MEMORANDUM

To: 5th Grade Level Chair

From Nehemy Charles
Date: December 12 2020
Re: Comprehension Lessons

At our last grade level meeting, we discussed the need to help our students improve their
comprehension skills. We looked at some very expensive computer software, and some
very expensive (and boring) workbooks that a publisher’s representative dropped off at
the school to review. As a group decided that neither of those materials were appropriate
for our students and we agreed to look for alternatives. I am suggesting that we use the
BDA Instructional Framework with texts in a variety of genres on a weekly basis instead.
This gives each teacher the chance to personalize her lessons to meet the interests, needs,
and reading levels of her students (unlike a scripted workbook). I believe this approach
will work well to help our students. I am attaching a sample lesson plan that I developed
for the grade level to see. Below, I will explain how and why I developed the lesson in
this way.

The text which will be the focus of this comprehension lesson is I am Malala:
How one girl stood up for education and changed the world. My selection is a
biography/nonfiction article posted on Scholastic.
The Story of Ruby Bridges tells an extraordinary story of a brave young girl who
was the first African American to attend first grade at an all white school during
segregation. She is unwanted in the school by almost all of the parents and other students,
and is clearly unwelcome. Even though others were against this and called Ruby names,
this did not stop Ruby from going to school. She is escorted by federal Marshals to
protect her from the hatred of white parents and students. Despite all of this she rises
above it, and this brave little girl continues showing up. This is the true story of Ruby
Bridges, and how she overcame racism to get a good education.
Both the text and the watercolor paintings of this book capture Ruby's incredible
strength, and the turmoil of America in the early 1960s. They show great emotions and
make you more involved with the story. At the same, the text is appropriate for the 3rd
grade level.
I selected this book because it teaches a major event in history in a beautiful way.
It teaches kids that we need to be accepting of others, and it also teaches that there are
people in our world who are not accepting of others. Although we have people of all
colors, races, ethnicities, and backgrounds in our schools now, not everyone is accepting
or nice to those who are "different". This book also teaches about forgiveness and hope.
Before reading
 ● Before reading the text, the students will see a short video introducing the idea
that racial discrimation still exists. Before showing the video, ask students to pay
close attention to the risk that Jackie Robinson had to face. Have a discussion
after the video is watched to give students an opportunity to talk about personal
risk before writing. What challenges did Jackie Robinson face? Who showed
empathy towards Jackie Robinson? How was empathy expressed toward Jackie?
How have you shown empathy towards someone else? I explain to students who
came before us what went through and the sacrifices that were made that helped
us today.
● Students will complete a “Before Reading” portion of the Anticipation Guide
worksheet. There are several statements that challenge or support their
preconceived ideas about key concepts through reading the text.

Through the “before the reading” activities students are more motivated and interested to
read. I selected to introduce the big idea with a short video on Jackie Robinson to show an
example of racism and how he overcame it. Before showing the video, ask students to pay close
attention to the risk that Jackie Robinson had to face. I wanted students to know what to look for
to be able to imagine the obstacles Jackie Robinson had to face in order to continue playing ball.
Next, I selected to show a video about Jackie Robinson to show the risk that Jackie
Robinson had to face. I wanted students to know what to look for to be able to imagine the
obstacles Jackie Robinson had to face in order to continue playing ball. After watching the video
they will write their responses in their literature journals. I wanted the students to answer a few
questions about the video in order to be able to relate the big picture about racism. This strategy
encourages students to use critical thinking and actively involves them in discussions.
Then, Students will complete a “Before Reading” portion of the Anticipation Guide
worksheet. There are several statements that challenge your support of their preconceived ideas
about key concepts through reading the text.
Furthermore, Establish clear purposes for reading the text students will be given a
Character Map to follow as they read the text. Students will locate vocabulary words, analyze
how racism is occuring, what ruby endured, and how ruby fought for equality. Students need to
know some background knowledge on what racism is. Students will also need to know how
people fought through racism and what people had to go through .
Lastly, Students will complete a vocabulary graphic organizer before reading the story so
students can have a deeper understanding of the word.

During reading
 ● During reading, students will use a Character Map Handout to answer the questions. The
students will stop to discuss the answer to the questions. The students will need to have
their book and their Character Map during partner reading. Students will read in pairs.

● Through the “during reading” activities, students read the text silently and in pair reading.
After the students finish reading, engage them in a discussion about the book. I selected
this activity because it helps students comprehend and interpret a text by requiring them
to answer the questions. It also provides an opportunity for students to master the basic
ideas of a text so that they can apply this understanding and “evidence” to conversations
about deeper abstract concepts or complex historical events.

After reading

● Students will complete the Biography Research Handout to show their understanding of
the story and to reflect on the Big Idea of the lesson.
● Students will respond to the prompt, “why do you think what ruby did was important?” in
their literature journals.
● Following the reading, the students will answer the Anticipation Guide handout on the
“After Reading “ section. Once all the students have completed the “After Reading”
section, the class will go over the statements as a whole group. Students will share how
their response to the class and how it may have changed after reading the text.
● To reinforce the Big Idea about racism, the students will think about what happened to
Ruby Bridges as a six-year-old growing up in Louisiana in the 1960s. Think about how
she handled herself throughout that time. Choose a Character Word that you think best
describes Ruby Bridges. In a well- written paragraph, explain your opinion.

I selected the Anticipation Guide because it teaches students to make predictions,

anticipate the text, and verify their predictions.
I selected the Biography Research Handout because students can gather and organize key
information on a character in the story.
I selected the student to choose a character Word because it provides information from
the text and what they already know in order to make inferences and best describe the character.
I selected the prompt, “why do you think what ruby did was important?” for the students
to have a better understanding of the text as a whole. So they can use their critical thinking on
what they read to draw conclusions to support their writing.
 This lesson will help students to become better readers as it provides them with the
opportunity to analyze an informational text based on a true story. Through reading the book The
story of Ruby Bridges, students will gain the understanding that racial discrimination and racism
is still alive today. Students will also learn the meaning of what racism is, the negative effects it
has on humanity and how courageous, non-violent people and acts helped end the civil rights
movement.