These structural organizational strategies are

These structural
organizational strategies are
appropriate for third grade
students at varying
academic abilities. The
Frayer worksheet and acting
out vocabulary words are
subjective which will take
longer for the teacher to
review the work, but it will
give the teacher a better idea
of the students’
understanding of words.
Instructional
Materials,
Equipment and
Technology:
Anticipation guide, KWL chart, Ruby Bridges’ PowerPoint, computer, overhead projector, Frayer
vocabulary word worksheet, writing utensil, post-it notes.
Grouping: Instruction will begin in large group. When students are paired up for vocabulary words, they will
choose the grouping, utilizing Stand up, Hand up, Pair up.
II. INSTRUCTION
A. Opening
Prior
knowledge
connection:
Students have learned about fairness, justice, tolerance, and courage through our own classroom
expectations. 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 write
Page 2 of 34

questions about what they want to know about her prior to looking at photos documenting Ruby’s
school journey and reading the book.
Anticipator
y set:
Ruby Bridges is relatable to the students because she is a child regardless of skin color. Students
understand the importance of courage and tolerance that are necessary to live happy lives. Many of
the students in this class are nonwhite and are EL learners. They understand the struggle to find
friends and learn under difficult circumstances. Those that don’t have the same struggles, identify
with Ruby through empathy.
The anticipation guide will ask students to respond to statements that they agree or disagree with. We
will 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 when
starting at a new school.” Or “kids are often braver than adults”.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Essential Question: How does justice
and tolerance help us in our schools
today?
1. Direct Instruction and
Collaborative Learning
 We are going to be studying
The Story of Ruby Bridges over the
next three days. I am handing out an
anticipation guide. Write your name
on your paper. I would like you to
follow along with me and when I say
a statement if you agree, you will
walk to the right side of the room
where you will see a large Agree sign
on the way. If you Disagree, walk to
the left side of the room where you
see the disagree sign. We will follow
our classroom rules to move slowly,
carefully, and with respect of our
classmates. When you arrive at your
side of the room, please circle the
appropriate answer. Does anyone
have any questions about what we
are doing? We will begin.