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ANNOTATED LESSON PLAN

PRE-PLANNING
OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL
What will your students be able to do? How does the objective connect to your achievement
goal?
SWBAT analyze how the author develops Ruby My achievement goal aligns to my schools mission,
Bridges as a contemporary hero and evaluate how which is to prepare all students to excel in college and in
well she matches the Greek hero archetype. life. My schools curriculum is aligned to the Common
Core State Standards (CCSS), which prepare students to Rhiannon Lewis 4/7/2017 5:37 PM
Comment [1]:
succeed in college, career, and life, (Common Core My class is currently studying Greek
State Standards Initiative, n.d.). mythology, and I wanted to make a
. This lesson objective aligns with the following CCSS. connection between the qualities of a Greek
hero and the qualities of a contemporary
RI 6.3 Analyze in detail how a key individual, hero in this lesson.
event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or Instructional Focus 1: English Language
anecdotes), (Common Core State Standards Arts for a Higher Purpose
Planning and implementing ELA instruction
Initiative, n.d.). that promotes social justice and critical
RI 6.1 - Cite textual evidence to support analysis engagement with complex issues related to
of what the text says explicitly as well as maintaining a diverse, inclusive, equitable
society and Instructional Focus 2:
inferences drawn from the text, (Common Core Effective Instruction of ELA Content:
State Standards Initiative, n.d.). Focus on Writing and Poetry
Planning and implementing instruction that
supports social justice, diversity, and equity
PREREQUISITE SKILLS DIAGNOSTIC The text selection, the Langston Hughes
What will your students need to know to master the How will you assess students mastery of these poem and the article about Ruby Bridges,
grade-level objective? foundational skills? both serve to bring students attention to
historical and contemporary examples of
Knowledge Knowledge injustice to promote a diverse, inclusive,
Students have already learned common Skill Workout- Students will make a list of and equitable society. The heroic work of
Greek archetypes and have analyzed myths qualities of contemporary heroes and Ruby Bridges is highlighted in this text
and serves as a model for students in how
for how well characters fit these archetypes. compare/contrast qualities of contemporary they can become a hero promoting
Students will need to recall this information heroes with qualities of Greek archetypal heroes. tolerance and respect for differences in
and apply it in this lesson. Do Now- Students will read a short poem that the community.

Students need to recall prior knowledge on written around the time of the Civil Rights Planning and implementing instruction
the civil rights movement, segregation, and movement that pertains to the subjects of racism responsive to students local, national, and
integration. and oppression. I will circulate to see how well international histories and individual
identities
Skills students make inferences that Hughes poem is
To make it even more meaningful for
Students will need to recall how authors about racism. students, I wanted this hero to be from
develop individuals in informational texts. the culture of the majority of my students.
Skills Ruby Bridges is an African American from
Students will need to evaluate evidence to the South, which reflects my student
find the best piece evidence to support a Skill Workout- skill hasnt been revised with population who are mostly African
claim. informational texts in a while, so I will do a American Memphians. The article
quick review of this in the provides students with a glimpse into our
national and regional history.
Previous exit slip data shows me that students
struggle to select the best evidence.

ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when will you
assess mastery?
These are the exit slip questions. I scaffold the questions on my exit slip so that I can see where there was
a breakdown in a students understanding.
DIFFERENTIATION LESSON PLAN 3

1. Select all that apply: What are the qualities of a hero?


a. Heroes do something important for their community
b. Heroes face many difficult situations on their journey
c. Heroes give up easily
d. Heroes are celebrated for their accomplishments
e. Heroes show bravery
f. Heroes are easily discouraged
Q1 has students recall what the qualities of a hero are before they evaluate evidence to identify how the
author develops Ruby Bridges as a hero.

2. Read the following pieces of evidence from the Ruby Bridges article and identify which quality of
a hero that it best shows.


Q2 requires students to evaluate a piece of evidence to determine which aspect of a hero that evidence
proves Ruby Bridges to be. This is where Ill be able to assess student mastery in SWBAT analyze how an
author develops Ruby Bridges as a contemporary hero.

3. Is Ruby Bridges more similar to or different than archetypal Greek heroes? Explain by citing specific
examples or evidence from this text and the Greek myths that weve read. Respond in at least 5
sentences.
Q3 requires students to evaluate whether Ruby Bridges is more similar to or different than a Greek hero.
Here I will see how students integrate evidence and examples into their answer to support their claim. This
is where Ill be able to assess mastery in SWBAT evaluate how well she matches the Greek hero
archetype. I will also be able to understand student thinking as it related to this objective in the Reading
Workout portion of the lesson.
DIFFERENTIATION LESSON PLAN 4

KEY POINTS
What three to five key points will you emphasize?
#1. When we analyze how an author develops an individual in an informational text, we want to look for
Anecdotes stories about different times in the individuals life
Examples details that demonstrate an individuals personality or the way they handled situations

#2. In mythology, weve learned about archetypes and learned about how certain Greek characters fit those
archetypes because they have certain qualities. Well see that there are people in our society that fit the qualities
of these archetypes. Today we are going to evaluate how a contemporary hero matches the Greek hero
archetype.
Contemporary- present-time

#3. In our society, a contemporary hero is someone who


Does something brave or dangerous

Saves someone or something

Accomplishes something great

Is celebrated by the community



LESSON CYCLE
DO NOW & OPENING 10 MINUTES
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Do Now (7 minutes)
It is a classroom norm that as soon as I walk into the classroom and pass out packets, students silently and
independently begin working on their Do Now. As students work, I will circulate to get an understanding of
students grasp on the concepts presented in the poem.
DIFFERENTIATION LESSON PLAN 5

Student # Grade #
Name: _________________________ Date: ___________________
6onl
Cohort: Ole Miss | BC | CBU | Memphis Teacher: Ms. Lewis

Do Now
Myths D4b - SWBAT analyze how the author develops Ruby Bridges as a contemporary hero and evaluate how well she matches the Greek hero
archetype.

Directions: Read the following poem, Childrens Rhymes by Langston Hughes. Respond to the questions
below.
Childrens Rhymes by Langston Hughes
Rhiannon Lewis 2/12/2017 7:29 PM
Langston Hughes, an African American poet and social activist, wrote many pieces about the problems of Comment [1]:
racism and inequality in America, wrote this poem. Hughes lived from February 1, 1902-May 22, 1967.
1.C
2. The lies that Hughes is referring to
1 By what sends 1. What is this poem mostly about? are the ideas that everyone is free and
everyone has liberty and justice, but in
the white kids A. This poem is mostly about Langston Hughes reflections about reality people of color dont have the
I ain't sent: white people. same freedoms as white people.
3. B
I know I can't B. This poem is mostly about Langston Hughes reflections about 4. A
be President. wanting to become president. 5.Langston Hughes message about life
and society in this poem is that there is
2 What don't bug C. This poem is mostly about Langston Hughes reflections on racism and injustice between the white
them white kids racism. and communities of color, and white
people are given many privileges than
sure bugs me: D. This poem is mostly about Langston Hughes reflections on lies.
privileges given to people of color.
We know everybody
ain't free. 2. What are the lies that Hughes is referring to?
3 Lies written down
for white folks
ain't for us a-tall:
Liberty And Justice

Huh! For All?


3. Which piece of evidence supports the idea that 4. What impact does Langston Hughes repetition of
Langston Hughes did not believe Black people white people have on the central idea of this
would have the opportunity to become president? poem?
A. By what sends the white kids/ I aint sent A. Hughes is contrasting how the white community
B. I know I cant/ be President. gets more privileges than communities of color.
C. What dont bug them white kids/ sure bugs B. Hughes is demonstrating that white and people of
me. color are treated with equality.
D. We know everybody/ aint free. C. Hughes is demonstrating that white people and
people of color experience similar privileges.
D. Hughes highlights the advantages of being a
person of color in America compared to being
white.
5. What is Langston Hughes message about life and society in this poem?


Opening (3 minutes)
Pencils down, track me in 3, 2, 1. Signal for students to stand. Do school-wide start-of-class routine.
Opening discussion with students:
o What is this poem mostly about? Explain further.
o What is Langston Hughes message about life and society in this poem?
Were going to see that during the time that this poem was written, there were a lot of people that
worked to achieve equality and end discrimination and racism. Many people would consider these
people to be heroes. In class today, were going to explore how the author of an article develops Ruby
Bridges as a contemporary hero and evaluate how well this contemporary hero matches the Greek hero
archetype.

DIFFERENTIATION LESSON PLAN 6

INTRODUCTION TO NEW MATERIAL 8 MINUTES


After the opening, students will silently flip to the Skill Workout page of their packet. I will do some direct
instruction and students will work to come up with their own qualities of a hero. After that, we will discuss how
a Greek hero is different than a contemporary hero and how they are similar. Finally, we will watch a video to
build some background knowledge on Ruby Bridges. Students will do a Stop & Jot as they watch the video.


Skill Workout
SWBAT analyze how the author develops Ruby Bridges as a contemporary hero and evaluate how well she matches the Greek hero archetype.

When we analyze how an author develops an individual in an informational text, we want to look for
Anecdotes stories about different times in the individuals life
Examples details that demonstrate an individuals personality or the way they handled situations
Rhiannon Lewis 2/12/2017 7:11 PM

Comment [2]:
In mythology, weve learned about archetypes and learned about how certain Greek characters fit those archetypes BPQs:

because they have certain qualities. Well see that there are people in our society that fit the qualities of these
-Do we consider a fireman a hero? What
archetypes. Today we are going to evaluate how a contemporary hero matches the Greek hero archetype. does (s)he do to be considered a hero? What
Contemporary- present-time do they try to rescue?

-Do we consider MLK Jr. a hero? What did he
In Greek mythology, an archetypal hero is someone who In our society, a contemporary hero is someone who do to be considered a hero? What did he try
to rescue or bring to society?
Called to go on an adventure (quest) to find
Exemplary responses:
something important and rescue it or bring it
Does something brave or dangerous
back to where it belongs Saves someone or something
Accomplishes something great
Has to go through trials (problems) and
Is celebrated by the community
Rhiannon Lewis 2/12/2017 7:11 PM
completes many tasks Comment [3]:

Faces many difficult situations along the way
1.Similar- face difficult tasks, show
bravery, they are celebrated when they
succeed
Shows bravery
2.Different- different time period, doesnt

go on a quest in the same way
When they succeed, they are celebrated
Rhiannon Lewis 2/12/2017 7:13 PM
Comment [4]:

https://www.youtube.com/watch?v=ecBOR
1. How is a Greek hero different than a contemporary hero? Xfap9A
2. How is a Greek hero similar to a contemporary hero?
-What does it mean to integrate the public
school system?
Video Stop & Jot: As you watch the video, answer the following questions. -Were all white people against her? How do
you know?
What difficulties did Ruby Bridges face? Does she seem like a hero from this video?
Exemplary answers:
Q1

Was only Black child to integrate at her
school
Crossed a mob and picket line of white
people who were threatening to harm her

Q2- varying answers possible
She seems like a hero because she went
through a difficult task to make a point
that Black children could go to a white
school.
She seems like someone who showed
bravery and went through a difficult time,
but does not seem to be a hero.
2
Read for Understanding 20 MINUTES
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
Students will silently and independently read the article and answer the Read to Understand questions on
the side of the page. As they silently and independently read, I will circulate to monitor for
comprehension by placing checks on the answers. I will prompt students who are struggling with
scaffolded questions that I have already prepared in my comments on the student materials. If I notice
DIFFERENTIATION LESSON PLAN 7

whole-class misunderstandings, I will bring the class back together for a quick discussion to address the
misconception (using the Take-3-Then-Me strategy) then send students back to work. At the end of
reading, we will have a quick discussion over the text before students begin their Reading Workout
portion of the lesson.
Rhiannon Lewis 2/12/2017 9:32 PM
Comment [2]:

The National Council of English Teachers
(2009) promotes that that teachers provide
diverse perspectives of issues relating to
social justice. This lesson presents two
different perspectives on social justice
issues from both Langston Hughes and the
Ruby Bridges article.

Civil Rights Activists: Ruby Bridges

Synposis: When she was 6 years old, Ruby Bridges became the first African-
American child to attend a white Southern elementary school. Bridges'
courage paved the way for continued action in the civil rights movement.
This movement wanted equal rights for blacks.
Rhiannon Lewis 2/12/2017 7:24 PM
Comment [9]:

Early Life Read to Understand
Ruby Nell Bridges was born on September 8, 1954, in Tylertown, 1.D
Mississippi. She grew up on the farm her parents and grandparents 1. Which sentence in Guarded By Strong distractor is C- Its true that she
would need to show bravery to be the
worked on in Mississippi. When she was 4 years old, her parents, Abon Police best conveys the idea that first Black child to attend an all-white
and Lucille Bridges, moved to New Orleans. Ruby had to demonstrate bravery school, but there is another answer choice
where shed have to show even more
from a young age? bravery. Which answer choice would she
When Bridges was in kindergarten, she was chosen to take a test. The test A. In 1960, Bridges' parents were need to show the most bravery?
would determine whether or not she could attend a white school. Bridges told that she was one of only six
lived only five blocks from an all-white school, but attended kindergarten
African-American students to 2.The other parents kept their children
several miles away, at an all-black segregated school. home because they didnt want the kids to
pass the test.
associate with the Black child attending the
Her father believed that if she passed the test and was allowed to go to B. Bridges would attend William school. They disagreed with the integration
the white school, there would be trouble. Her mother, however, pressed Frantz Elementary School and did not want their children to go to
school with a Black child. Their parents
the issue and convinced her father to let her take the test. C. This would make her the first were racist.
black child to attend an all- What race were the other children in the
school? What does this mean about their
Guarded By Police white elementary school in the parents?
In 1960, Bridges' parents were told that she was one of only six African- South.
American students to pass the test. Bridges would attend William Frantz
D. Large crowds of people met
Elementary School. This would make her the first black child to attend an
them in front, yelling and
all-white elementary school in the South.
throwing objects.
On the morning of November 14, 1960, federal officers drove Bridges and
her mother five blocks to her new school. Large crowds of people met
them in front, yelling and throwing objects. Policemen stood guard 2. Why did the other parents keep
everywhere. When Bridges entered the school under the protection of the their children home?
officers, she was immediately taken to the principal's office and spent the
entire day there. Nearly all the parents at the school had kept their
children home, so classes weren't going to be held.

Isolated At School
The second day was much the same as the first. Only one teacher, Barbara
Henry, agreed to teach Bridges. "Mrs. Henry," as Bridges would call her
even as an adult, greeted her with open arms. Bridges was the only
student in Henry's class, because parents had threatened to pull their
children from her class and send them to other schools. For a full year,
Henry and Bridges sat side by side at two desks, working on Bridges'
lessons. Henry helped Bridges not only with her studies but also with the
difficult experience of being kept away from the other students.

6


DIFFERENTIATION LESSON PLAN 9

3. Why did the officer believe that


Bridges' first few weeks at William Frantz School were not easy. People Bridges had shown a lot of courage?
made racist remarks and threatened her. She was not allowed to go to the Rhiannon Lewis 2/12/2017 7:28 PM
cafeteria or out to recess to be with other students in the school, and when Comment [10]:

she had to go to the restroom the officers walked her down the hall. Years 3.The officer believed that she had shown a
later, one of the officers commented that Bridges had shown a lot of lot of courage because people made racist
courage. remarks and threatened her when she was
on her way to school during the first few
weeks, but she kept going.
Bridges' family suffered as well. Her father lost his job at the filling station, What did she have to go through? Why
and her grandparents were sent off the land they had worked on for over 25 was this courageous? If she hadnt been
years. But slowly, many families began to send their children back to the courageous, what would she have done
school, and the protests eventually stopped. instead?

4. How did Bridges persistence and
Overcoming Challenges 4.Bridges persistence and perseverance
perseverance contribute to her contributed to her success because she
Near the end of the first year, things began to settle down. A few white kept going to school when things were
success?
children in Bridges' grade returned to the school. By her second year at hard, so she was able to finish grade school
William Frantz School it seemed everything had changed. There were no despite all the difficult things she went
through.
more federal officers. Bridges walked to school every day by herself. There
Persistence means continuing to do
were other students in her second grade class, and the school began to fill something. Perseverance means
with students again. No one talked about the past year. It seemed everyone continuing even when things are hard.
wanted to put the experience behind them. How did these qualities help her become
successful?

Bridges finished grade school. She then graduated from Francis T. Nicholls 5.Bridges quest is to end discrimination
High School in New Orleans. Later, she worked for American Express as a and racism through education. She wants
world travel agent. In 1984, Bridges married Malcolm Hall. She eventually 5. What is Bridges quest in her to promote tolerance, respect, and
appreciation of difference in her
became a full-time parent to their four sons. career? What does she want to do for community.
the community? A foundation is like an organization or
group of people that work to do
Recent Work something for the community. What does
In 1993, Bridges' youngest brother, Malcolm Bridges, died. For a while, she her foundation do for the community?
looked after his four daughters, who attended William Frantz School.
Bridges began to volunteer at the school three days a week. 6. She got an award for her courage
overcoming racism in her life and her work
to end discrimination and racism.
Through Bridges' work at the school, she started to see a need to bring
parents back into schools, where they could play an active part in their

children's education. In 1999, Bridges formed the Ruby Bridges Foundation, Rhiannon Lewis 2/12/2017 7:40 PM
based in New Orleans. The foundation promotes tolerance, respect and Comment [11]:
1.She would not be considered a hero in
appreciation of all differences. Through education, the foundation seeks to
Ancient Greece because she did not go on
end racism and discrimination. As its motto goes, "Racism is a grown-up 6. Why did Bridges get an award? a quest for a weapon or item and she
disease and we must stop using our children to spread it." didnt face the usual difficult challenges of
the gods that Greek heroes faced. She is a
In 2001, Bridges was awarded the Presidential Citizen's Award by President contemporary hero though because she
accomplished great things.
Bill Clinton for her courage and commitment to equal educational rights. What do Greek heroes have to face? Did
Bridges face that?
2.She would agree that racism is a
problem, especially for people of color.
Discussion Question: She may disagree with his attitude that it
A. Would Ruby Bridges be considered a hero in Ancient Greece? Why is what it is and encourage people of
or why not? color to make change like she did.
B. Would Ruby Bridges agree with the message of Langston Hughes a.Does it seems like Hughes believes
that things can change? Does Ruby
poem? Why or why not? Bridges believe that things can change?
7


DIFFERENTIATION LESSON PLAN 10

Reading Workout 17 MINUTES


How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
After discussion, students will silently and independently work on the Reading Workout portion of their
packet. I will circulate and give feedback on evidence selection, pushing students to use the most specific
and effective evidence as possible. At the end of work-time, students will share their work with their table
partner and give their table partner feedback on their evidence and explanations. We will have whole-
group discussion with emphasis on citing the best, most specific evidence that proves an individuals
claim.

Student # Name: _________________________ Date: ___________________ Grade #

Cohort: Ole Miss | BC | CBU | Memphis Teacher: Ms. Lewis



Reading Workout: Analysis
SWBAT analyze how the author develops Ruby Bridges as a contemporary hero and evaluate how well she matches the Greek hero archetype.

Directions: Read the Ruby Bridges article.

How well does the contemporary hero Ruby Bridges match the Greek hero archetype? Select the strongest
claim.
Rhiannon Lewis 2/12/2017 7:19 PM
A. Ruby Bridges does not match the Greek hero archetype at all because she did not face any problems in
Comment [5]: D
her quest to end racism and discrimination.
B. Ruby Bridges matches the Greek hero archetype slightly because she did face a few difficult situations (1)Difficult situations
in her lifetime, but she was not celebrated for her accomplishments. Large crowds of people met them in front,
yelling and throwing objects.
C. Ruby Bridges matches the Greek hero archetype pretty well because she faced many difficult situations People made racist remarks and threatened
on her quest to end racism and discrimination, but nobody recognized her for her efforts. her.
This shows Ruby faced many difficult
D. Ruby Bridges matches the Greek hero archetype very well because she faced many difficult situations
situations in which people were racist and
on her quest to end racism and discrimination, and she won an award for her work. violent towards her.
Evidence #1 Evidence #2 Evidence #3 What difficult situations did Rosie face
when she was the first Black girl to go to
school?

(2) Quest to end racism and
discrimination in education
The foundation promotes tolerance, respect
and appreciation of all differences. Through
education, the foundation seeks to end racism
and discrimination.
This shows that Rosie works to promote
tolerance and respect, and end racism and
discrimination through education.
When Rosie grew up, what did she
devote her career to? What foundation
did she start? What work do they do?

(3)Won an award
Explain evidence #1 Explain evidence #2 Explain evidence #3 Bridges was awarded the Presidential Citizen's
Award by President Bill Clinton for her
courage and commitment to equal
educational rights.
This shows that she was recognized and

celebrated for her work to end racism and
discrimination.
Why did former President Bill Clinton give
her an award?




3
CLOSING 10 MINUTES

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the
DIFFERENTIATION LESSON PLAN 11

objective?
Why will students be engaged/interested?
After discussion, I will sum up student arguments and clear up any lingering misconceptions in closing.
Students will complete their exit slips silently and independently. After the exit slip, we will do our end-of-class
routine.

Student #
Name: _________________________ Date: ___________________ Grade #

Cohort: Ole Miss | BC | CBU | Memphis Teacher: Ms. Lewis


Exit Slip
SWBAT analyze how the author develops Ruby Bridges as a contemporary hero and evaluate how well she matches the Greek hero archetype.

Directions: Complete this graphic organizer with character traits, evidence, and explanation.
Rhiannon Lewis 2/12/2017 7:20 PM
1. Select all that apply: What are the qualities of a hero? Comment [6]:
A. Heroes do something important for their community
1. ABDE
B. Heroes face many difficult situations on their journey
C. Heroes give up easily
D. Heroes are celebrated for their accomplishments
E. Heroes show bravery
F. Heroes are easily discouraged

2. Read the following pieces of evidence from the Ruby Bridges article and identify which quality of a
hero that it best shows.
Rhiannon Lewis 2/12/2017 7:21 PM
Evidence Which quality of a hero does this show? Select one and
Comment [7]:
underline the word or phrase from the evidence that supports
your answer. 1.E
2. A
1. Bridges' first few weeks at William Frantz School were A. Heroes do something important for their community.
3. D
not easy. People made racist remarks and threatened her. B. Heroes face many difficult situations on their journey.
She was not allowed to go to the cafeteria or out to recess C. Heroes give up easily.
D. Heroes are celebrated for their accomplishments.
to be with other students in the school, and when she had
E. Heroes show bravery.
to go to the restroom the officers walked her down the F. Heroes are easily discouraged.
hall. Years later, one of the officers commented that
Bridges had shown a lot of courage.
2. In 1999, Bridges formed the Ruby Bridges Foundation, A. Heroes do something important for their community.
based in New Orleans. The foundation promotes B. Heroes face many difficult situations on their journey.
tolerance, respect and appreciation of all differences. C. Heroes give up easily.
D. Heroes are celebrated for their accomplishments.
Through education, the foundation seeks to end racism
E. Heroes show bravery.
and discrimination.
F. Heroes are easily discouraged.
3. In 2001, Bridges was awarded the Presidential Citizen's A. Heroes do something important for their community.
Award by President Bill Clinton for her courage and B. Heroes face many difficult situations on their journey.
commitment to equal educational rights. C. Heroes give up easily.
D. Heroes are celebrated for their accomplishments.

E. Heroes show bravery.
F. Heroes are easily discouraged.

Continue!



DIFFERENTIATION LESSON PLAN 12

4. Is Ruby Bridges more similar to or different than archetypal Greek heroes? Explain by citing specific
examples or evidence from this text and the Greek myths that weve read. Respond in at least 5
sentences.
Rhiannon Lewis 2/12/2017 7:36 PM
Comment [8]:

Ruby Bridges is mostly similar to a Greek
hero with a few key differences. Bridges
went on a journey to be the first Black child
going to an all-white school and faced
serious trials and problems. Greek heroes
face dangerous tasks on their quest that put
their life in danger, which is much like what
Bridges went though. Her goal in life is to
end racism and discrimination, which she is
on a quest to do in New Orleans. She has
been celebrated for the work that shes done
with a presidential award. The key
difference between Rosie and Greek heroes
is that she hasnt gone on a quest for an
object, but to find the end to racism and
discrimination. She didnt face interference
from the Greek gods, but she did face
interference from racist people.

LESSON EXTENSION

EARLY FINISHER ASSIGNMENT


Students who finish early will respond
5 in writing to the discussion questions on the bottom of the

reading passage.
HOMEWORK
Students will receive another article of a contemporary hero and will have to annotate for key pieces of
evidence that develop him/her as a hero. Students will be required to respond in a paragraph to the
following question.
o Is what ways does the author develop ____ as a hero?
DIFFERENTIATION LESSON PLAN 13

References

Common Core State Standards Initiative. (n.d.). English language arts standards. Retrieved from

http://www.corestandards.org/ELA-Literacy

National Council of Teachers of English. (2009). CEE position statement: Beliefs about social justice in English

education. Retrieved from http://www.ncte.org/cee/positions/socialjustice

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