Modular Two Analysis : Literature Based Lesson Planning

Tammy L Fusco
American College of Education

LIT5353 Linguistics and Literature

March 1 , 2024
 Module 2 Application: Literature-Based Lesson Plan Introduction

At a young age children need to learn that we must never judge a person by what we

can see on the outside , and that character , what is on the inside, matters the most.

American History has been filled with many great examples for children to learn about

and look up to with admiration . Ruby Bridges is one of those figures as she was a

pioneer in the movement to desegregate schools. The purpose of the lesson is to

introduce first grade students to the civil rights movement using figures that they can

relate to and understand. This lesson is part of an integrated social studies and

language arts unit on famous black americans during the civil rights movement and will

include standards found within both subject areas and as . Using the text I am Ruby

Bridges written by Ruby Bridges , students will be introduced to key

topics to build background knowledge, further their understanding of the civil rights

movement and learn why Ruby Bridges is important to their daily lives today.

According to Kelly Jeffery, ELA curriculum director at Studies Weekly “Integration of

ELA strategies into social studies gives students an opportunity to use and refine ELA

skills while using relevant content,” This unit will help students increase their

vocabulary , increase comprehension and critical thinking skills, and allow for

opportunities to write and be creative to show what they have learned.

 Noteworthy Topic

Vocabulary is an essential part of any good ELA or Social Studies lesson or unit.

According to Moats and Tolman, who developed the Letrs program, “the term

vocabulary refers to students’ knowledge of and memory for , word meaning.” A

students knowledge of word meaning is demonstrated through reading, writing,

as well as oral language both listening and speaking. Vocabulary plays a critical

role in students abilities to understand what they have read and to be able to

connect text to self or create meaning. In her article Effective Vocabulary Instruction

Joan Sedita sites the research by Beck, McKeown & Kucan that students should add

2,000 - 3,000 words per year to their vocabulary . This lesson will expose student to

content rich vocabulary that will help students further their understanding of the topic .

Integrating Literature

This lesson is part of an integrated social studies and ELA unit on famous black

Americans who changed the world for better during the civil rights movement .

Students will learn who was Ruby Bridges through her own words and develop

a sense of the role she played in their own lives. Throughout the unit students will

build upon and increase background knowledge, vocabulary, and comprehension

skills.
 LESSON PLAN TEMPLATE

Grade Level: 1st I Am Ruby Bridges Time Requirements

Desired Outcomes Direct Assessments

(Connection to Goals &
(Goals & Objectives) Objectives)

1.FL.VA.7a Determine or clarify the meaning of Identify the following

unknown and multiple-meaning words and phrases
based on grade 1 reading and content, choosing
words : escort , protest,
flexibly from an array of strategies. integrate, segregate,

Complete vocabulary
1.FL.VA.7b With guidance and support from adults, routine for each word
demonstrate understanding of word relationships including being able to use
and nuances in word meanings.
i. Sort words into categories to gain a sense of the words in a sentence .
concepts the categories represent.
ii. Define words by category and by one or more key Ask and answer questions
attributes. based on the text
iii. Identify real-life connections between words and
their use.
Use graphic organizer to
tell 3 - 5 key details about
Ruby Bridges
1.RL.KID.1 Ask and answer questions about key
details in a text. Sort true and false facts
about Bridges life.
1.RL.KID.2 Retell stories, including key details,
and demonstrate understanding of their central Connect Bridge to self
message or lesson.
through writing about what
1.RL.KID.3 Using graphic organizers or including makes them brave.
written details and illustrations when
developmentally appropriate, describe characters,
settings, and major events in a story using key details

1.W.RBPK.8 With guidance and support from

adults, recall information from experiences or
gather information from provided sources to
answer a question
 Key Questions Resources
(Directly related to Outcomes) (Ways to find responses to Key
Questions)

Who is Ruby Bridges ? Why was an I am Ruby Bridges by Ruby Bridges

important figure in the civil rights
movement ? Graphic organizer : key facts

What is the civil rights movement ? Word sorting activity

How are we brave in our own lives ?

Learning Activities

Large Group [LG] ~ Building background Small Group [SG] ~ Discovery Learning [dl] Centers [CS] ~ Technology Individual [I] ~ Choice
Board [cb]

Large Group [LG] ~ Direct Instruction [di] Small Group [SG] ~ Creative Problem Solving [cps] Centers [CS] ~ Listening [l] Individual [I] ~
Research Project [rp]

Large Group [LG] ~ Pre-reading [pr] Small Group [SG] ~ Creating Connections [cc] Centers [CS] ~ Art & Music [am] Individual [I] ~ Portfolio [p]

Large Group [LG] ~ Discussion [dq] Small Group [SG] ~ Workshop [wp] Centers [CS] ~ Writing [w Individual [I] ~ Presentation [ppt]

Objective ~ Know DeliveryApproach ~ Focus Activity ~ Do Support

How

Build Background LG (pr) As a class , teacher The teacher will

knowledge : will introduce use visual
vocabulary words vocabulary words vocabulary cards to
using a vocabulary support learning of
routine : each word.
brave
escort
protest
Integrate
segregate

Build Background LG (pr) As a class, The teacher will

Knowledge : brainstorm a list of provide examples
connect self to text our favorite and lead students
activities and in discussion.
 reasons why we
love school.
Discuss how we
would feel if we
could not
participate.

With prompting LG (di) Teacher will set Use real life

and support, purpose for reading pictures of Ruby
students will LG (dc) and introduce Ruby Bridges , the school
answer key details Bridges she went to ,
in a text teacher will pause
The teacher will to ask questions
read I am Ruby and discuss events
Bridges (first read) as the book is read

With Guidance and LG (di) As a class we will Use text to locate

support students discuss key details key details to add
will retell the story LG (dc) that are important to graphic organizer
using key details to describe events
in Ruby Bridges’s
life.

Teacher will model

how to complete
graphic organizer
and draw a picture

With Guidance and LG (di) As a class we will Brainstorm list of

support students discuss the word events that we
will recall events brave and how it need to be brave
and write about Individual [I] ~ relates to Ruby about
personal Bridges
Presentation [ppt]
experiences Teacher will
Students will think conference with
about a time they students to help
needed to be develop ideas.
brave, draw a
picture to illustrate
that event and write
a sentence
 Summary: Vocabulary is used to help build background knowledge and
(Key ideas to understand what role Ruby Bridges played in the civil rights
remember) movement.

Connections: Students will apply knowledge of civil rights movement hero

(Transition for next Ruby Bridges during future lessons
lesson)

Justification

This lesson introduces students to heroes during the civil rights movement as they read

and learn about Ruby Bridges. Using a vocabulary routine will help students understand

key concepts that they will learn as we read the story. By asking students to discuss

favorite activities and what they love about school sets the stage for students to begin

to connect to the idea of what it might have felt like to be segregated based on the

color of their skin. The teacher will also build interest in reading by introducing Ruby

Bridges using real life pictures to spark students curiosity about who she was and why

she is a hero in the civil rights movement. Raising students curiosity often leads to

Increase in reading comprehension and building new knowledge.

The teacher will read the story I am Ruby Bridges which is written by Ruby Bridges

herself. The teacher will pause to ask questions and discuss ideas as the story is

being read to check on comprehension and understanding of key concepts and events.

Students will create a whole group graphic organizer to show important information

that was obtained about Ruby Bridges.

Students will be asked to think about the vocabulary word brave and discuss how

this word describes Ruby Bridges. Next students will work together to brainstorm a list

of things or events that require one to be brave in our own lives.. With guidance and

support from the teacher students will write and illustrate about a time they needed to

show bravery.

Conclusion

This lesson focuses on introducing students to a heroes from the civil rights movement

and key vocabulary words that go along with this era of American history. The goal

of this lesson is to help students relate key terms and a real life hero to their own

lives and understand how their actions and experiences have affected our own lives,

Students will be assessed on their ability to connect the text to themselves.

 References

Blending Social Studies and ELA , Oct. 24, 2019 • Studies Weekly,
https://www.studiesweekly.com/blending-social-studies-and-ela

Moats, L. C., & Tolman, C. A. (2019). Session5. In LETRS: Language essentials for
teachers of reading and spelling

Sedita , Joan : Effective Vocabulary Instruction , “Insights on Learning Disabilities”

2(1) 33-45, 2005