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Lesson: The Story of Ruby Bridges

The Story of Ruby Bridges
Book by Robert Coles
Lesson Plans/Learning Packet by Pat Stacconi

Purpose: To instill in my students the abilities to listen to others, see others’ points of view, think critically, and make moral and safe choices in their lives.

OBJECTIVES:

Children will observe and record differences among their classmates while participating in activities and discussion that promote critical thinking and enhance social skills.

Children will understand the meaning of equality and its importance in each of their lives and will also become familiar with other pertinent vocabulary.

Students will select a character word that they feel describes Ruby Bridges and then compose a paragraph response supporting that word.

Children will gain knowledge of Ruby Bridges and her contribution to our society as well as making connections to Dr. Martin Luther King Jr. and the civil rights movement. (Point of interest: April 2008 is the 40th anniversary of Dr. King’s death)

Students will communicate their understanding of differences and the effects differences have on our lives through their discussions, writings, and art work.

PROCEDURE:

This is a 3 – 4 day lesson. Each student will receive a learning packet containing the questions and activities to be covered.

Day 1

Think-Pair-Share Activity: Each students will fill in a chart comparing herself or himself to a classmate. Then the class will create a class chart of all the differences they observed. Teacher will point out that these differences makes us each unique from everyone else.

Guided Discussion: Define the term equality and ask if any of those charted differences makes one person better than another. Provide hypothetical situations in which some class members are given privileges that others cannot participate in. Example: left-handed children would have to attend a different school than right-handed ones. Emphasize that while we are different, we are all equal and deserve the same opportunities.

Read: The Story of Ruby Bridges by Robert Coles. During the reading, the teacher will focus on Ruby’s courage and strength of character.

Day 2

Numbered Heads Activity: To review the story read the day before, the following questions will be presented on chart paper.

Who was Ruby Bridges?

What made Ruby so different from everyone else?

How would you feel if you were Ruby?

What would you do if you were Ruby in that situation?

In what ways has Ruby’s strength and courage affected our lives today?

Students will be divided into groups of 5 to discuss these questions. Then, each student will be responsible for sharing their thoughts on one of the questions.
Teacher will introduce vocabulary words related to the topic (glossary).
Teacher will share and discuss Norman Rockwell’s painting of Ruby Bridges.

Writing Activity: Students will brainstorm character words to describe Ruby based on the painting and Coles book.. Each student should choose one word they feel best describes Ruby and will write a short response supporting their opinion.

Day 3

Think About It Activity: Write the questions below on index cards. Make enough so every student gets one of the three questions. Give them to students to reflect on independently. Then, have students with like questions join together to share their thoughts. Questions will be rotated until all groups have had a chance to discuss each question.

If you could choose one of Ruby’s character traits for yourself, what would you choose and why?

If you were Ruby, would you have continued to go to school or would you have stayed home where you were safe?

If there was a child who was different from everyone else and wasn’t allowed in our school because of that difference, would you do anything to help that child? Why or why not?

Cloze Activity: Using the glossary of terms in their packet, students will complete the cloze sheet.

Viewing Activity: The class will watch the Disney movie presentation of The Story of Ruby Bridges.

Day 4

Timeline Activity: Teacher will briefly discuss the civil rights movement. Students will use the timeline and events provided to show a chronology of the 1950s – 1960s.

Mural Activity: As Norman Rockwell made a statement through his art, the students will create a class mural to depict what they have learned from this unit. Teacher will remind students of the role of of color in showing different emotions and suggest they try to incorporate that into their artwork.

ASSESSMENT:

Completed work in learning packet will be assessed for student understanding of differences, equality, character, vocabulary, and timelines.

Teacher will monitor and observe students’ participation during discussion activities.

Writing skills will be assessed by rubric scoring.

Classroom mural will be assessed for students’ ability to convey a message of understanding the objectives taught.

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