1. Content Objective: The student will be able to identify the main idea and the theme of a non-fiction book
3. Language Objective: The student will be able to state the main idea and the theme of The Story of Ruby Bridges.
Introduction: Talk about the word diversity, ask the student if they know what “diversity” means. What do the student think of when they hear the word “diversity?” Write down the student’s response on the board. Have the student give example of the word. Ask the student about their history knowledge about the Civil Rights era. Tell the student that we will be reading a book about diversity. Show the book to the student, and as the whole class start making observation about the book. Ask the student what they see on the …show more content…
12: “Why do you think Ruby’s family pray so much before Ruby went to school? Based on what we read about so far and our knowledge about history.”
- Pg. 18: “Why do you think Ruby doesn’t say anything back to the angry mob of crowd when they were being mean to her?”
“How do you think Ruby really feels even though Mrs. Henry say Ruby seemed normal and relaxed?”
- Pg. 29: “Did you expect Ruby to pray to the crowd?”
Activity: Once finish reading the book, ask the student some discussion questions.
“What do you think about Ruby? What are some of the characteristic traits she have?”
“What is the main idea of the story? The theme?”
“If you were in Ruby’s shoe, how would you deal with the situation?”
Tell the student that they will have a piece of paper with an unfair situation in it. Each group will think about the given situation and answer questions of: Is it fair? How would they deal with the situation? How would the student persuade the principal to give them the same privileges? And list 2 reasons.
The situation would be:
“All 5th grader will have only 10 minutes of recess time while everyone else will get 30 minutes of …show more content…
All 5th grader will have 15 minutes of lunch time while everyone else will get 45 minutes of lunch time.”
“Girls needs longer time to use the restroom, and boy doesn’t. Girls will have 30 minutes of restroom break while boys will have 10 minutes.”
Give students time to work on the activity. Once done, have each group present their scenario and answers.
Closure: Once the presenting is done, wrap up the lesson by tying the connection of the activity and the book. How back in history, being black have no privileges, being treated unfairly even though they did not do anything wrong just like how in the activity, 5th grader didn’t do anything wrong yet they did not have the same privileges as the other grade levels. Talk about the theme of the book. Have the student explain how the book play an important role in our history, how it effect the United States today.
Scenario 1: “All 5th grader will only have 10 minutes of recess time while everyone else will get 30 minutes of
3. Language Objective: The student will be able to state the main idea and the theme of The Story of Ruby Bridges.
Introduction: Talk about the word diversity, ask the student if they know what “diversity” means. What do the student think of when they hear the word “diversity?” Write down the student’s response on the board. Have the student give example of the word. Ask the student about their history knowledge about the Civil Rights era. Tell the student that we will be reading a book about diversity. Show the book to the student, and as the whole class start making observation about the book. Ask the student what they see on the …show more content…
12: “Why do you think Ruby’s family pray so much before Ruby went to school? Based on what we read about so far and our knowledge about history.”
- Pg. 18: “Why do you think Ruby doesn’t say anything back to the angry mob of crowd when they were being mean to her?”
“How do you think Ruby really feels even though Mrs. Henry say Ruby seemed normal and relaxed?”
- Pg. 29: “Did you expect Ruby to pray to the crowd?”
Activity: Once finish reading the book, ask the student some discussion questions.
“What do you think about Ruby? What are some of the characteristic traits she have?”
“What is the main idea of the story? The theme?”
“If you were in Ruby’s shoe, how would you deal with the situation?”
Tell the student that they will have a piece of paper with an unfair situation in it. Each group will think about the given situation and answer questions of: Is it fair? How would they deal with the situation? How would the student persuade the principal to give them the same privileges? And list 2 reasons.
The situation would be:
“All 5th grader will have only 10 minutes of recess time while everyone else will get 30 minutes of …show more content…
All 5th grader will have 15 minutes of lunch time while everyone else will get 45 minutes of lunch time.”
“Girls needs longer time to use the restroom, and boy doesn’t. Girls will have 30 minutes of restroom break while boys will have 10 minutes.”
Give students time to work on the activity. Once done, have each group present their scenario and answers.
Closure: Once the presenting is done, wrap up the lesson by tying the connection of the activity and the book. How back in history, being black have no privileges, being treated unfairly even though they did not do anything wrong just like how in the activity, 5th grader didn’t do anything wrong yet they did not have the same privileges as the other grade levels. Talk about the theme of the book. Have the student explain how the book play an important role in our history, how it effect the United States today.
Scenario 1: “All 5th grader will only have 10 minutes of recess time while everyone else will get 30 minutes of