Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
Picture Book- Ruby Bridges by Robert Coles Chart Paper pencils paper List of character traits: brave, strong, sad, mean, hopeful, peaceful |
Technology Resources Needed: |
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Background/Preparation: |
Ruby Bridges was an African-American who was born in Mississippi to a family that was very poor. Her parents worked hard to provide for her, but there were many nights when there was nothing to eat for dinner. At the age of 4, Ruby and her family moved to New Orleans, Louisiana, where her parents obtained better jobs. In 1960, the treatment of African-Americans was not equal to that of whites. Black children attended different and separate schools than white children. While it was illegal to treat African Americans differently than other people, much of the south didn't comply with these laws Tell your students that you are going to read them a story about when the laws were changed and sometimes change; even good change is not easy.
Who- Characters When – Over 50 years ago What- History Changed Where- New Orleans *Show on the American map How- You will chart the story of Ruby Bridges on the (How of What) How did Ruby Bridges change with History? *** You will fill in the What and How part the most. Sequence the How as Beginning, Middle, and End or Sequence if you have higher learners First, Then, Next... |
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Assessment Strategies |
Formative- Corners game Formative- Partner Talk, Choral responses Formative- Ask students to describe Ruby Bridges in one sentence. Ask students to tell what happened in the beginning, the middle and the end of the story. Watch the Video of Ruby Bridges: Write a story about yourself as Ruby Bridges' best friend. or Ask students to write a paragraph about what Ruby Bridges is doing now. Then read, share and discuss the special ending of the book. |
Acceleration: |
To extend the lesson have students write themselves into the story as either the main character or her friend. |
Intervention: |
For your lower level students, set only one goal or objective. Choose either Character Traits, or Story Elements. Some of the vocabulary may be difficult for some of your students. Make sure you clarify words and continue to monitor comprehension using question and student responses. |
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.
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