Analysis of Teaching
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Planning and modifying the lesson before you taught it
In beginning to think about the social studies lesson, my teacher wanted me to focus on civics since the students are currently doing a unit on civics and symbols of America. I decided to focus the lesson on the concept of biography, and specifically planned to teach about Ruby Bridges because I felt that learning about another first grader was accessible to students. Also, my teacher had a variety of texts about Ruby Bridges. I selected The Story of Ruby Bridges by Robert Coles because, although it was a little lengthy and had religion as a focus, I felt that it portrayed Ruby’s experience in the most rounded way. The biography offered historical context for Ruby’s situation as well as portrayed her emotional state and feelings towards the people who hated her, exemplifying her bravery. A challenge I knew that I would face was addressing racism and segregation without introducing those words. I knew I had to incorporate additional background information about the time period before introducing the book. As a modification before teaching, I decided to explain social distinctions between the two skin colors and how they were treated in public. An example would be how there were separate sections for black people and white people on buses, and how if a white person got on the bus and there were no seats, a black person, even if he or she was really tired and had a long day of work, would have to give up their seat. I would ask if they thought that was fair in an effort to engage their sense of current day rationale.
In beginning to think about the social studies lesson, my teacher wanted me to focus on civics since the students are currently doing a unit on civics and symbols of America. I decided to focus the lesson on the concept of biography, and specifically planned to teach about Ruby Bridges because I felt that learning about another first grader was accessible to students. Also, my teacher had a variety of texts about Ruby Bridges. I selected The Story of Ruby Bridges by Robert Coles because, although it was a little lengthy and had religion as a focus, I felt that it portrayed Ruby’s experience in the most rounded way. The biography offered historical context for Ruby’s situation as well as portrayed her emotional state and feelings towards the people who hated her, exemplifying her bravery. A challenge I knew that I would face was addressing racism and segregation without introducing those words. I knew I had to incorporate additional background information about the time period before introducing the book. As a modification before teaching, I decided to explain social distinctions between the two skin colors and how they were treated in public. An example would be how there were separate sections for black people and white people on buses, and how if a white person got on the bus and there were no seats, a black person, even if he or she was really tired and had a long day of work, would have to give up their seat. I would ask if they thought that was fair in an effort to engage their sense of current day rationale.
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Enacting the lesson
Students seemed to engage with the lesson because they offered detailed responses to the Ruby Bridges chart we made after reading, as well as showed an in-depth understanding of the concept of bravery before reading the book. Their writing responses showed that each of them was thinking of either a time when they were brave, someone they know was brave, or how Ruby Bridges was brave. I think that students were able to connect to the lesson and write a reflection because I used the concept of bravery as a vehicle with which they could draw this connection. They also asked insightful questions when I presented them with the Norman Rockwell picture, which showed that they were actively listening and inquiring into the topic further. They asked many questions about why there was a tomato on the wall. I built from their interest in this visually striking symbol by explaining that people threw it at Ruby, but that she did not get hit, and that her dress was still perfectly clean and white. I explained that she kept walking past the mean people who threw tomatoes at her, and that her walking forward showed that she was brave, and that she was paving the way for our future.
I think that providing students with the additional background information before beginning to read was very important. I introduced Ruby Bridges as a first grader in the year 1960 who was similar to them but who had a very different experience in school. To give students a framework for how long ago fifty years was, I referenced students' grandparents as teenagers during the year Ruby went to school. I explained that black and white people were not allowed to be in the same school together, nor were they allowed sit together on the bus. This contextual information allowed students to better understand how Ruby Bridges’s experience could happen in 1960 and how she helped change the social and civil dynamics for all people today.
Students seemed to engage with the lesson because they offered detailed responses to the Ruby Bridges chart we made after reading, as well as showed an in-depth understanding of the concept of bravery before reading the book. Their writing responses showed that each of them was thinking of either a time when they were brave, someone they know was brave, or how Ruby Bridges was brave. I think that students were able to connect to the lesson and write a reflection because I used the concept of bravery as a vehicle with which they could draw this connection. They also asked insightful questions when I presented them with the Norman Rockwell picture, which showed that they were actively listening and inquiring into the topic further. They asked many questions about why there was a tomato on the wall. I built from their interest in this visually striking symbol by explaining that people threw it at Ruby, but that she did not get hit, and that her dress was still perfectly clean and white. I explained that she kept walking past the mean people who threw tomatoes at her, and that her walking forward showed that she was brave, and that she was paving the way for our future.
I think that providing students with the additional background information before beginning to read was very important. I introduced Ruby Bridges as a first grader in the year 1960 who was similar to them but who had a very different experience in school. To give students a framework for how long ago fifty years was, I referenced students' grandparents as teenagers during the year Ruby went to school. I explained that black and white people were not allowed to be in the same school together, nor were they allowed sit together on the bus. This contextual information allowed students to better understand how Ruby Bridges’s experience could happen in 1960 and how she helped change the social and civil dynamics for all people today.
Feedback from Penn Mentor/Classroom mentor
Both my Penn Mentor and Classroom Mentor thought that the lesson went well overall. They felt that the students were engaged in the lesson, and that their contributions to both the brave chart and the Ruby Bridges chart were very insightful and sophisticated, especially for first graders. I thought that the lesson went well, but I thought that it felt long. Both of my mentors did not share this feeling. I was also a bit concerned that I explained the heavy concepts poorly or did not provide enough of a framework for the students. While my Penn mentor noted that I spoke quickly while introducing the lesson, both of my mentors felt that my explanations and connections were sufficient. My Penn mentor noted that my bus example was a particularly helpful example in setting up the tone of the story. My Penn mentor wrote that I "took difficult subject matter and presented it in such a way that first graders could relate." Her comment made me feel that I was successful in my execution of the lesson, and that students were able to grasp the topics I presented.