Ruby Bridges in Three Forms

5 teachers like this lesson
Print Lesson


SWBAT watch a play and a dramatic presentation of the same story and compare it to the text in which the story appeared.

Big Idea

In this technological age, students must possess the skills to evaluate diverse media presentations of the same subject matter.

Variation on a Theme: Examining the Different Forms of Ruby

10 minutes

My school invited a touring children's theater who puts on a play about Ruby Bridges.  To prepare for the play, we had read the book, The Story of Ruby Bridges by Robert Coles and worked on text dependent questions.  

When we get back to the classroom, I hand out a book that I've put together to help the students keep straight all the forms of media presentations we're going to study around Ruby Bridges.  After the play, we return to the classroom and I show them the first two pages- the book and the play.  I tell the students that for homework they will complete the pages for the book and the play and that we're going to watch one more short presentation of Ruby's story.  

This is a dramatic presentation- I called it an "Oration" in the student book.   

A Note here:  If you don't have access to a play, you can still use the student book in the resource section- just leave the play page out when you copy it.  I included the link to the Columbus Children's Theater for information- perhaps your city has a similar offering.  

A Dramatic Presentation: Recording Our Thoughts

20 minutes

After we watch the dramatic presentation, I show the students the page for the "Oration".  It is on this page that they will record their thoughts of the video they just saw and compare it to the other two forms they've seen.  I explain each part to them- the one that gets them is the mood so I have to give them some words for mood- serious, lighthearted, fun, scary, etc.  The only other section they were confused on is the "More like" and "Less like".  

Once I explained the page, I set them off to work.  While the students work, I make myself available for questions.  If students finish recording their thoughts on the oration, I let them begin their homework.