Ruby Bridges: Uncovered in a poem

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SWBAT read a poem, compare it to other representations of Ruby Bridges' life and answer text dependent questions using specific text evidence.

Big Idea

Understanding poetry and finding specific text evidence to support answers to questions is a necessary step to becoming a good reader.

Remind Me Again....

10 minutes

When students enter the room today, they find a poem on their desks.  We haven't done much with poetry as I usually save it for the end of the year, but since this poem is about Ruby and it's fairly easy to understand, I decided to include it in the various presentations that we've been analyzing.  

As they wait for everyone to come in and be settled, I have the students read the poem to themselves a few times.  Once everyone comes in, we can begin.

I ask the students what form of Ruby they are looking at and they all said a poem.  Then, I asked them to turn to their shoulder partner and explain how they knew it was a poem.  I then have partners share out the things they've heard and inevitably, comes up the discussion of rhyming.  This prompts me to ask, "Do all poems have to rhyme?"  They all knew that they don't which is good.

We talk about how poems have to say what they want to say in a short space so a poem about Ruby would probably have a much smaller focus than say the book or the movie.


Let's Dig In......

30 minutes

So, after reading the poem through a few times with my students, I allow them to fill in their books on the poem page before we begin to look at some text dependent questions to accompany the poem.  

After students complete their books, I hand out the questions and allow the students to work on the text dependent questions.  This process is a bit daunting for my kiddos who are used to finding text evidence in a longer text and who are not used to reading between the lines.   I let them struggle through it though knowing that we're going to go over the answers at the end.  


Numbered Corners....

10 minutes

After students have all finished answering their three questions, I ask them to choose the question that they are most UNSURE of and move to a corner of the room I indicate for each number.  Once the students are standing in the correct spot, I allow them to partner up with someone in their space.    

With their partner, I want students to strengthen the answer they chose.  Now, the students are strengthening their weakest answers.  This will give them one answer they KNOW is right on their own and one they got right in collaboration.  

The students have some choices while they work.  They can each have the same answer that they constructed together, or they can have different answers that they arrived to with coaching from each other.  It doesn't matter which option they choose as the skill of collaboration, compromise and constructive coaching/ feedback are all as important as answering the question itself.  


Sharing Our Work......

20 minutes

After about 10 minutes of reworking answers, I gather the students back together and ask for volunteers to share their answers under the ELMO.  Students listening will give a final rating (2 fingers for all correct, 1 finger for missing a part and 0 fingers for nothing correct).  

At the end of class, I ask students to circle the question they want me to grade.  It should represent their strongest work.  I also ask them to star the question they worked on with someone else.  I am going to grade both questions.