UNLV/Department of Teaching & Learning

Secondary Lesson Plan Template

UNLV Student: Anja Fletcher PSMT Name: Scott

Lesson Plan Title: Ruby Bridges Lesson Plan Topic: ELA
Date: June 1, 2019 Estimated Time: 30-45 minutes
Grade Level: 3rd School Site: UNLV

State Standard(s):
RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RI.3.2 - Determine the main idea of a text; recount the key details and explain how they support
the main idea.
RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
RF.3.4 - Read with sufficient accuracy and fluency to support comprehension.

Teaching Model(s):
One-on-one instruction
Small group

Objective(s):
SWBAT utilize a variety of questions to understand important text.
SWBAT identify the main topic of a given text.
SWBAT answer comprehension questions after reading grade-level appropriate text.
SWBAT read and comprehend grade-level text.

Materials and Technology Resources:

The Story of Ruby Bridges
Questions-Answer Relationship (QAR) comprehension sheet
Question-Answer Relationship (QAR) poster

Instructional Procedures:
a. Introduction (3-5 minutes):
Motivation/Engagement:
Explain that we will be reading a story about a little girl her same age and grade but with
a completely different experience then her own. Student is to pay close attention to the story
because we will be answering questions after we read the story.

b. Activities or Learning Experiences (10-20 minutes):

1. Explain to students that there are essentially two kinds of information:
a. In the book: the answer can be found in the text
b. In my head: the answer cannot be found in the text and must come from the
readers' own experiences and knowledge

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 2. For each kind of information, there are two types of questions. Use the QAR posters
to highlight and discuss each question type.
a. In the book:
(i.) Right There: the answer is clearly stated in the text
(ii.) Think and Search: the answer is in the text, but the reader has to look for it
and synthesize several pieces of information

b. In my head
(i.) On My Own: the answer can be found by synthesizing information that the
reader already possesses
(ii.) Author and Me: the answer is inferred in the text, but the reader must use a
combination of information in the text and his or her own knowledge

c. Closure (5 minutes):
Reflect. Discuss how the QAR technique helped them to better understand the text. Talk
about which types of questions required the most thought and how they identified the QAR.
How does understanding the QAR strategy help the student comprehend information? How can
they apply this strategy on their own?

d. Extension activity:
Ask student to write about a time when she had to overcome something that was difficult.

Accommodations, Modifications and Differentiations for Diverse Learners:

Teacher will help student with any difficulties identifying the QAR or answering
comprehension questions.

Assessment and Evaluation of Learning:

a. Formative:
Student will be assessed on accuracy of the comprehension sheet.
b. Summative:
End of semester assessment.

Homework Assignment:
None assigned.

Reflection:

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 References

Coles, R., & Ford, G. (2012). The story of Ruby Bridges. Toronto: CNIB.

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