Prior to the lesson, teachers must copy enough Ruby Bridges QAR pages for groups of either 3 or 4 students. These must be cut into strips as well for both columns and placed in a Ziploc bag.
Teachers must also have an overhead copy or something equivalent of the QAR graphic organizer to show to students while teaching.
Finally teachers should divide a piece of chart paper into 4 columns or sections. Label each column with one of the following: Think and Search, Right There, On My Own, Author and Me.
Students will differentiated between the 4 types of question-answer-relationships.
Students will begin to create questions that fit into the 4 categories of question-answer relationships.
How does questioning a text help the reader to gain a better understanding of the text?
1. One set of Ruby Bridges QAR cards cut into strips for each group of 3 or 4 students
2. One copy of "The Story of Ruby Bridges" by Robert Coles
3. One overhead copy or equivalent form of QAR graphic organizer
4. One QAR graphic organizer for each student
5. One Ruby Bridges QAR graphic organizer for each student
6. Chart paper divided into 4 columns or sections (Think and Search, Right There, On My Own, and Author and Me)
1. Pass out the Ruby Bridges QAR cards to each group of 3 or 4 students.Without any background knowledge of question-answer-relationships, have students sort the cards according to how they believe they should be sorted.
2. Walk around the room as students are sorting the cards and listen in on their discussions to determine what knowledge they have already acquired and what knowledge they need to be exposed to.
3. After about 5 minutes, give students some helpful hints, if needed.
- Tell them they should have 2 main categories and then 4 smaller categories underneath of those.
- Tell them that each of the 4 smaller categories need 3 subcategories to support them.
4. When most students are finished, have them walk around the room and observe how their classmates categorized the cards. As a class, discuss the similarities and differences they observed.
5. Have students keep out their cards in an organized fashion and hand out a QAR graphic organizer to each student. (see attached sheet)
6. Have students discuss how they should fill out the columns based on how they sorted the cards. Fill out the graphic organizer accordingly. (see attached answer key)
- Top 2 circles: In My Head and In the Book
- Middle 4 Rectangles: Author and Me, On My Own, Think and Search, Right There
- Bottom 4 Squares: Definitions of each term
7. Have students reshuffle their sorted Ruby Bridges questions based on their graphic organizer. Discuss the similarities and differences they observed.
8. Go over the answers for the Ruby Bridges QAR. (see attached answer key) Discuss why mistakes may have been made.
9. Hand out a Ruby Bridges QAR Graphic Organizer for each student and display the already created chart paper QAR graphic organizer.
10. Let students know that while you are reading, "The Story of Ruby Bridges," they are to think of question they could ask about the text. After reading each page the students will be given the opportunity to share their questions and as a class, you will correctly categorize them into the QAR graphic organizer.
11. Read "The Story of Ruby Bridges," and allow students to come up with questions to share with the class regarding the text you have read. Encourage them to come up with a wide range of different types of questions. Record the questions in the correct columns of the QAR graphic organizer and have students do the same.
12. After reading multiple pages and having students share their questions, begin having them record their questions independently for an activity to begin tomorrow's lesson.
13. Continue reading the text until its completion.
14. To wrap up the lesson, write the following information on the board for all students to see:
- Right There = 1
- Think and Search = 2
- On My Own = 3
- Author and Me = 4
Ask students the following questions based on "The Story of Ruby Bridges" and have them show you with the correct number of fingers what type of question it represents:
- What day did Ruby Bridges family go to church? (Right There)
- How would you feel if you were the only individual at your school with your ethnicity? (On My Own)
- What kinds of challenges did Ruby overcome at Frantz School? (Think and Search)
- Why do you think the author chose to write about Ruby Bridge's story? (Author and Me)
Discuss the answers for each questions and state why they feel within each category of a question-answer-relationship.
Monitor students abilities to correctly identify the question-answer-relationships.
Benchmark or Standards:
The Standards for the English Language Arts:
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.