Curriculum / ELA / 6th Grade / Unit 3: Expressing Yourself: Women in the Arts / Lesson 9
ELA
Unit 3
6th Grade
Lesson 9 of 27
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Explain how Copeland illustrates ways that her circumstances and perspective have changed over time.
Book: Life in Motion: An Unlikely Ballerina by Misty Copeland — Pages 203-211 and 228-233
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Why does Copeland include the story of receiving an award from the Boys and Girls Club? What idea does this illustrate? Provide at least one piece of evidence from pages 232-233 and 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 Copeland develop the idea that meeting her father had a big impact on her life, both as a person and as a dancer? Support your answer with evidence from pages 206-211, and explain your thinking.
How have Misty’s life experiences shaped her perspective on dancing at ABT? How does her perspective differ from the other dancers? Provide specific evidence from page 208-209 to support your answer and explain your thinking.
Why is it so significant for Misty to tell the makeup artist, “I want to be a brown cat.” (p. 229)? Carefully explain your thinking.
On page 231, Copeland writes: “I had waited six long years, and now I was ready, not just to show the world that I was a gifted dancer but that I was a true artist as well.”
What does she mean by this? What is the difference between being a “gifted dancer” and a “true artist”?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
defiant
adj.
(p. 229)
proudly refusing to obey; not willing to accept disapproval
point of view/perspective
n.
1. a character’s opinion or feelings about a specific topic/idea/event
2. the "lens" through which a person sees and understands the world. This is usually influenced by aspects of their identity, beliefs, and life experiences
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. 239 – 248
While reading, answer the following questions.
What part is Misty cast as?
Why is this casting decision so significant?
What challenges does Misty face as she prepares for the role?
How does Misty feel before the performance?
How does Misty feel during the performance?
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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).
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.6.5 — 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.
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 8
Lesson 10
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.
Explain how Copeland uses figurative and descriptive language to communicate her feelings about dance.
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 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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