Lesson Plan: Chapter 4 — “No Ramp” (Rolling Warrior)
Subject: English Language Arts / Reading Comprehension
Book: Rolling Warrior by Judith Heumann
Chapter: 4 – “No Ramp”
Grade Level: Middle–High School (adaptable for special education)
Duration: 45–60 minutes
1. Learning Objectives
By the end of this lesson, students will be able to:
Describe what a ramp is and why it is important for accessibility. Explain how Judith Heumann faced physical barriers and discrimination. Identify what the author says about Franklin D. Roosevelt and his leadership while using a wheelchair. (For nonverbal students) Use visuals, AAC, or gestures to express understanding of ramps, accessibility, and barriers.
2. Materials
Book: Rolling Warrior (Chapter 4) Google Drive video: Person using a ramp to board a bus Projector or Smart Board iPads for student use Individual comprehension worksheet (digital or printed) AAC devices, picture supports, or symbol boards
3. Lesson Sequence
A. Introduction (5–7 minutes)
Show the Video: Play the Google Drive video of a wheelchair user using a ramp to enter a bus. Class Discussion: Ask: “What do you see happening in the video?” “Why is the ramp important?” “How does it help the person be independent?” Bridge to Lesson: “Today we’ll read about how Judith Heumann faced barriers because there was no ramp at her school.”
For Nonverbal Students:
Provide visual cue cards (bus, ramp, stairs, happy/sad faces). Allow students to point, tap, or use AAC to answer “What do you see?” and “Why ramp is important?”
B. Guided Reading (15 minutes)
Before Reading: Review key vocabulary: barrier, access, advocate, ramp. Briefly discuss Franklin D. Roosevelt — “He was a U.S. President who also used a wheelchair, but people hid that fact at the time.” Ask: “Why do you think the author mentions Roosevelt?” Read Chapter 4: “No Ramp” Read aloud or play audiobook. Pause for short discussion after each section.
For Nonverbal Students:
Use picture-based summaries of each page. Provide text with symbols or visuals. Students can respond with gestures, yes/no cards, or AAC (e.g., “Happy,” “Sad,” “Unfair”).
C. Group Close Reading (10 minutes)
Reread a short section describing Judith’s difficulty getting into school. Discuss: “What stopped Judith from entering?” “How did she feel?” “What message is the author sending?” Highlight or underline key sentences about barriers and rights.
For Nonverbal Students:
Use color-coded text or pictures to identify “problem” vs. “solution.” Match pictures to parts of the story (e.g., “stairs,” “school,” “ramp”).
D. Breathing Exercise (3 minutes)
Guide the class in a short breathing or mindfulness activity: “Inhale through your nose for 3… hold for 2… exhale slowly for 4.” Encourage students to stretch arms or relax shoulders. Purpose: transition and reset focus before independent work.
For Nonverbal Students:
Use visual breathing prompts or calm background music.
E. Independent Work (10–15 minutes)
Students complete the comprehension worksheet on their iPads or Smart Board. Tasks include: Multiple-choice and short-response questions Matching vocabulary with meanings or pictures Identifying main idea and details
For Nonverbal Students:
Use adapted digital worksheets with drag-and-drop visuals or picture-choice responses. Option to record answers using speech-to-text or AAC device.
F. Closure (5 minutes)
Review: “What did we learn about Judith’s experience?” Ask: “Why do ramps matter in our community?” Connect to real life: “Where do you see ramps in your school or neighborhood?”
Nonverbal Option:
Students show picture cards (✔️ for accessible, ❌ for not accessible).
4. Homework
Choice Assignment:
Verbal/Writing Students: Write 3–5 sentences describing a place that needs a ramp or better access. Nonverbal Students: Take or draw a picture of a ramp or stairs and label it “Accessible” or “Not Accessible.”