Lesson Plan FrameworkTeacher: Ms. LopezGrade Level: 4Essential Question: What choices do people make in the face of injustice?Learning Segment: “The Problem We All Live With” Length of Lesson: 2 Class PeriodsCentral Focus: Learning Objectives: What do you want students to be able to do as

a result of this lesson? Include academic language and vocabulary objectives too. Objectives must be measureable.

Becoming a Close Reader and Writing to Learn:Students will develop their ability to read and understand texts.

Students will be able to identify and explain Ruby Bridges’ contributions to The Civil Rights Movement.

Students will create an open-mind portrait of Ruby Bridges and reflect on story events from her point of view.

Students will analyze and interpret Norman Rockwell’s 1963 painting, “The Problem We All Live With”.

STANDARDS: Common Core (Math and ELA) Reference State (Social Studies, Science, etc.)

ELA:Reading Standards for Literature:RL.4.3 Describe in depth a character, setting, or event in a story drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Writing Standards:W.4.9 Draw evidence from literary texts to support analysis and reflection. W.4.11 Create a work of art in response to a particular author or theme studied in class.

Speaking and Listening Standards:SL.4.4 Report on a topic or text, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Social Studies:Local History and Local Government:4.1.a. The fundamental values of American democracy include an understanding of the following concepts: individual rights to life, liberty, property, and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; truth; and patriotism.

Art:Standard 1- Creating, Performing, and Participating in the ArtsVisual Arts:

Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Standard 3- Responding to and Analyzing Works of ArtVisual Arts: Students will reflect on, interpret, and evaluate works of art. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.

Writing: Make Generalizations Produce arguments

Connection to: Prior Learning Life Experiences

Inferring & Predicting: I predict that… I imagine that… I believe…

Expressing an Opinion: I think that… Based on my experiences, I believe… In my opinion…

Academic Language (discipline specific) – list terms Academic Vocabulary (lesson specific)

Vocabulary: Separate, Cause, OutsiderSyntax: KWL ChartDiscourse:

Pre-Assessment: How will you determine prior knowledge?

Hook: How will you catch the attention of your students and focus their minds on today’s learning goals?

Real World Connection: How are learning goals relevant to students’ lives?

Student Reflection: How will you provide for student reflection?

As a class, we will create a KWL chart. I will begin by asking students what

they know about Ruby Bridges. This allows for an open dialogue and gives students the opportunity to practice articulating their thoughts. This also

gives me insight into student knowledge. I will then ask students

what they want to know about Ruby Bridges. Finally, at the end of the

lesson, students will fill in what they learned about Ruby Bridges on their

KWL Charts.

We will begin our lesson at the classroom carpet. At this time, I

will show students Norman Rockwell’s 1963 painting, “The

Problem We All Live With”. I will pose the following questions:

Who or what do you see? Where do you think the girl

in the painting is going? Who do you think the men

in the painting are? How does this painting

make you feel?

Ruby Bridges was the first African-American child to attend an all-

white elementary school in the South. She attended school

each day despite angry protests from parents and teachers. Today, Ruby Bridges is still a

Civil Rights activist, and she founded the Ruby Bridges Foundation to

promote tolerance.

Encourage active student participation.

Make sure students have time to stop and think about why and how they learned, not just what.

Encourage students to ask questions.

ASSESSMENT What evidence will you collect that students have mastered the learning objectives?Formative Assessment of Lesson Objectives: How will you monitor and give feedback during the lesson? Be specific.

Summative: How will performance be measured?

What evidence will you collect?Check all that apply

How will you define mastery?Attach relevant rubrics and grading criteria as needed.

Students will receive positive encouragement and reinforcement throughout the lesson.

As students work on their Open-Mind Portraits, I will circulate the classroom and answer any questions regarding the project. I will also be there to guide students who may need some extra help.

Project Essay Experiment Short Answer Presentation Multiple Choice Other: KWL ChartOpen-Mind Portrait

Students will be evaluated on their participation, the information they present back to the class, and their overall performance during the lesson. (This includes classroom behavior).

Students will receive a rubric before completing their Open-Mind Portrait. We will read through this rubric together as a class.

Assessment requires students to: Check all that apply

Organize Interpret Analyze Synthesize Evaluate information

Academic Feedback: How will you provide feedback to students based upon the data you collected in assessments?

Tier 3 NAACP Federal Marshal Integration Segregationist Unconstitutional

Tier 2 Courage Character Oppose Barricade Protestors

Students will be creating Open-Mind Portraits of Ruby Bridges. These portraits have two parts: the character’s face on the top, (which students will color in using various art materials), and several “thinking” pages showing the character’s mind at pivotal points in the story. I will be sure to emphasize that students will be not be graded on their artistic ability, but rather their effort and completion of the project. (See attached for rubric).

Students will also be completing a KWL Chart on Ruby Bridges. I will be collecting these charts at the end of the lesson and hand them back to students the following day with comments and questions to encourage higher-order thinking.

Learning Segment and Pacing: MaterialsHow will you begin?

We will begin our lesson at the classroom carpet.As a class, we will create a KWL chart. I will begin by asking students what they know about Ruby Bridges. This allows for an open dialogue and gives students the opportunity to practice articulating their thoughts. This also gives me insight into student knowledge. I will then ask students what they want to know about Ruby Bridges. Finally, at the end of the lesson, students will fill in what they learned about Ruby Bridges on their KWL Charts.

Before reading, we will analyze and interpret Norman Rockwell’s 1963 painting, “The Problem We All Live With”. I will be sure to emphasize that there is no right or wrong answer when it comes to interpreting a piece of art. We are simply stating our thoughts and opinions. After discussing the painting, I will explain to students that we are going to read a book that may answer some of these questions and that we will be revisiting the painting again at the end of the lesson.

Title: The Problem We All Live WithArtist: Norman RockwellYear: 1963Medium: Oil on canvas, 36” x 58”

Time

Beginning Who or what do you see? Where do you think the girl in the

painting is going? How can you tell? Who do you think the men in the

painting are? Why do you think the artist named

this painting “The Problem We All Live With?”

How does this painting make you feel?

KWL Chart

Norman Rockwell Painting: “The Problem We All Live With”

20 min.

What will you do during the lesson?

Students will listen as I read aloud the book

Time

How do you think Ruby felt as she walked through the angry mob every day? Defend your answer using examples from the text.

What kind of student was Ruby? How do you know?

What does it say about Ruby that she went ahead and attended school each day even though she was not welcome there?

What words can we use to describe Ruby’s character?

Through My Eyes by Ruby Bridges

Open-Mind Portrait Template

Open-Mind Portrait Rubric

How will you close the lesson?

To conclude our lesson, we will revisit Norman Rockwell’s 1963 painting, “The Problem We All Live With”. However, this time, we will refer to our completed KWL chart and Open-Mind Portraits to help us in answering the questions.

We will end the class period by watching a short clip from Biography.com. The video, taken in 2011, shows Ruby Bridges and President Barack Obama at The White House admiring Norman Rockwell’s painting. At the beginning of the clip, President Barack Obama states: “I think it’s fair to say that if it hadn’t been for you, I might not be here and we wouldn’t be looking at this together.” At this time, students will respond to this quote in

Time Based on what we learned in the

book Through My Eyes, who is the young girl in the painting?

Who are the men in the painting? What is their relationship to Ruby?

Why do you think the artist named this painting “The Problem We All Live With?”

How does this painting reflect the social or political ideas of its time?

What does President Barack Obama mean when he states, “I think it’s fair to say that if it hadn’t been for you, I might not be here and we wouldn’t be looking at this

Norman Rockwell Painting: “The Problem We All Live With”

Day 2

their Writer’s Notebook.

End

together.”

Technology Integration Teacher Strategies – Best PracticesHighlight desired bullets; check all that apply: Word Processing Power Point Internet Resources Graphics/Charts Internet Research Web 2.0 Tool(s) Interactive whiteboard Other: Video- Ruby Bridges: Norman Rockwell Painting at

The White House

Highlight desired bullets; check all that apply: Student choice Modeling Cooperative learning Independent learning Implementing pre, post, and during lesson activities Teaching metacognitive strategies Hands-on learning/manipulatives utilized Higher-ordering thinking skills Real-world connections Criteria charts created Rubrics created (student-centered) Mentor texts Anchor charts (a reference tool that “anchors” new and

ongoing learning to key concepts previously introduced) Research/research materials Evidence of assessment for learning (teacher modifies

instruction based on students’ understanding) Academic language used in context Conferencing

Grouping Options: How will your groups be organized? What roles will students fulfill? Check all that apply.

Differentiation: How will you differentiate instruction to accommodate individual students’ anticipated learning difficulties, interests, and/or cultural heritage?

Individual Pairs Cooperative Whole Group

Students with vision and/or hearing problems will be allowed to move to the front of the classroom as I read Through My Eyes by Ruby Bridges.

Students who need refocusing will have the period broken up into shorter segments. All directions will be kept simple and structured.

Students with special needs and Individualized Education Plans will be given the opportunity to work with me during “Early Morning Start” to finish up their Open-Mind Portrait.

Students who have trouble with fine motor skills will receive adaptive and easy-to-grip tools such as snip loop scissors, Crayola Jumbo Crayons and adaptive grip paintbrushes when creating their artwork.

Intervention: How will you use the results of the assessment(s) to inform future instruction?

Special Situations in the Classroom? Are there any management and/or safety issues that need to be considered?

I will inform future instruction based on the questions and responses I receive during the lesson. I will alter instruction based on the needs of the students and their performance.

Prior to analyzing Norman Rockwell’s 1963 painting “The Problem We All Live With”, I will explain to students that the painting depicts a scene that may make some students feel sad, angry, or even confused. I will be sure to explain that these are all normal emotions and it is okay to feel that way. I will also remind students that our classroom is a safe space and they are always welcome to express their feelings.

Rationale/Theoretical Reasoning:

I am a firm believe that students learn best when they are nurtured as well as challenged- when they are allowed to explore, experiment, and take risks. In To Teach: The Journey of a Teacher, educational theorist William Ayers states, “We learn when we feel good about ourselves, when we trust the environment and the people in our lives, when we are safe”. This methodology is reflected in my learning segment and throughout this unit.