Book Backdrop Template

Note: Instructions are italicized and should be removed before submission. Bolded phrases in the instruction boxes should
remain.

Name: Julieta Cortez Aguirre

Date submitted: 04/25/2024

Book Backdrop Lesson Plan Information and Template

Title of Lesson Title: The Story of Ruby Bridges
Book Choice Choice: I chose this book because it shows the importance of being able
to make a difference no matter how you look like. I also chose this book
because it is based on a wide variety of diversity, for example Ruby
Bridges (the main character) holds diversity by showing a minority and a
girl. I can ask my students if they feel connected to Ruby Bridges for any
reason. I believe what makes the book stand out and should be
important for my students is that Ruby Bridges dealt with a lot of hate
but continued going to school. Ruby Bridges had a lot of courage to
continue and speak up.
NCSS Theme (s): Change of “routine” from the period of Ruby Bridges. In
this case civil rights.
Grade level and Content Integration This activity is best suited for students of the following grade levels: 2nd
and 3rd grade
This activity integrates the following content areas: Social Sciences,
Literature, Black History.
Compelling and supporting Essential Question: What does it mean to have resistance?
Question(s)
Supporting Questions:
Define resistant.
How was Ruby resistant?
Have you ever been resistant?
Is it good to always be resistant?
Specific Objective(s)  Students will be able to reflect on how Ruby Bridges
shaped the nation with her perspective.
 Students will be able to reflect on historical sources from
Ruby Bridges and explain the period and use them on their
worksheets.
 Students will be able to reflect and use evidence from the
sources and from the book to answer how Ruby Bridges
improved the nation today and be able to use their finding
for their independent write.
 Students will be able to use sources and the book to answer
our essential question along with our supporting questions.
Standards Illinois state standards:
SS.3-5.IS.5 Develop claims using evidence from multiple sources to
answer essential questions.

Primary Source Choices
Content Preparation
Physical Preparation and Instructional
Materials
Instructional Procedures
SS.3.CV.2 Using evidence, describe how people have strived to improve
communities over time to achieve equitable outcomes, practice, or
policies.
SS.3.H.2. Explain how the diverse perspectives of people and events
develop and shape communities and/or regions.
SS.3.H.3 Identify and analyze how different kinds of historical sources
are used to explain events in the past.
I chose these primary sources because I believe my students will be able
to understand them better. I also believe my students will be able to
relate to Ruby Bridges, seeing her in her as kid along with her mother in
one of the picture sources. I also think my students will be able to
understand that although this happened a long time ago, they can see
that Ruby Bridges is still alive today. These sources complement the
event because in one of my sources I show my students the mob and the
school (that still exist today). It also complements the study because it
relates to the book The Story of Ruby Bridges. These sources will engage
my students by allowing them to see real life pictures of Ruby Bridges
when she was a kid and pictures of how she looks today. My students
will also be able to use these sources to reflect and be able to tell me,
how would they feel if they were in Ruby Bridge’s place.
Ruby Bridges was born on September 8th, 1954. She was born to Lucille
(mother) and Abon (father) Bridges. Ruby was born months after the
ruling of Brown vs Board of Education. This ruling was the legal end of
racial segregation in public schools, but despite what the law said, many
states still segregated their schools, one of the states being Louisiana
where Ruby and her family lived. Once Ruby reached the age to be
schooled, she was one of very few African American students to be
transferred to an all-white school. On November 14th, 1960, Ruby was
the only African American child at William Frantz Elementary School. On
her first day she was escorted into the school, where outside of the
school parents of the students at William Frantz and other citizens of
New Orleans, held hateful signs, trying to prevent young Ruby and other
African American children to study at William Frantz. Parents of these
children started to take out their children and refused their children to
study at a place where an African American child attended. During this
period, we must remember that there was a lot of segregation in many
buildings, although there was a law that allowed African American
children to attend any public school, not all states allowed it. Now
children of all races and ethnicities can attend any public school in the
United States.
Materials needed before lesson begins:
 Smart board with slides consisting of primary sources.
 The Story of Ruby Bridges book.
 I see, I think, I wonder work sheet.
 Assessment worksheet of how they would feel if they were
facing the situation Ruby Bridges was faced with. (An
independent write).
Time: This lesson will take between 30 minutes to an hour.
and
Student Inquiry Use this section to list the exact steps you will use during the teaching of
the lesson.
 First, I will begin asking my students if they know what the civil
rights movement is. After their response I will ask students to
name some important role models of the civil rights movement.
After naming a few I will name Ruby Bridges (if not mentioned
yet). (K-Knowledge)
 Once I have mentioned Ruby Bridges I will place her picture on
the smart board, using one of my sources. I will give my students
a chance to answer if they know anything about her, using there
I see: Who do you see, Ruby Bridges and important people
I think: How do you think Ruby Bridges is feeling?
I wonder: I wonder if Ruby Bridges was resistant?
sheet. (TC-Make interpretations or think critically)
 I will continue to show more sources that relate to Ruby Bridges,
for example the Brown vs. Board of Education, Ruby’s School,
Ruby’s mother, examples of the mob Ruby faced, and Ruby’s
teacher Mrs. Henry.
 After the sources slideshow I will let my students know our
objectives for the lesson and to keep in mind our essential
question, along with our supporting questions to answer.
 I will then read the book The Story of Ruby Bridges and have
students to remember our essential question while reading.
 Once the book has been read I will let my students stretch and
move around a bit for our next portion of the assignment.
 Our next portion is to have my students reflect back to their I
see, I think, I wonder sheet and be able to answer our essential
question as a class. Students will write down their answers on
their worksheet. (C-Communication with small or whole group)
 After we review the essential question and supporting
questions, we can move on to their independent work of
independent writing and reflect on “How would you feel if you
were Ruby Bridges?” (E-Use evidence to support conclusions)
Assessment How will the learner be assessed? Provide information about formative
and/or summative assessments, using the following information:

 I will be using formative assessment to check for

understanding on my students during the lesson, which
consists of asking questions like “are we good, thumbs up
or thumbs down?” And using our I see, I think, I wonder
worksheet.
 A summative assessment I will be doing is the independent
write worksheet asking, “How would you feel if you were
Ruby Bridges.” I will be looking for evidence from the story
or sources, where my students can connect their
understanding to the event and be able to use the event to
reflect for themselves.
 List of indicators:

 Students are participating and writing on their I see, I

think, I wonder worksheet.
 Students are involved in our class discussion while
answering our essential question.
 Student uses 1 source to answer their independent
write: How would you feel if you were Ruby Bridges.

I believe my objectives align with my lesson, because everything that the

students will be learning about Ruby Bridges will help them complete
their worksheets provided by me. I also believe my objectives align with
the standards and that my assessments allow my students to achieve
those standards/objectives.
Reflection After planning the lesson, reflect on your project:
a) My BBD is aligned with the lesson by applying prior knowledge
of the students and building from that prior knowledge, also
going in order with the help of my guidance to help my students
complete their formative assessment worksheet.
b) An area that concerns me, is how I will direct my help to my ESL
students, I will have a few translation sentences available on
their worksheets, but it concerns me how to implement that
during the lesson. In order to help my ESL students I will try my
best to explain who Ruby Bridges is in their native language, and
guide them through their writing.
c) Interventions that I have in mind if my students are not
participating with the source, is to allow them answer given
questions by me and have a turn and talk moment with
someone close to them. That way students are sharing ideas and
can be more involved in the lesson.
d) I will be walking around to help with guidance with my students
during their work. I have noticed that my students have some
trouble in spelling with a few words, and by me walking around I
can help them individually. I can also help my students begin
with an example for their summative assessment, and that can
help them start on their independent writing.
e) I was concerned if my students would not be able to handle the
truth of Ruby Bridges, by this I mean that I was concerned if my
students would not be able to understand why these events
happened in history. After talking to my CT she mentioned that
students have been introduced to these topics during Black
History Month, and have a good knowledge about who some
civil rights movement leaders are. For example, one of my
students told me who Dr. Martin Luther King Jr. is and what he
did.
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