses in the following sentence: “Nothing like ballet, where the movements rippled like water, where a spin that blended strength and grace could transform a dull room into a music box, and the dancer became the beautiful miniature turning round and round inside.” (p. 68) What idea is she trying to communicate about ballet through this figurative language? Carefully explain your thinking.
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
How does Misty’s relationship with ballet change during this time in her life? Provide specific evidence from today’s reading to support your answer.
What is the meaning and impact of the metaphor Copeland uses in the following sentence: "But I also knew when I found out I wasn’t going to be able to do ballet anymore, how the hurt had stung my soul" (p. 67). What idea does it communicate to the reader?
Summarize what Copeland is trying to communicate in this sentence: “I began to see the vista to a world beyond what I had ever previously imagined.” (p. 97) How does her use of a metaphor help the reader understand her meaning?
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
prodigy
n.
(p. 71)
a young person with exceptional skill or ability
intuition
(p. 91)
the ability to understand something immediately
something one knows from a feeling or instinct
simile
the comparison of two unlike things using “like” or “as” to indicate what is being compared in order to provide the reader with a deeper understanding of one of those things.
metaphor
the comparison of two unlike things in order to provide the reader with a deeper understanding of one of those things.
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. 155 – 171
While reading, answer the following questions.
What was life like for Misty in the corps du ballet?
How does Misty injure herself? What happens as a result of her injury?
How is Misty treated by the staff at ABT when she returns after her injury?
How does Copeland feel about her body now, according to what she writes at the end of chapter 8?
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L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5.a — Interpret figures of speech (e.g., personification) in context.
RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Standards that are practiced daily but are not priority standards of the unit
L.6.5.b — Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
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.6.5 — 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.6.7 — 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.
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 4
Lesson 6
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
Explain how Copeland introduces and illustrates ideas about her life as a child and young teenager.
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.
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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