Student Teacher: Maizah Gomes

Lesson Title: Ruby Bridges: Her Bravery and Impact on Society

Date: 3/22/17
Grade: 2
Number: 2
Length: 60 minutes (12:30-1:30)

Background

This is a group of six, second graders that come from four different classrooms. Three of the students are
boys and three of the students are girls. The students are all emergent bilinguals and speak Spanish and
English. They receive pullout services every day in the same group.

Context

The students are currently reading a biography of Jackie Robinson their classrooms. They are using an 8-
day cycle to cover text. Each classroom has a Read Together block where all students are reading this
same text and are working toward the same goal through questions and discussions. This group of six
children gets pulled out every day for 60 minutes during the Read Together block. During this time they
work on phonics and other texts (Ruby Bridges) that highlight and compliment the classroom text (Jackie
Robinson).

Rationale

This content was chosen because it not only highlights the same theme and ideas as Jackie Robinson, but it
also teaches the children about another prominent African American. Through both texts, students are
gaining valuable knowledge about the United States during the time of the fight for Civil Rights and
segregation. They will do this through the discussion of key text features. They will also be gaining a
reading strategy where they learn to go back to the text to look for evidence when answering questions.

CCSS Standards

2.RI.1 Ask and answer such questions as who, what, Throughout the choral reading, students are going
where, when, why, and how to demonstrate to be asked these questions about Ruby Bridges
understanding of key details in a text. and the time period she was growing up in.

The table of contents as well as headings and

2. RI.5 Know and use various text features (e.g.,
captions, bold print, subheading, glossaries, indexes,
electronic menus, icons, to locate key facts or
information in a text efficiently.
bolded words will be pointed out to students and
discussed as a group to highlight their purpose and
importance. This text also has key captions with
real life photos that will also be brought to
attention.
Prior Knowledge and New Learning

Students are already familiar with the features of a biography. They have been discussing Jackie Robinson
and his role in the civil rights movement. They are already familiar with the idea of segregation and
separate but equal.
Ruby Bridges will be a new topic for the group. They have done a choral read of the story the previous day
to build background knowledge and gain comprehension of the story. This was followed by an oral
discussion about some of the key points in her life.
Understandings

By the end of this lesson, students should be thinking about some of way that African Americans were
treated in the South. They should be coming to the idea that not everyone was treated equally. They will be
thinking about how Ruby Bridges was brave and able to make a difference for many people.
Content Objectives

Students will be able to read the selection Ruby Bridges and explain orally the significance of Ruby
Bridges and the time in which she lived.

Who was she?

Why was she brave?
What differences did she make for those around her?
Language Objectives

Students will be able to read, write, and discuss the following vocabulary words: brave, segregation,
separated, difference

What do they mean?

Can we use them in the context and in our open responses?
Materials

Long e phonics word card

Text: Ruby Bridges (Printable Paper Leveled Reader)
Independent Grade Level texts
Chart Paper
Whiteboard
Procedure

Opening

1. Students will be shown the long e phonics word card. They should be familiar with many of the
spellings.
2. Explain that this week they are going to be working on making the long e sound by using a y.
3. All of the ys that we see in our words are going to make the long e sound.
4. Have students blend 4-5 words on the board to get a little glimpse into the phonics for tomorrow. (h-
sound? a -sound? Blend pp- sound? Blend y- sound Blend all together)
Development

5. Have students recap what they worked on the day before. Have the web they created on the chart
paper as a reference for them to gather their ideas.
6. Explain that today they will be reading the story again, but will be focusing on pulling out specific
evidence from the text.
7. Since they have these paper books, they will actually be able to write and underline in their books.
8. Students will be answering a series of questions throughout the lesson.
9. Write the first question How were the laws in the South different from the United States? on the
board.
10. Tell students that you are going to choral read the first few pages of the book together. Ask them to
raise their hand when they think they have found the answer.
11. Pause at pg. 6 if the students havent raised their hands yet. Reread the page and ask students the
question again.
12. Go over the answer (US law allowed integrated schools, South was segregated) and model how to
highlight the key details in the text. Have students do the same.
13. Used the question to write an exemplar answer on the board (The laws in the South were different
from the US because in the South black and white children could not go to school together).
14. Clarify how to locate evidence, underline and form an answer with students.
15. They will now partner up and read the text together.
16. They will be given a few questions in which they will need to find the evidence in the text.
17. Before sending them off, read the questions aloud and give time for any confusion.
Closing
18. Once students have adequate time to read the text and answer the questions with their partner, bring
them back as a whole group again.
19. Ask groups to present where they found their evidence and how they chose to word their answers.
20. Students will be continuing their conversation about Ruby Bridges the next time they meet.
21. If time permits, allow students to have read-to-self time.
Assessment

Students will be assessed during this lesson through their oral retelling and explanations of the key events of
the text. Partners will be asked questions that require them to use evidence. They will be assessed on
whether they could accurately find the evidence in the text and produce and answer that used this evidence.

Extensions
This book will be extended across the week. Students will have the opportunity to really look at the book in
depth and make connection to Ruby Bridges and Jackie Robinson in the future.
Name: ______________________ Date:____________

Directions: Answer the question by using examples from the text.

1. How was Ruby brave?

______________________________________________________________

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2. What happened when Ruby started going to a white school? What did the
people do?

______________________________________________________________

______________________________________________________________

______________________________________________________________

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3. Who helped Ruby when she in school? How did they help her?

______________________________________________________________

______________________________________________________________

______________________________________________________________

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