Elementary Teacher Candidate Name: Olivia Craig Date: 10/17/19

Lesson Title/#: Ruby Head High

1. Students will be able to identify one key detail from the story Ruby Head High that shows how Ruby
Bridges was a leader.
Central Focus: Key details; how do key details help us What do you know about your students? (Personal, cultural,
understand characters? community assets)

Standard(s) - no more than 1 standard per content area:  Personal Assets: Very talkative, very friendly and affectionate.
Many students like to be “helpers” and enjoy attention from
teacher. 2 students who are learning English for the first time. They
Social Studies 1.8 (Civic Participation): Individuals have like to answer questions and are very engaged during read-aloud
responsibility to take action toward the achievement of common lessons.
goals in homes, schools and communities and are accountable  Cultural/Community Assets: Many Spanish-speaking families,
for those actions. which in turn means there are many bilingual students, some
emergent bilingual. Several parks nearby the school (not sure much
RL.1.3: Describe characters, settings, and major events in a about the community at this point). Very diverse classroom,
story, using key details. students are able to get along with many types of people
 Developmental Assets: Very good listeners, very focused when
given breaks (break or transition every 30-45 minutes), they do
very well with routines and know the classroom routines very well
Academic Language (Key vocabulary) - no more than 2-3 words (2 content & 1 metacognitive/thinking word)
- Leader
- Detail
 Assessment Learning Objective(s) Addressed Evidence
Each student will individually Students will be able to identify one key detail from Sentence correctly identifies a
write a sentence describing a detail from the story, and that
detail from Ruby Head High that
the story Ruby Head High that shows how Ruby detail should show Ruby being a
showed how Ruby Bridges was a Bridges was a leader. leader. (walking past the mob of
leader. people, prayed for the mob,
asked other children to play,
fighting for other black children to
go to school)
Materials/Resources:
- Ruby Held High story
- Writing paper for each student
- Pencil for each student
- Whiteboard

Instructional Procedures/Steps
Lesson Stage Teacher Behavior Student Behavior
Opening - Gather students on the carpet to begin the - Participate in the “shaking out” activity to get
lesson. Start with “shaking out” activity to let ready for learning
students get out any extra energy (shake one
arm, other arm, both arms, one leg, other leg,
both legs, whole body)
- Remind students that we have been learning
about characters in a story. - Students will answer how we find out more about
- “How do we find out more information about characters in stories. Potential responses include:
characters in stories?” By reading it, by finding out what happens, etc.
- Explain that we can use “details.” A “detail” is Something relating to looking at what happens in
something that happens in the story, or a the story
moment in the story. Explain to students that
details are like “proof” from the story, meaning
 that students can use it to prove what they think
is right. Tell students that we are going to
practice this together.
Body of Lesson 1. “Today we are going to learn about someone
who was a very important leader in history. Her
name was Ruby Bridges.” (show students cover
of the book)
2. Ask students to raise their hands if they have 2-3. Students will share where they’ve heard the word
ever heard the word “leader” before. “leader” before and what it means to them. Potential
3. Call on a few students to share what the word responses could be “line leader,” “someone who people
“leader” means to them follow behind,” “someone who is nice,” “someone who is
4. After hearing a few ideas, show students the in charge”
working definition of “leader” we will be using
today. “Someone people follow. Someone who
sets a good example for others. Someone who
tries to be brave even when they are scared.”
Have students repeat this back to you two or
three times until most of the class is repeating it.
5. Before reading, direct students to be paying 5. Students will remind teacher what a “leader” is after
attention for a “detail” from the story that teacher reads the characteristics.
showed Ruby was someone who people
followed, someone who set a good example for
others, or someone who tried to be brave even
when she was scared. Ask students what word
those things are describing.
6. Remind students that a “detail” is a part of the
story, or a moment in the story. They should be
looking for a moment where Ruby showed
leadership.
7. Read Ruby Head High. Stop after page 2 and 7. Students will discuss whether it is fair to separate black
check for understanding about segregation. and white people, and why or why not. Students will
Activate prior knowledge about fairness by explain how this would make them feel. Sample responses
asking students if it is fair to separate white could be “sad,” “mad,” “unfair,” “people shouldn’t be
 people from black people. Point out that if this taken apart because of their skin color,” “I would be sad
were still the case, many of our classmates not to go to school with my friend ____” (insert friend
would not be able to go to school together. How name)
would that make students feel?
8. Stop after page 15. Ask students how it would 8. Students will answer how it would make them feel to be
make them feel if they had a big crowd of yelled at by a big crowd like Ruby was. Sample reponses
people yelling scary things at them on the way could be “sad,” “mad,” “scared”
to school. Point out that Ruby being brave
enough to walk past the crowd is a detail to
show that Ruby is being a leader.
9. Stop after page 24. Ask students to point out 9. A few students will point out the details on page 24
two different details/ways that showed Ruby showing how Ruby was a leader. Sample responses might
being a leader. If students are struggling, point include “she was friendly when people were mean to her,”
out that Ruby was being very nice when others “she prayed for the people who weren’t nice to her,” “she
were mean to her. How does that show was brave to ask other kids to play”
leadership?
10. End book on page 28. Ask for a few students to 10. Students will share any additional details, or repeat
share details from the story that showed Ruby previous details, about how Ruby was a leader in the
being a leader. Write these details down. If story. Sample responses might include “she made it so
students are stuck, ask them what Ruby other black kids could go to school,” “she was brave,” “she
continued to do after for other children. How wanted things to be equal”
did that show leadership?
11. Direct students to close their eyes and think of 11. Students will close their eyes and think of a detail from
ONE detail from the story that showed them the story they want to write about. Then, they will turn
Ruby was a leader. After letting them think for a and talk about it with a partner.
few seconds, have them turn and talk with a
partner about it.
12. Tell students that they are going to write about
this detail using one sentence. They can also
draw a picture to show their detail.
13. Remind students of expectations during writing
time. They should be working quietly, staying in 13. Students will demonstrate writing expectations.
their seats, and raising a hand if they need help.
They can work at their seats or at a lap desk.
 14. Call quiet students up one at a time to get a
writing paper and send them back to their 14. Students will quietly come get a paper and head back
seats/working space. to their seats for writing.
15. While students are working, walk around and
check for understanding. If students need extra 15. Students will write one detail about how Ruby was a
support, direct them to take a look at the details leader in the story and draw a picture to accompany it.
we wrote down as a class. As students are Students will raise their hand if they need the support of a
working, teacher will document the teacher for understading or spelling words. Students will
conversations that students are having, as well complete one sentence and a drawing.
as the work that is being done.
16. After 10 or so minutes of work time, direct 16. Students will clean up their area and bring their
students to stop their work, clean up their area, drawing to the carpet.
and bring their paper to the carpet.
Closure - Ask a few students to share their sentence and - 3-4 students will share their sentence and their
picture. (potentially choose students before picture.
coming back to the carpet) When they share
their picture, ask students how their “detail”
from the story helped them figure out how Ruby
was a leader.
- Remind students that they can be a leader like - Students will listen to the definition of a leader
Ruby. Ask a couple of students to share a way again and offer up any final thoughts about
that they can be a leader at school. leadership and how they can be a leader.
- Transition students to lunch. Call students by
table to hand me their paper, and then have - When called, students will hand paper to teacher
them line up in number order for lunch. and line up in number order for lunch.
Modifications/ - Teacher will walk around for support during the writing portion of the lesson. Some students will need extra
Accommodations/ support with spelling or might need a reminder of what happened in the book.
Enrichment
- There are a few students who are still learning their letters/letter sounds. These students will be redirected to
draw their detail, and write what they can.
- Struggling readers: This group of students will be given a differentiated writing paper that contains a sentence
starter; “Ruby was a leader when…” and they will write their detail rather than completing the full sentence.
- Spanish-speaking students; Have a bilingual peer work next to them to help explain what happened in the
story.
 - Students with behavior needs: Lay out behavior expectations for all students before individual writing time
starts. Give these students ample opportunities to participate and praise this participation to keep them
engaged with the lesson. Check in with these students first to make sure they have an idea to write about
before walking around to other students. If necessary, allow these students to take a break and calm down.
jh 7/31/18; modified dms 3/12/19