ALEX Lesson Plan

     

All-American Diva, Ruby Bridges

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  This lesson provided by:  
Author:Taraethia Sullivan
System: Clarke County
School: Clarke County Board Of Education
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33232

Title:

All-American Diva, Ruby Bridges

Overview/Annotation:

In this lesson, students will discover the impact Ruby Bridges made in history when she became the first black child to attend a white school.  Your students will be sure to fall in love with the story Ruby has to tell and how this child's courage changed life in the United States. 

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 1
17 ) Identify the reasons an author gives to support points in a text (e.g., eating a balanced meal, obeying safety rules, engaging in recycling projects). [RI.1.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.17- Identify a reason an author gives to support a key point in an informational text.


Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
4 ) Identify contributions of diverse significant figures that influenced the local community and state in the past and present. (Alabama)

Example: Admiral Raphael Semmes' and Emma Sansom's roles during the Civil War (Alabama)

Insight Unpacked Content
Strand: History
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
  • Understand the meaning of a contribution.
  • Identify significant contributors to Alabama by connecting the person to their contribution.
  • Distinguish between past and present contributors of Alabama (for example, Admiral Raphael Semmes, Emma Sansom).
Teacher Vocabulary:
  • understand
  • identify
  • distinguish
  • leaders
  • significant figures
  • contributions
  • contributor
  • state
  • past
  • present
  • roles
Knowledge:
Students know:
  • The important contributions citizens make in their local community and state.
  • Vocabulary: leaders, significant figures, contributions, contributor, state, past, present, roles
Skills:
Students are able to:
  • Read and comprehend the role of a contributor.
  • Understand how contributions affect the local community and state.
Understanding:
Students understand that:
  • There were important contributions by significant figures, such as Admiral Raphael Semmes and Emma Sansom, who influence the local community and Alabama from the past and in the present.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.1.4- Engage in classroom conversations about ways people may contribute to the local community and


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
  • Describe national celebrations, including their significance and democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Teacher Vocabulary:
  • historic figures (male and female)
  • celebrations
  • exemplify
  • democratic values
  • recognize
  • founding fathers
  • significance
  • national holidays
  • American symbols
  • monuments
Knowledge:
Students know:
  • Fundamental democratic values including equality, justice, and responsibility for the common good.
  • The names and significance of national historic figures, both male and female.
  • The significance of national holidays and the relationship of each to democratic values.
  • The history and significance of American symbols and monuments.
  • Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument
Skills:
Students are able to:
  • Identify national historic figures and celebrations.
  • Identify the ways historic figures and celebrations exemplify fundamental democratic values.
  • Recognize our country's founding fathers and other historic male figures.
  • Recognize historic female figures.
  • Describe national holidays, including the significance of each and the democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Understanding:
Students understand that:
  • There is an importance and impact of national historic figures and celebrations.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.2- Describe the significant national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day.


Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to:

  • identify the contributions of Ruby Bridges and how she influenced the state of Alabama in the past.
  • identify the author's purpose

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Teacher:

  • Scholastic's Let's Read About ...Ruby Bridges or any Biography Trade Book about Ruby Bridges.  Here is a video of a read aloud:  The Story of Ruby Bridges by Robert Coles   
  • Vocabulary Cards to introduce the three words: Segregation, Marshal, Brave (attachment)
  • Character Description Chart (chart paper)
  • Markers

Students:

  • Graphic Organizer with picture space and handwriting lines (attachment) one per student
  • Crayons/pencil

Technology Resources Needed:

 

Background/Preparation:

Teacher should

  • be familiar with a student-friendly definition of segregation, Marshal, and Brave
  • Have a sense of knowledge of the civil rights movement
  • Author's Purpose should have already been introduced as a literacy skill
  • Can visit the following Scholastic website
  • Ruby Bridges Goes to School Video
  Procedures/Activities: 

Before:

1.  Turn and Talk (this practice should be established as a common classroom practice for speaking and listening standards)  If not, students will need to be paired off with a partner for discussion throughout the lesson.

  • Turn and Talk Questions to Activate Prior Knowledge
  1. How would you feel if only the boys could have ice cream for snack today?
  2. How would you feel if only the girls could go to PE every day?

2.  Before moving on to tell the objective for today's lesson, be sure to discuss responses from Turn and Talk questions. Make a connection from the responses to Ruby, our character for today's learning. Today, we will read a story about a special little girl. We will talk about why the author wrote this story. This is called the author's purpose for writing the words in a story. An author writes a story for three reasons, and we can think of a P.I.E. to remind us. The author writes to Persuade a reader of a topic, or to Inform the reader of a topic, or to Entertain a reader.

  • Student Engagement (this should be completed after turning and talking to a partner)

3.  During your partner talk, you stated that you would feel upset, angry, sad, or that it wasn't fair. Let's introduce a few words that will be important to know and remember as we read "Ruby Bridges."

1. Segregation- when black and white children cannot go places together (have a text connection conversation using this vocabulary word...What other stories can you remember where children or people were not allowed to do things together?)

2. Marshal- a policeman (ask students why would a marshal be a character in our story; show the cover of the trade book and ask the students to identify the marshal)

3. Brave- not scared of anything (ask students to think of a time they had to be brave)

Assessment

Listen while students turn and talk 

Listen during student engagement responses

 

During:

4.  Describing Character Chart (this chart can simply be a big sheet of butcher paper or a sheet of chart paper)

  • Student Engagement
  1. Listen to the read aloud in chunks...During this read-aloud time, the facilitator should do an impromptu visit to the literacy objective of this lesson- Author's Purpose. The students should understand the author wrote this story to Inform readers.

pages 1-6 pages 7-21 pages 22-30

  1. Think Pair Share strategy will be used to complete the character chart of Ruby. This practice will be used as the teacher desires during each chunking of the text.
  2. Record words to describe Ruby or any part of the story that the class considers important on the class chart as the story is read aloud in chunks. This chart should be student generated, but the teacher may need to model to get students to respond. (examples: All-American Hero; kind; brave)
  • Assessment

Observe student discussions

Ensure accuracy of during discussion and provide immediate feedback when necessary

 

After:

5.  Graphic Organizer (attachment)

  • Student Engagement

6.  Students will draw a picture of Ruby Bridges and write one reason the author wanted to inform us about her. Students answers should come from adjectives used to complete the character chart posted in front of the room.

Assessment:

Collect the graphic organizers

Assess the author's purpose for writing the book



Attachments:
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  Assessment  

Assessment Strategies

Before- The teacher will

  • Listen to student sentences and provide immediate feedback as needed

During- The teacher will

  • Observe student discussions
  • Ensure accuracy during student response

After- The teacher will

  • Use graphics organizers (attachment) to assess the author's purpose for writing the read-aloud

Acceleration:

Students can research other key figures that have influenced Alabama.

Intervention:

Students needing additional support:

Before: Take a picture walk of the book to use illustrations for oral comprehension development

After: Small group instruction using the story to clarify confusing parts.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.