Brittany Wade

Professor Bryan

29 April 2020

EDT 346E

Lesson Plan 9

Name of the curricular structure(s):

Social Studies Ruby Bridges

Learning more about Ruby Bridges and her influence of integrating schools

Read Aloud: The Story of Ruby Bridges by Robert Coles

https://www.youtube.com/watch?v=U8D4ldGY41s

Specific concepts to be taught:

I want the students to understand …

How influential Ruby Bridges was to integrating schools. Students will learn more about

Ruby Bridges life and her influence over schools today.

Standards:

ELA

1. RL.K.1 With prompting and support, ask and answer questions about key details in a text.

2. RI.K.9 With prompting and support, identify basic similarities in and differences between

two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

Social Studies (History Strand and Government Strand)

2. Personal history can be shared through stories and pictures.

 9. Individuals have shared responsibilities toward the achievement of common goals in

homes, schools and communities.

Rationale: Students learned briefly about Ruby Bridges through a brief Teachers Pay Teachers

craft activity during black history month. Since students are familiar with the name Ruby

Bridges we will learn more about her.

Materials:

1. Read Aloud: The Story of Ruby Bridges by Robert Coles

2. https://www.youtube.com/watch?v=7-Ufz2Y6sOY Starting at 1:09

3. Image https://www.childrensdefense.org/child-watch-columns/health/2018/lessons-from-

ruby-bridges/

4. Dry Erase Boards

5. Dry Erase Markers

6. Projector

Step by step procedures:

1. I will ask students to recall the information that they learned about Ruby Bridges

previously and view the crafts. We will discuss how she impacted the integration of

schools during the civil rights movement to jog students' memory.

2. Students will split into small groups/partners and discuss their environment at school and

what makes them feel safe

3. As a class we will write all of these experiences on the board

4. Read Aloud: The Story of Ruby Bridges by Robert Coles

 5. Students will get into small groups/partners again and discuss Ruby Bridges experience

(her school environment and what made her safe) These experiences will also be placed

on the board

6. Next we will convert the experiences to images which will also include a word or phrase.

For example since Ruby Bridges was in class alone there will be an image of a little girl

standing alone the phrase would be Ruby Bridges. Since we have a class full of students

there will be an image of our class to represent our classroom experience, the phrase for

this image can be our class. (WTR is a movement based activity that is also great for

learning vocabulary! Students get up and walk around the room finding words and

writing those words down. They can find the words anywhere in the classroom which is

why it's called write the room!)

7. These images and words/phrases of the experience both Ruby Bridges had and the

kindergarten students of my class will be placed around the room.

8. Students will then be given a compare and contrast chart and will find all of the images

around the room with the word or the phrase.

9. Once students have found the image and phrase/word they will decide if this is an

experience only Ruby had, only our class, or both.

10. The student will then write the phrase in our class, Ruby, or both categories.

Cultural relevance, social justice, and/or linguistic pluralism:

This topic is relevant because students are familiar with Ruby Bridges. Students will be able to

create a text to self experience during this lesson. Following this assignment students will have a

better understanding of how Ruby Bridges contributed to classrooms today.

Assessment:
I will assess my students through the compare and contrast charts. I will be able to see if students

correctly identified the experiences and placed them in the correct categories.