These structural organizational strategies are

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These structuralorganizational strategies areappropriate for third gradestudents at varyingacademic abilities. TheFrayer worksheet and actingout vocabulary words aresubjective which will takelonger for the teacher toreview the work, but it willgive the teacher a better ideaof the students’understanding of words.InstructionalMaterials,Equipment andTechnology:Anticipation guide, KWL chart, Ruby Bridges’ PowerPoint, computer, overhead projector, Frayervocabulary word worksheet, writing utensil, post-it notes.Grouping:Instruction will begin in large group. When students are paired up for vocabulary words, they willchoose the grouping, utilizing Stand up, Hand up, Pair up.II. INSTRUCTIONA.OpeningPriorknowledgeconnection:Students have learned about fairness, justice, tolerance, and courage through our own classroomexpectations. We have previously learned about Martin Luther King Jr. and his fight for civil rights.Students will have the ability to share injustices they have seen, read, or experienced.Students will complete a KWL chart. They will write what they know about Ruby Bridges and writePage2of34
questions about what they want to know about her prior to looking at photos documenting Ruby’sschool journey and reading the book.Anticipatory set:Ruby Bridges is relatable to the students because she is a child regardless of skin color. Studentsunderstand the importance of courage and tolerance that are necessary to live happy lives. Many ofthe students in this class are nonwhite and are EL learners. They understand the struggle to findfriends and learn under difficult circumstances. Those that don’t have the same struggles, identifywith Ruby through empathy.The anticipation guide will ask students to respond to statements that they agree or disagree with. Wewill participate in a kinesthetic activity and travel to a part of the room labeled either “Agree” or“Disagree” based upon their thoughts. Some statements include: “It is easy to make friends whenstarting at a new school.” Or “kids are often braver than adults”.B.Learning and Teaching Activities (Teaching and Guided Practice):I DoStudents DoDifferentiationEssential Question: How does justiceand tolerance help us in our schoolstoday?1.Direct Instruction andCollaborative LearningWe are going to be studyingThe Story of Ruby Bridgesover thenext three days. I am handing out ananticipation guide. Write your nameon your paper. I would like you tofollow along with me and when I saya statement if you agree, you willwalk to the right side of the roomwhere you will see a large Agree signon the way. If you Disagree, walk tothe left side of the room where yousee the disagree sign. We will followour classroom rules to move slowly,carefully, and with respect of ourclassmates. When you arrive at yourside of the room, please circle theappropriate answer. Does anyonehave any questions about what weare doing? We will begin.

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Term
Fall
Professor
Boniface
Tags
Formative assessment, Summative assessment, Ruby Bridges, student factors

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