Written by: Misty Copeland
Illustrated by: Christopher Myers
G.P. Putnam's Sons, New York, NY
Heartfelt, Metaphorically & Artistically Illustrative, Matriarchal, Expansive, Limitless
Suggested Delivery: whole class read aloud
Electronic Resources to Support Reading:
This website provides an in depth glimpse into Misty Copeland's ballet career and passion, complete with photographs, videos of Misty dancing, her social media sites, as well as upcoming performances.
This is the website of Caldecott Honoree's Christopher Myers. Students may explore other artwork Myers has done and his current projects he is working on. There is also a blog in which Myers expands on his inspirations and thought process that influence his beautiful creations.
Key Vocabulary:
- arabesque - a ballet position in which the dancer stands on one foot and holds one arm forward while the other arm and leg are held out behind
- barre - a stationary handrail that provides support, used commonly in ballet
- pas de deux - of French origin, literal meaning 'step of two', a dance for two people
- pirouette - spinning on one foot with the raised foot touching the knee of the supporting leg
- pointe - dance performed on the tips of the toes, usually ballet
- vibrant - full of energy and enthusiasm
Before Reading: Introduce students to the theme of Firebird before beginning reading. Having passion and drive for an activity you love is most important while doing that activity or hobby, and hard work pays off. Students will write about an activity/hobby that they love to do, how it makes them feel, and how they work to improve upon it and get better everyday.
During Reading: Metaphorically rich, the text offers readers many connections and comparisons, linking the words in the text to invoke complex feelings and emotional response. Students will choose a metaphor that they especially enjoyed, were inspired by, or connected with and create a metaphor poster. The phrase will be written on the board as well as an illustration that depicts any feelings or thoughts that come to mind when reading the metaphor. Students are encouraged to be as creative as possible without any thought of what this may look like to someone else viewing their poster board.
After Reading: Students will work in small groups of 3-4 to discuss Firebird. They will work together to complete a comprehension check worksheet that asks questions such as, "What emotions and reactions did this story cause in you? What emotions were similar in your group? Were any emotions or reactions different among your group members?" "Did this story inspire you? How did it inspire you?" "Why is it important to Misty Copeland to create this book for young readers like you? Why did she want to tell this story?" "How did the use of metaphors in the story contribute to your understanding and visualization?"
Writing Activity: Using Story Bird, an online technology website that allows users to write their own stories, complete with unique, beautiful illustrations, students will compose their own stories. Students will be asked to compose a story in which they inspire the audience and inform them of a passion that they personally have, such as sports, dance, music, singing, art, writing, etc. They must use rich language such as metaphors and similes, similar to Misty Copeland's writing in order to create a magical reading experience for their audience. Similar to the pre-reading activity they completed before reading Firebird, they may revise their original piece to make it more literally rich, gaining inspiration from Copeland, or start a new piece if they choose.
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