Initial Lesson Plan

Goals/Objectives
The goal for students is to understand Ruby Bridges as an important historical
figure, and to understand what characteristics make someone brave. Students will engage
their prior knowledge of the concept of bravery and build upon it through observation,
discussion and reflection. The objective for each student is to achieve depth in
understanding of why Ruby Bridges is known for her bravery and courage against
adversity.
Standards
Text Types and Purposes:
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
Materials and preparation
The Story of Ruby Bridges by Robert Coles
Documents:
o Photographs from Ruby Bridges Goes to School: My True Story by Ruby
Bridges
o Painting by Normal Rockwell Painting
Chart paper (for 2 charts)
Marker for charts
Paper for writing (individual sheets of ruled paper available in class)
Pencils / erasers (available in class)
Learning environment and management issues
I am going to conduct this lesson with the whole class, and we will stay in the
classroom. While whole group instruction has the potential to be problematic because of
a larger group size, the students are familiar with the norms in this space, which therefore
might serve to minimize possible management concerns. My classroom teacher will also
be present for the lesson.
I will begin the lesson with students seated pretzel-style on the carpet. The
discussion of the key concepts, bravery chart, read aloud, and observation chart will take
place on the carpet. There are four table captains for the four desk grouping, who I will
ask to distribute lined paper and pencil boxes. I will call students table by table to

transition from the carpet to their seats and begin their writing activity once they have
materials.
While on the carpet, if students bother each other or seem to be not paying
attention, I will remind them to keep their bodies still and to look at me while talking. If
a student seems to be disengaged and not paying attention, I will ask him or her to sit
close to me on the carpet.
Plan
I will introduce the lesson to the students by telling them that we will be learning
about a little girl who was similar to them but who encountered a very different
experience at school. This little girl was first grader in 1960, and she showed a lot of
courage and bravery. I will them that her name is Ruby Bridges, and will announce that
we will read a book, but that we will first discuss what it means to be brave. Some
questions include:
What does it look like when someone is brave?
Who do you know who is brave?
Think of a time when you were brave and keep it in your mind for now.
As students answer, I will record their responses on a web chart with the word
brave written in the center. I will record characteristics, descriptions, and types of
individuals who are brave, such as firemen and policemen.
Next, I will read aloud The Story of Ruby Bridges. Upon reading it, I will ask
students questions including:
Do you think that Ruby was brave?
Why do you think she was brave?
What are some of the things that Ruby did that took a lot of courage?
I will then show two documents that offer additional information about Rubys
experience. One document is a photo that shows U.S. Marshals escorting her up the
school steps, and the other is Norman Rockwells The Problem We All Live With.
As the students discuss their observations about Ruby, I will create another web
chart that has Ruby Bridges in the center, and will add characteristics about her and her
experience as the discussion progresses. I will then connect the lesson to my earlier
question and ask:
Do you remember when I asked you to think of a time when you were brave and
to store it in your mind? Well now we are going to write about being brave. You
have two choices. You can write about a time when you were brave, or you can
write about someone you know who is brave.
I will suggest that students think about Ruby and why she was brave while they
are writing. They can also refer to our brave chart and chart about Ruby Bridges in order
to brainstorm ideas. As students are working, I will walk around to all of the tables and
check in with as many students as possible. Once students are finished writing, I will
collect their responses, and they can read from their book boxes.
Anticipating students responses and your possible responses
Students are likely to find coming up with material to write about to be the most
difficult component of the lesson. If I see that a student is struggling, I will guide the
student to look at the observation chart and the brave chart, and might ask if they identify

with any of the characteristics on the chart. I will share a time when I was brave in order
to help them think of something that resonates with them.
Students might find the book particularly engaging because, although it is a little
lengthy, the author conveys Rubys mindset and emotions, highlighting her persistence in
her situation. The discussion about Norman Rockwells painting will also be interesting
as this multimodal source will act as a framework for further developing a sense of
Rubys historical importance.
The lesson has many components, and managing the time before and after the
read aloud will be the most challenging managerial aspect. The goal for the timeline is as
follows:
Brave chart and discussion of individuals who are brave: 5 minutes
Read aloud: 10 minutes
Showing additional documents and discussion (2photo and painting): 5
minutes
Observation chart (observations of book and documents): 5 minutes
Writing activity (Write about a time when you were brave): 20 minutes
I will keep track of time using the overhead clock on the wall.
Another aspect that students might find difficult is that people were cruel to Ruby
solely because of the color of her skin. I want the focus of the unit to remain mostly on
bravery but want students to also understand why her experience was unique. The book
provides strong background context in which a student with no prior knowledge of the
civil rights movement could understand Rubys experience. I will answer any questions
that students have and will remind students that Rubys bravery was key in helping to
change the situation so that, present day, students of all colors are able to be in class
together and are able to be friends.
Assessment of the goals/objectives listed above
The main assessment in students understanding of Rubys historical importance
will be their writing samples. In order to move from comprehension to reflection for the
writing activity, students will have to demonstrate the ability of retention and connecting
to a personal experience, and must be able to clearly articulate their thoughts about the
topic. Another assessment will be their contribution to the discussions and charts before
and after the read aloud. This strategy will require students to create a personal
connection to the concept of bravery as well, and will require the skill of articulation of
thoughts verbally.
Accommodations
If students find the topic for the writing activity too challenging, I will encourage
them to talk to me about something they learned in The Story of Ruby Bridges or from the
documents, and to write down any thoughts or observations about the material.
If students finished early, I would also encourage them to add details to the text or
to add an illustration. I would ask them to read me their response, and to also read it to a
friend. If students needed a greater challenge, I would give them the photo of Ruby
entering the school along with a picture of Norman Rockwells painting and would ask
the student to write down their thoughts and observations that come to mind when they
look at these documents.