Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 7
ELA
Unit 3
6th Grade
Lesson 7 of 28
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Explain how Copeland uses figurative and descriptive language to convey her perspective and 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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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 Chapter 5 before reading Chapter 6 in the homework following today's lesson. Prior to the end of class, provide students with the following summary of Chapter 5:
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
On page 68, Copeland contrasts drill team with ballet, writing that drill team is: "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." What does the figurative language in this sentence reveal about Copeland's perspective on ballet? Cite words and phrases from the text that convey her perspective.
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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? Cite specific evidence to support your answer.
Reread the last three paragraphs of page 67. What choices does Copeland make in this section to convey her feelings? Cite at least one example of figurative language to support your answer.
Explain the meaning of the sentence: "I began to see the vista to a world beyond what I had ever previously imagined" (p. 97). How does Copeland's use of a metaphor help convey her perspective?
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
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
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
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. 115 – 135
While reading, answer the following questions.
What decision does Misty's mother make about her living situation?
Who does Cindy take Misty to meet instead of bringing her home? Why?
What significant decision does Misty make?
What challenges does Misty face after returning home permanently?
How does Misty feel about her relationships with her mother and Cindy now?
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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.
RI.6.6 — Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
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.
Next
Explain the significance of the events in Chapter 6 and how this chapter contributes to the development of central ideas of the text.
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.
L.6.5L.6.5.aRI.6.4RI.6.6
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
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