Delaware Model Unit Gallery Template
This template was adapted from the Delaware Model Unit
Gallery template found on the Delaware Department of
Education website at:
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/ela.shtml
Unit Title: Ruby Bridges Through My Eyes Literature Unit
Designed by: Jennifer Knoll
District: Red Clay Consolidated
Content Area: English Language Arts/Social Studies
Grade Level(s): 5
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Summary of Unit
Students will complete a literature unit using the book Through My Eyes by
Ruby Bridges. Prior to reading the book, students will participate in a
discussion board on the Wiki for the unit that the teacher has created.
Students will share their thoughts on racism. After reading the book
students will compare and contrast racism during the 1960’s and racism
today. Students will work in pairs to create a graphic organizer that
compares Ruby’s first grade experience with the typical first grader in today’s
society. The assignment will be completed using Webspiration and will be
assessed using a rubric. Students will participate in several discussion board
activities throughout the unit to demonstrate their understanding of the text.
Finally, students will write a letter to Ruby Bridges, including examples from
the story and personal examples of their views on racism before reading the
book and their views on racism after reading the book. The students will
read their letters and record them on a podcast, so they are able to share
them with the class. The assignment will be assessed using a rubric. If time
permits, the instructor will teach students how to create a presentation slide
show that includes each students’ podcast and letter.
Stage 1 – Desired Results
What students will know, do, and understand
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Delaware Content Standards
2.4e (K–4) Students will be able to demonstrate an overall understanding of
printed texts by (e) organizing the important points of the text via
summaries, outlines, and/or graphic organizers.
2.4k (5–8)/2.6b (5–8) Students will be able to demonstrate an overall
understanding of printed texts by (k) relating the content of the text to reallife situations and (b) applying information from printed, electronic, and oral
texts to complete authentic tasks.
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2.6a (5–8) Using appropriate texts, students will be able to critically
analyze and evaluate information and messages presented through print,
speech and mass media and extend meaning by (a) offering a personal
response to texts.
Big Idea(s)
Unit Enduring Understanding(s)
1. Different readers may respond to the same text in different ways. The
better responses are those that provide that provide greater insight into the
text and/or the issues raised.
2. The impact of a text on a reader is influenced by the reader’s experience.
3. The reader’s interaction with text changes with time and experience.
4. Good readers employ strategies to help them understand text.
5. Reading for meaning often requires imagining conversation with and
questioning of the author. You must consider and respond—very different
from passively accepting or instantly liking or disliking.
Unit Essential Questions(s)
How does literature reveal us to ourselves?
How can information from text be applied to real life situations?
Knowledge and Skills
Students will know…
Students will know how to participate in a discussion board on a Wiki.
Students will know how to work collaboratively on an assignment on
Webspiration.
Students will know how to create a Podcast.
Students will be able to…
Students will be able to compare racism in the 1960’s to racism in today’s
society by creating a graphic organizer.
Students will be able to respond to and relate to the text by sharing views on
racism before the book and views on racism after reading the book.
Students will be able to demonstrate their understanding of the text by
responding to various discussion board postings.
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Stage 2 – Assessment Evidence
Evidence that will be collected to determine whether or not Desired Results are achieved
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Suggested Performance/Transfer Task #1- Discussion and Participation
Throughout the literature unit students will be asked to contribute to the
discussion board by making at least two comments for each thread.
Comments are expected to be thoughtful and relevant to the discussion topic
for each thread. Students will also be expected to participate actively in
class readings, discussions, and be a respectful listener when appropriate.
The students will be assessed on their contributions to the discussion board
using the rubric below. This task addresses the following Delaware State
Content Standard:
2.6a (5–8) Using appropriate texts, students will be able to critically
analyze and evaluate information and messages presented through print,
speech and mass media and extend meaning by (a) offering a personal
response to texts.
Rubric
Class/ Discussion Board Participation
CATEGORY
4
3
2
1
Contribution
to Discussion
Board
Always provided
thoughtful
responses to
discussion board
topics, always
posted at least 2
comments per
thread.
Usually provided
thoughtful
responses to
discussion threads,
but did not always
post at least 2
comments per
thread.
Sometimes provided
thoughtful
responses to
discussion threads,
but did not always
post at least 2
comments per
thread.
Very little
contribution to
discussion board,
did not provide
thoughtful postings.
Class
Participation
Attentive during
class readings,
responded to
questions, and was
a consistently a
respectful listener.
Student was mostly
attentive during
class readings and
was usually
responsive to
questions and a
respectful listener.
Student seldom
participated in class
readings and
discussions.
Student did not
contribute to class
discussions, was not
attentive during
readings, and not a
respectful listener.
Suggested Performance/Transfer Task #2- Graphic Organizer
Students will demonstrate their understanding of the text through the
creation of a graphic organizer. The graphic organizer will compare and
contrast the experiences of Ruby as a first grade student to the typical
experience of a first grade student in today’s society. Students will work with
a partner on this assignment and will be assessed using the rubric below. The
graphic organizer assignment addresses the following Delaware State
Standards: 2.4e (K–4) Students will be able to demonstrate an overall
understanding of printed texts by (e) organizing the important points of the
text via summaries, outlines, and/or graphic organizers.
3
Rubric
Partner Assignment- Graphic Organizer
CATEGORY
3
2
1
Similarities
Graphic organizer
Graphic organizer includes
includes at least 3
at least 2 similarities stated
similarities as stated in the in the prompt.
prompt.
Graphic organizer
includes 1 (or less)
similarities stated in the
prompt.
Differences
Graphic organizer
includes at least 3
differences as stated in
the prompt.
Organization
Graphic Organizer is easy Graphic organizer is
to read, makes sense, and understandable, but
is neat.
somewhat confusing.
Graphic organizer is very
confusing and does not
flow well.
Collaboration
Student worked
Student worked with
collaboratively with partner partner, but did not share
and shared the work
the work equally.
equally.
Partner did the majority of
the work for the
assignment.
Graphic organizer includes Graphic organizer
at least 2 differences
includes 1 (or less)
stated in the prompt.
differences stated in the
prompt.
Suggested Performance/Transfer Task #3- Letter and Podcast
Students will express their feelings and knowledge gained from the text in a
writing/speaking assignment. Students are asked to respond to a writing
prompt that enables them to apply what they have learned from the text to
real-world situations. Students will work individually on this assignment, and
will also be asked to record their piece on a podcast to share with the class.
Students will be assessed on this project using the rubric below. This
performance task addresses the following Delaware State Standards:
2.4k (5–8)/2.6b (5–8) Students will be able to demonstrate an overall
understanding of printed texts by (k) relating the content of the text to reallife situations and (b) applying information from printed, electronic, and oral
texts to complete authentic tasks.
4
2.6a (5–8) Using appropriate texts, students will be able to critically
analyze and evaluate information and messages presented through print,
speech and mass media and extend meaning by (a) offering a personal
response to texts.
Rubric
Final Project- Letter to Ruby and Podcast
CATEGORY
4
Content Accuracy The letter contains
at least 3 ideas with
examples about the
topic.
3
2
1
The letter contains at The letter contains 1
least 2 ideas with
idea with an example
examples about the about the topic.
topic.
The letter contains
no ideas or
examples relating to
the topic.
All sentences are
complete and wellconstructed (no
fragments, no runons). Paragraphing
is generally done
well.
Most sentences are
complete and wellconstructed.
Paragraphing needs
some work.
Many sentence
fragments or run-on
sentences OR
paragraphing needs
lots of work.
Sentences &
Paragraphs
Sentences and
paragraphs are
complete, wellconstructed and of
varied structure.
Grammar &
spelling
(conventions)
Writer makes no
Writer makes 1-2
errors in grammar or errors in grammar
spelling.
and/or spelling.
Writer makes 3-4
errors in grammar
and/or spelling
Writer makes more
than 4 errors in
grammar and/or
spelling.
Ideas
Ideas were
expressed in a clear
and organized
fashion. It was easy
to figure out what
the letter was about.
Ideas were
expressed in a pretty
clear manner, but the
organization could
have been better.
Ideas were
somewhat
organized, but were
not very clear. It took
more than one
reading to figure out
what the letter was
about.
The letter seemed to
be a collection of
unrelated sentences.
It was very difficult to
figure out what the
letter was about.
Podcast
Student successfully
completed a podcast
and shared it with
the class.
Student successfully
completed a podcast
but did not share it
with the class.
Student attempted to Student did not
share podcast with
create podcast.
the class but podcast
contained problems
(not loud enough,
cut-off too early, etc.)
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Stage 3 – Learning Plan
(Design learning activities to align with Stage 1 and Stage 2 expectations)
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Key learning events needed to achieve unit goals
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To raise interest and awareness about the topic, have students post
opinions on racism in our country on the Wiki for the Unit. Begin a class
discussion about racism, and ask for real-world examples of racism.
Allow students to visit http://www.rubybridges.com in order to gain more
background knowledge about the author and her story.
Lead the group in a guided reading activity with the book Through My
Eyes by Ruby Bridges.
Students will participate in several class discussions about the book. They
will also be expected to participate in several discussion board postings on
the Wiki to share their knowledge and insight gained during the unit.
Students will participate in a partner assignment on the Wiki where they
will click Partner Assignment.
Students will work in pairs create a graphic organizer or another visual
representation of how racism effected peoples’ lives in the 1960’s and
how racism effects people today. Visual representations will be created
using Webspiration and will be assessed using a rubric.
Allow students to share graphic organizers with classmates. Point out
similarities and differences among the presentations.
Finally, you will work individually to respond to the following writing
prompt:
What were your views on racism before reading Through My Eyes by Ruby
Bridges and what are your views now? Students will write a letter using
Microsoft Word to Ruby explaining their thoughts and feelings.
Students will also create Podcasts of their completed letters to share.
When students have completed the letters and podcasts, the teacher will
teach students how to make a Power Point presentation that showcases
all of the students’ work.
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Resources and Teaching Tips
Resources:
Through My Eyes by Ruby Bridges
Ruby Bridges Official Website: http://www.rubybridges.com
Webspiration Home Page: http://mywebspiration.com/
Audacity Home Page (for Podcast): http://audacity.sourceforge.net/
Wiki created by Jennifer Knoll:
http://rubybridgesliteratureunit.wikispaces.com/
Teaching Tips:

This unit was designed for a small group of students in 5th grade in a pull-out
setting with a reading specialist. The small group consists of 4-6 students
where the teacher can easily scaffold the activities as needed within the group.

The unit could be used in the regular classroom setting, but teachers should be
advised that the technology incorporated into the lesson will require that the
students have prior knowledge and skills to successfully complete the unit.
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Students will need to be familiar with the internet and they will need to know
how to use a Wiki prior to this unit.
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Students will also need to know how to use the Webspiration software and have
an e-mail address in order to collaborate with a partner on the assignment.

Students should be familiar with Podcasts, but will need teacher assistance in
creating their own Podcast.
Design Principles for Unit Development
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Universal Design for Learning - the ability to provide multiple means of
representation, expression and engagement to give learners various ways to
acquire and demonstrate knowledge.
21st Century Learning – the ability of to use skills, resources, & tools to
meet the demands of the global community and tomorrow’s workplace. (1)
Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed
decisions, apply knowledge to new situations, and create new knowledge, (3)
Share knowledge and participate ethically and productively as members of our
democratic society, (4) Pursue personal and aesthetic growth.(AASL,2007)
Students are exposed to multiple ways of expressing their ideas. In this unit they
will write, collaborate, share, and record their ideas to demonstrate their knowledge.
Students will also have the opportunity to use 21 st century skills by creating their
own podcasts, responding to a discussion board, using Microsoft word, and
collaborating with peers on Webspiration
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