Materials/Preparation List all of the materials AND advance preparation you will need for the lesson
Lesson time- 45-50 minutes (10 minutes to read; 15 minutes for Socratic Seminar and 15 minutes for writing)
Ipads- turningpoint “clickers” for pre-lesson assessment
Book- The Story of Ruby Bridges.
Computer
whiteboard
Wordle
writing paper with the following sentence printed on it: If you had a friend who did not know what Ruby Bridges had done during the Civil Rights Movement, how would you explain it to him/her?”
pencils
“Today’s meet” live chat website
Large writing tablet/marker
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Motivation/Schema/Prior Knowledge/Background Building Describe how you will introduce the lesson. How will you build motivation? What schema or prior knowledge do you need to activate or build? How will you do it? This is your hook or how you are going to excite te students about the lesson
Introduction: As the lesson begins, I will mention the student friendly objective to help begin our focus of the lesson- Today, I can listen to The Story of Ruby Bridges. I can answer questions about the story and discuss with my group. I can write an informative text to answer the question, If you had a friend who did not know what Ruby Bridges had done during the Civil Rights Movement, how would you explain it to him/her?”
Motivation- I will motivate the students by telling them, “Today we are going to read about a girl named Ruby who was very brave, just as brave as a superhero! Let’s pretend to be superheros like Ruby while we learn about how she was brave even when she was treated unfairly.
Schema-. I will begin the lesson by introducing the book The Story of Ruby Bridges and explain that it is a biography. A biography is a true story about a real person. I will mention that there is a writing portion to this lesson and that capital letters begin sentences and names of persons and places. Also, I mention that sentences end in some sort of punctuation mark.
I will discuss what it means to be fair or unfair. I will discuss how people in the past were treated different because of the color of their skin. We will use the turning point “clicker” to preassess prior knowledge to measure what the children know about this topic.
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Quality Questioning A strategy is listed from QUALITY QUESTIONING and examples of at least TWO questions you would ask to increase, deepen, or extend student learning.
What is one word that describes Ruby’s character and why is that the best word?
What might have happened if Ruby had not been brave and run away from the crowd?
If you were Ruby, what might you say to one of the parents yelling angrily at you?
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Differentiation to Meet the Needs of All Students (Must include SpED, Gifted, and ELL) List your options for differentiation for all three of these diversity groups regardless of practicum class needs.
Special education: picture prompts to help during discussion session and sentence starters for writing assignment
ELL- pre-teach vocabulary (segregation, civil rights, etc.) to help with clarification
Gifted- have students compose a “burning question” about Ms. Bridges experience in elementary school and find out about her foundation in a live chat on “Today’s meet” live chat website.
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Explicit Instruction
- Small Group ___ Whole Group _X__
In this section, you will script out the lesson using the explicit model of instruction (tell, model, guide, apply). Describe the lesson step by step. The description should be in sequential order and include tell, model, guide, and apply. Evidence of the objectives should be threaded throughout the lesson. There should be a clear beginning (tell) and ending (apply) to the lesson. Strong scripting of the entire lesson is required.
· For introduction see Motivation/Schema section.
After discussing a bit of background to check prior knowledge, the teacher will begin by reading the The Story of Ruby Bridges to the whole group. During the reading, the teacher will stop occasionally and describe details in the story that might not be clear. After the reading, the teacher will remind the students that we are having a Socratic Seminar. During the seminar we will discuss details of the story of Ruby Bridge’s life. TELL-The teacher will talk about the ground rules for the Socratic Seminar The goals for the lesson will create a discussion around the main question of the lesson- What is one word that describes Ruby’s character and why is that the best word? teacher makes sure to give a length pause (5-7 seconds) after QQ questions. This will allow adequate think time. MODEL --The teacher speaks first, giving an example answer to this question by saying, “My one word for Ruby is daring. I think daring is the best word to describe Ruby because she acted boldly because going to school was something she believed in.” GUIDE- Let’s think of one together. Turn to your partner and tell them the word that you think best describes Ruby. (pause). Ok, now that you have heard from your partner, raise your hand if you think your parner had an excellent word you would like to share. The teacher calls on a student to share the partner’s word. The teacher says, “Yes! Brave is a great word that describes Ruby’s character. Why did your partner say why brave was the best word?” The student replies, “He said brave was the best word because Ruby acted like she wasn’t scared even if she was.” The teacher says, “I like when my friends put their thinking caps on and really use our brains to think of creative words to describe Ruby! All right students!,” the teacher says, “I am going to write the words daring and brave on this large white tablet and we are going to use them a little later to help focus our discussion and help us in our writing. The teacher mentions to the students that she will be listening and documenting words that describe Ruby as the students have discussion. She said, “I will write the words on the large writing tablet. The teacher says, “ Now, let’s turn our desks into one large circle so we can start our discussion.” (after students are situated and quiet) Give me a thumbs up if your remember our rules about speaking and listening. Great! Let’s begin!
The teacher begin writing words she hears that are good examples of Ruby’s character. As the conversation starts to dwindle the teacher introduces the next Quality Question- What might have happened if Ruby had not been brave and run away from the crowd? (pause) The conversation in the group hums. The teacher writes occasional single word responses she hears on the large white tablet- under the heading “what if?”. The teacher’s job is to prompt conversation and keep things flowing. Finally, the teacher mentions the last question- If you were Ruby, what might you say to one of the parents yelling angrily at you? (pause). The conversation continues and the teacher continues to write single word comments on the large white tablet under the heading “My response”. After discussion comes to a stop, the teacher will evaluate the dialogue that went on during the lesson. The teacher mentions words on the large white tablet and occasionally types a word into the computer program Wordle projected on the whiteboard. She lets the children know that they are going to create a word cloud in Wordle to help in the writing portion of the lesson. The other words on the large tablet are incorportated on the word cloud the screen is full of interesting vocabulary that will aid the students. The graphic created is eye-catching and the display of the words is appealing to use during writing.
The teacher passes out the lined paper with the question If you had a friend who did not know what Ruby Bridges had done during the Civil Rights Movement, how would you explain it to him/her?” at the top of the paper to each student. TELL-The teacher announces, “Today were are going to write an informative text using the question at the top of the page. In our Socratic Seminar today we came up with lots of ideas about who Ruby is and what kind of character she has.” The teachers says, “Using our word cloud, we can see many descriptive words that describe Ruby.” MODEL- The teacher reads the question at the top of the page. She says, “ I will begin by showing you how I will decide how to write my first sentence. Let’s take a look at all these words on the word cloud. I see the word hero. Let me think of how I can use the word hero in a sentence. Hmmmm… How about this? Ruby was a hero because she didn’t let others stop her from going to school.” The teacher pauses to look at the students. The teacher says, “Let’s do the next sentence together by using two words from our word cloud. I see the words “kind and quiet”. Let’s think of a sentence…” A student raises her hand and offers, “Ruby was a kind and quiet girl.” The teacher says, “Why do we think Ruby is a kind and quiet girl?.” Another student added, “Ruby was a kind and quiet girl who prayed for people who were yelling at her.” The teacher wrote the sentence on the board. The teacher says, “ I think that is a great way to describe Ruby to someone who does not know her.” The teacher allow the students time to think and write using the knowledge they have from the Socratic Seminar and the word cloud to guide their writing. The teacher reads their paragraphs and gives each student written feedback about their writing style and execution. The teacher ends the class by saying, I think our class had a great discussion today about Ruby Bridges and learned lots from her example of how to be courageous even when others are against you. Let’s look at our learning objectives and see if we accomplished everything we needed to today. Did we read The Story of Ruby Bridges? YES! Did we
answer questions about the story and discuss with the group? YES! Did write an write an informative text to answer the question, If you had a friend who did not know what Ruby Bridges had done during the Civil Rights Movement, how would you explain it to him/her?”
YES! Great learning today students!
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Assessment of Student Learning (“Criteria for Success”) (Must match specific lesson objectives.) Assessments must match the lesson objectives exactly. Each specific lesson objective must have a corresponding assessment. Create and attach the rubric you will use to assess your students. This should assure level of skill mastery, a student created end product that meets specific criteria, test, paper, etc…
The teacher will read and describe details in The Story of Ruby Bridges.
The teacher will observe and give feedback as students answer questions about the story.
The teacher will analyze the student’s informative text about reactions to the situation.
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Reflection (5 part reflection) Reflect on the following elements. A paragraph (at least 5 sentences) is required for EACH element. Vague or nonspecific statements such as “the kids liked it” or “it went well” are not acceptable. Although you are not teching this lesson, once you are finished writing it and review it there may be things you would like to change or you may have ideas for follow-up lessons. Discuss those here.
1.) Explain how the planning process for this particular lesson will contribute to the lesson’s overall success.
I think the Socratic seminar really gets kids talking and listening to each other.
When students listen to each other and take a moment to think, their learning can be extended beyond just a quick read of the story. Deeper thinking through quality questions allows for higher level responses. Children can really come up with some profound points that are overlooked by adults that are not prompting the students with quality questions to promote thinking. It is nice to get the perspective of a youngster that adds interesting points to the lesson. The Socratic Seminar discussion generated lots of vocabulary for the lesson which aided the students in writing.
2.) Reflect on your next steps for growth as a teacher. What will you go forward with from this lesson? What will you do next?
There are a variety of ways I could go with this lesson. I could do a vocabulary lesson where we categorize unknown vocabulary into different categories and then check for exact meaning when reading the story.
Or, I could create an extension of this lesson, by reading the students the story of Rosa Parks. The next lesson could be comparing and contrasting similarities and differences of Rosa Parks and Ruby Bridges. These two civil rights activists and the bravery they showed in the face of adversity would be a great topic for the next Socratic Seminar.
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