SIOP LESSON PLAN
Date: October 23, 2012
Grade/Class/Subject: Grade11 US History 2
Unit/Theme: Era 9 US Civil Rights: Segregation
Standards:
SS(11) United
States History
From 1877 to the
Present
12.1 Economics/History/Political Science: Trace the
events of the modern Civil Rights Movement from postWorld War II to 1970 that resulted in social and economic
changes, including the Montgomery bus boycott, the
desegregation of Little Rock Central High School, the
march on Washington, Ruby Bridges in New Orleans and
the Freedom Rides.
12.1.3 Identifying people and events in Alabama that
influenced the modern Civil Rights Movement, including
Rosa Parks, Autherine Lucy, Governor John Patterson,
Governor George C. Wallace, Vivian Malone, Fred
Shuttlesworth, the Children's March, the Sixteenth Street
Baptist Church bombing, and the Selma-to-Montgomery
march.
NSS-USH.5-12.9
ERA 9: Postwar
United States
(1945 to early
1970s)
1. Understands the struggle for racial and gender equality
and the extension of civil liberties.
Content Objective(s):
(TSW) identify the three different groups that were represented during the Civil
Rights Movement by answering yes or no to questions based on photographs of
the Supreme Court Justices, and the key vocabulary words segregate and
integrate.
(TSW) identify the basic events, persons and issues of the Civil Rights
Movement by matching the primary photographs supplied in the historic photo
timeline to the written names of each.
(TSW) be able to identify the idea of prejudice using the Little Rock Nine
prejudice yes or no card after reading through the history timeline cards which
uses scaffolding to introduce this concept in the context of the Little Rock Nine
story.
(TSW) Students will read oral history time cards and indicated comprehension by
answering simple-basic content based questions.
Language Objective(s):
(TSW) differentiate between the words none, some and all by pointing to primary
sources: either a pictures of a1960s segregated classroom with all- black
students or one with a1960s segregated classroom with all-white students or a
picture of a 1960s integrated classroom with both black and white students.
(This objective will scaffold off of the students prior knowledge of the colors black
and white and their ability to recognize a picture of a classroom and the children
in the classroom.)
(TSW) differentiate between the words integrate and segregate using the same
technique of pointing to the 1960s segregated and integrated classroom pictures,
but we will substitute the words segregated for the classes with all-black or allwhite students and integrated with the picture of the combined classroom with
some-black and some-white students. This will be reinforced by combining the
verbalized word integrate with the physical action of interlacing the fingers and
then verbalizing the word segregated as the fingers are separated. (This
objective will scaffold off of the students newly acquired knowledge concerning
all, some or none)
(TSW) sequence history photo timeline cards by reading dates written on the
card in English. (This will scaffold off of the students previous ability to recognize
dates)
(TSW) write a short narrative about Ruby Bridges using the Narrative Summary
Non-Fiction Frame to show understanding of main characters, setting, initiating
events, internal responses goals, consequences and resolutions.
(TSW) students will identify the main ideas of the Civil Rights movement by
answering who, what, when, where, or why and in the three differet Ruby Bridges
Graphic organizers.
SIOP Features

Preparation
Adaption of Content:
Timeline Photo Cards
Adapted for EL Learners

Links to Background:
Identify photos of
classrooms to prepare for
learning the concepts of
Segregation and Integration

Links to Past Learning:
Students sequence based
on ability to read dates

Strategies Incorporated:
Use photographs to bridge
learning
Integration of Processes
 Reading:
EL Students will read the
annotated and adapted
Timeline Photo Cards
 Writing:
EL students will write a
Summary using their
Narrative Summary Frames
 Speaking:
EL students will have
opportunity to speak in the
small group inquiry activity
Scaffolding
Modeling:
Speak the Key Vocabulary
repeatedly during Warm-up
Activity and during the
reading of the Timeline
Photo Cards
 Guided Practice:
Guide the student through
the photo analysis of the
Little Rock Nine and the
Supreme Court to discover
the meaning of Segregation
and Prejudice
 Independent Practice:
Student will be able to
sequence Timeline Photo
Cards independently
 Comprehensible Input:
Follow through step by step
with visuals to define the
key vocabulary during the
warm-up
Application
 Hands-on:
Students will handle
Timeline Photo Cards and
Sequence them
 Meaningful
Sequencing the Timeline
Photo cards will


Linked to Objects:
The Timeline Photo Cards
are linked to the actual
content material as well as
being visually engaging to
the student.

Group Options
Whole Class

Small Groups

Partners

Independent
Assessment

Individual

Group


Listening:
Students will be able to
listen as the teacher
models the new vocabulary
and guides them through
the warm-up activity.
Group Options
Whole Class:
Participation during
Warm-up Activity



Small Groups:
Inquiry Activity post warmup to review newly learned
concepts and vocabulary


Partners:
Students will practice in
pairs sequencing the
Timeline Photo cards
Independent:
Students will work
independently on their Ruby
Bridges Graphic Organizers



Promotes engagement:
Students will be asked to
point and to answer yes or
no in the Little Rock Nine
Prejudice Card Activity

Written
Assessment
Individual:
Students will use the Ruby
Bridges Narrative Summary
Frame to develop a written
paragraph

Oral
Group:
Students in small groups
without the aid of dates will
sequence the Timeline
Photo cards
Written:
Will complete the Ruby
Bridges Graphic Organizers
Oral:
Students will answer
orally the who, what,
when, where, and why
learned on the Ruby
Bridges Graphic
Organizer.
Key Vocabulary Additional Vocabulary
Supplementary Materials
Segregation
Constitutional
History Photo Timeline
Integration
Boycott
Ruby Bridges Narrative Summary
Frame
Prejudice
Mob
March
Ruby Bridges 3 Graphic
Organizers
The Little Rock Nine Yes or No
Prejudice card
The 3 primary source cards of the
1960s with the segregated and
integrated classrooms
The live footage of Ruby Bridges
walking to school.
Lesson Plan Outline
LEARNING STRATEGIES:
(TTW) use primary source photos to bridge learning and develop
vocabulary specific to the Civil Rights Movement such as Segregation,
Integration and Prejudice.
(TTW) use Narrative Summary Frame to help students to summarize the
story of Ruby Bridges and make connections with her story and the key
vocabulary words.
Lesson Sequence
Phase I. MOTIVATION:
(Building Background)
(TTW) show live footage of Ruby Bridges walking to school with armed
guards and prejudiced mobs yelling at her. (TSW) begin to compare their
own experience of going to school. (TTW) use this background in order to
introduce the key concepts and vocabulary of integration, segregation and
prejudice of schools.
Phase II. PRESENTATION:
(Objectives, strategies, modeling, feedback)
(TTW) model the key vocabulary in the Warm-up Activity while introducing
the key vocabulary through the Prejudice, Segregation and Integration
Cards.
Phase III. PRACTICE/APPLICATION:
(Activities, interaction strategies, practice/application, feedback)
Inquiry Activity: (TTW) supply each group with the Timeline Photo Cards.
(TSW) in groups of three will use the dates to sequence the cards. Working
together they will read the cards paying close attention to the newly learned
vocabulary as it is reintroduced and defined in context on the cards.
Only one EL students will be included in a group with two English speaking
students for support. Everyone in the group must contribute. The activities in the
warm-up will include non-verbal skills such as pointing or yes or no answers that
will convey content knowledge.
(TSW) fill out a Narrative Summary Frame based on Ruby Bridges short video
and brief class discussion.
(TTW) provide guided assistance as needed when filling out the Narrative
Frames.
Phase IV. REVIEW/ASSESSMENT:
(Review objectives and vocabulary; assess learning)
(TTW) review the students by asking guided questions about Ruby Bridge’s
experiences after they have watched the short footage on her trip to school.
(TSW) using their Narrative Summary Frame develop a paragraph for this
assignment.
(TTW) provide the students with copies of the Timeline Photo Cards. (TSW) in
small groups will organize Timeline Photo History Cards without the aid of dates.
(TTW) review student’s graphic organizers for accuracy and model correct
information if needed as students review orally. (TSW) will answer orally the
who, what, when, where, and why learned on the Ruby Bridges Graphic
Organizer with another student.
EXTENSION:
Students who finish their group work and individual work may explore the
annotated biography of Ruby Bridges individually or as a group.
REFLECTION:
Intervention: If a student does not yet understand the key terms after completing
the prepared tasks the student may review the concepts using the Prejudice,
Integration and Segregation Cards either with a partner or the teacher can help
them one on one. TTW ask the students what their schools might look like now if
the Civil Rights Movement and Integration had not taken place. TTW ask the
students to reflect on how they would feel about this.
All-White School
Separate = Segregated
All-Black School
Black and White School
Integrated
Not separate
Not segregated
1953 Supreme Court Justice
Brown v. The Board of Education
Segregation?
NO!!!
The Little Rock Nine Yes or No Prejudice Card
Prejudice?
I want to go to a
better school.
I do not want you
in my school
because you are
different!
Through My Eyes: Ruby Bridges
Summary Narrative Frame
Non-Fiction
The narrative frame or story frame is commonly found in
fiction and contains the following elements:
1. Characters: the characteristics of the main
characters in the story.
2. Setting: the time, place, and context in which the
information took place.
3. Initiating Event: the event that starts the action
rolling in the story.
4. Internal Response: how the main characters react
emotionally to the initiating event.
5. Goal: what the main characters decide to do as a
reaction to the initiating event.
6. Consequence: how the main characters try to
accomplish the goal.
7. Resolution: how the goal turns out.
To Use The Narrative Frame:
As you read the autobiography
Through My Eyes: Ruby Bridges
Ask yourself these questions
1. Who are the main characters (actors in the story) and what
distinguishes them (makes them different) from others?
2. When and where did the story take place? What were the
circumstances (what facts, place, thing or time happen that
are important in the story)?
3. What prompted the action (made something happen) in the
story?
4. How did the characters express (actors speak about) their
feelings?
5. What did the main characters (actors in the story) decide to
do? Did they set a goal (what they want to do) and, if so, what
was it?
6. How did the main characters (actors in the story) try to
accomplish their goal(s)(try to do what they want to do)?
7. What were the consequences (something that happens
good or bad that is caused by something else)?
Answers to the Narrative Frame
1. Ruby Bridges, Lucille Bridges, Mrs. Henry, The Federal
Marshals, The Angry People
2. 1960, New Orleans, Louisiana, William Frantz Elementary
School
3. The Supreme Court says schools will have to integrate
(allow children of color to go to school the same school as
white children). Brown vs. The Board of Education
4. Ruby and her parents show others how they feel when
they bravely let Ruby go to the new school. The angry
people show their feelings by yelling and threatening
(saying they will hurt) Ruby and her family.
5. Ruby and her family decide Ruby will go to an integrated
school (a school that used to only have white children,
but would now have children of color too). They say this
will be okay even if Ruby is the only child of color.
The angry people decide their children will not go to
school with Ruby. They decide to picket, to yell and to
threaten (say they would hurt) or take Ruby’s life.
6. Ruby goes to school every day for a year even when she
is the only student who comes to school.
And even when the angry people threaten her.
7. In the end other students must come back to the
integrated schools. Ruby helps all of the children in
America by going to school and doing what is right.
Name ____________________
Date________________
The Narrative Frame
1.
2.
3.
4.
5.
6.
7.
Name ____________________
Date ________________
Summary Paragraph
Using your Narrative Frame
Write a paragraph about
Through My Eyes: Ruby Bridges
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