Ohio Resource Center
[blank]
Lessons
Seeing Integration from Different Viewpoints
Discipline
Reading
Grade
6
Share This Resource
Add To ORC Collection Share via Email Share on Facebook Tweet This Resource Pin it!
Go To Resource >>
Professional Commentary

This lesson uses The Story of Ruby Bridges by Robert Coles, which describes the court-ordered desegregation of an all-white school in New Orleans, Louisiana, in 1960, as a basis for a Directed Reading–Thinking Activity. A prereading strategy captures students' interest and provides an opportunity to make predictions about the story. In response to the text, students work together in postreading groups in an activity called The Five Decision Lenses, (adapted from Six Thinking Hats by Edward de Bono, Back Bay Books, 1999). Using "colored glasses" to encourage conversations from multiple perspectives, students consider the events of the story from different points of view. (author/ncl)

Collections Containing This Resource

Common Core State Standards for English Language Arts
Grades 6–12
Reading: Literature
Grade 6
Key Ideas and Details
RL.6.1 
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Craft and Structure
RL.6.6 
Explain how an author develops the point of view of the narrator or speaker in a text.
Range of Reading and Level of Text Complexity
RL.6.10 
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking & Listening
Grade 6
Comprehension and Collaboration
SL.6.1 
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (4–7)
B.
Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.
C.
Make meaning through asking and responding to a variety of questions related to text.
Grade Level Indicators (Grade 6)
2.
Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.
6.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media.
Grade Level Indicators (Grade 7)
2.
Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.
6.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Reading Applications: Literary Text Standard
Benchmarks (4–7)
A.
Describe and analyze the elements of character development.
B.
Analyze the importance of setting.
C.
Identify the elements of plot and establish a connection between an element and a future event.
D.
Differentiate between the points of view in narrative text.
Grade Level Indicators (Grade 6)
1.
Analyze the techniques authors use to describe characters, including narrator or other characters' point of view; character's own thoughts, words or actions.
2.
Identify the features of setting and explain their importance in literary text.
3.
Identify the main and minor events of the plot, and explain how each incident gives rise to the next.
4.
Explain first, third and omniscient points of view, and explain how voice affects the text.
Grade Level Indicators (Grade 7)
1.
Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot.
2.
Analyze the features of the setting and their importance in a text.
3.
Identify the main and minor events of the plot, and explain how each incident gives rise to the next.
4.
Identify and compare subjective and objective points of view and how they affect the overall body of a work.