Lesson Plan: Teara Powell

Grade: 7th
Content Topic: Banned Books
Standards for the 21st-Century Learner: AASL Standards
#1 Skills
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media,
digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.3 Responsibility
1.3.1 Respect copyright/intellectual property rights of creators and producers
1.3.4 Contribute to the exchange of ideas within the learning community
1.3.5 Use information technology responsibly
#2 -Skills
2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understanding, draw conclusions, and create new knowledge.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products
that express new understandings.
3.2 Dispositions in Action
3.2.2 Show social responsibility by participating actively with others in learning situations and
by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibility
3.3.7 Respect the principles of intellectual freedom.
3.4 Self-Assessment Strategies
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles,
leadership, and demonstrations of respect for others viewpoints.
4.3 Responsibility
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
ISTE Standards:
1.Facilitate and inspire student learning and creativity-Teachers use their knowledge of subject
matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity and innovation in
both face-to-face and virtual
environments.
a. Promote, support, and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools
and resources
c. Promote students reflection using collaborative tools to reveal and clarify students conceptual
understanding and thinking, planning, and creative processes.
2. Design and develop digital age learning experiences and assessments- Teachers design ,
develop, and evaluate authentic learning
experiences and assessments incorporating contemporary tools and resources to maximize
content learning in context and to
develop the knowledge, skills, and attitudes identified in the standards*S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students diverse learning styles,
working strategies, and abilities using digital tools and resources.
3. Model digital age work and learning-Teachers exhibit knowledge, skills, and work processes
representative of an innovative
professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources
to support research and learning.

4. Promote and model digital citizenship and responsibility- Teachers understand local and global
societal issues and responsibilities
in an evolving digital culture and exhibit legal and ethical behavior in their professional
practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology,
including respect for copyright, intellectual property, and the appropriate documentation of
sources.
Local or State Standards 7th:
7th
ELAGSE7RI5: Analyze the structure an author uses to organize a text, including
how the major sections contribute to the whole and to the development of the ideas.
ELAGSE7RI8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support
the claims.
ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and
clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
ELAGSE7W2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples. c. Use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e.
Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented.
ELAGSE7W6: Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including linking to and
citing sources.
ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
ELAGSE7SL3: Delineate a speakers argument and specific claims, evaluating the soundness of
the reasoning and the relevance and sufficiency of the evidence.
ELAGSE7SL5: Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.

Reading Comprehension Strategy: Summarize the articles that are required to be read. Students need to
ask themselves questions on why books may be banned? What strategies can be used for deciding on
what books should be taken out of media centers? Why would someone choose to ban a book? Are the
books that are banned justified as falling into the banned category?
Lesson Objectives:
To evaluate books that have been banned and the reasons why they were banned.
 To show how banning books affects our 1st amendment rights.
What is the difference between a banned book and a challenged book?
Overview of the Lesson: To expose students to books that have been banned from libraries. The lesson
will allow students to explore why books could be placed on the banned book list. Students can research
and state their opinions about the list of banned books.
INSTRUCTIONAL PLAN:

Estimated lesson time: 4 days with 90 minute classes

Tuesday Wednesday Thursday Friday

Opening activity: Discuss what it
means to ban something and what
does it mean to challenge
something?
https://docs.google.com/presentati
on/d/10PhxLrxMNeJQ5kzrSpp9H
sUPb3GziJ6H-FoOr1gJk90/edit?
usp=sharing
Opening activity: Watch
youtube video over childrens
books that are on the banned
list
https://youtu.be/8mjt6ZTbKz
s u/constitution/first_amend
Opening activity: Opening activity:
Share with student their 1st Students will discuss any
amendment right confusion or problems
. with the assignment.
https://www.law.cornell.ed
ment
2. Student will share their
ideas on if books should be
banned or if it violates their
1st amendment right.
 Lesson:
A display of banned books will be set1.
up in the media center. Students will
make a list of the books they have
read and the ones they want to read.
. Students will log into google
classroom and follow the link to the
article About Banned & Challenged
Books
https://www.thoughtco.com/childrens
-book-censorship-overview-626315
. Discuss why they think these books 2.
were placed on the banned book list.
. Students will view the definition of
intellectual freedom on the AASL
website.http://www.ala.org/advocacy/
intfreedom/censorshipfirstamendmen
tissues/ifcensorshipqanda
Standards: ELAGSE7RI5,
ELAGSE7W1 a-e
3.
Lesson:
Have students choose five books 1.
off the banned books list that
they have read and 5 books off
the list they want to read. Then
students will all chose a different
book to use for their persuasive
essay and defending video.
Students will fill out a
Persuasive Essay organizer 2.
defending the book.
Give an example such as Lush
by Natasha Friend is a book
about how a girl finds her inner3.
strength to confront her father
about his alcoholism. The book
goes through the steps the girl
takes in finally breaking her
silence and asking her father to
get help after he hurts her little
brother. I believe this book is
needed to show students that no
matter what you can benefit
from having a person to talk to
and to speak out if things are
going on at home that are out of
your control.
Have students share their
responses.
Standards: ELAGSE7W6,
Lesson: Lesson :
Students will get out their 1. Students will complete
persuasive essay organizer videos.
and research why their book 2. Students will show their
was banned. They will fill out videos and vote if the books
a facts sheets with reasons and should be kept.
support of why their book
should be banned or not be
banned.
Students will then use flip
grid to recorded their
supporting arguments.
https://flipgrid.com/a6sgig3
Students must create a short
video describing why the
book should be banned or
saved. The students must
include support/evidence for
their stance. A rubric will be
given to each group to show
what is expected. An
outline for the video must be
made before moving on to
creating the video. (Rubric is
included at the bottom.)
Standards: ELAGSE7W1 a-e,
ELAGSE7W2 a-f,
ELAGSE7W6,
ELAGSE7SL1,a
Differentiation:
The articles will be read aloud
Students will be given a copy to highlight or write on
Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced
learners
Using tiered activities through which all learners work with the same important understandings and skills, but proceed with
different levels of support, challenge, or complexity;
Offering manipulatives or other hands-on supports for students who need them;
Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner
or to encourage an advanced learner to pursue a topic in greater depth.
Making sure there are places in the room to work quietly and without distraction, as well as places that invite student
collaboration;
Setting out clear guidelines for independent work that matches individual needs;

Resources and Web sites:

http://judyblume.com/censorship.php
http://www.ala.org/advocacy/intfreedom/censorshipfirstamendmentissues/ifcensorshipqanda
http://www.ala.org/bbooks/about-
http://learning.blogs.nytimes.com/2010/09/23/10-ways-to-celebrate-banned-books-week/?_r=0-
http://childrensbooks.about.com/cs/censorship/a/challenged.htm
http://712educators.about.com/cs/bannedbooks/a/bookbanning.htm
http://www.ala.org/bbooks/top-100-bannedchallenged-books-2000-2009
http://childrensbooks.about.com/cs/censorship/a/censorship.htm
Books:
1. Harry Potter (series), by J.K. Rowling
2. The Chocolate War, by Robert Cormier
3. Of Mice and Men, by John Steinbeck
4. I Know Why the Caged Bird Sings, by Maya Angelou
5. The Perks of Being a Wallflower, by Stephen Chbosky
6. Fallen Angels, by Walter Dean Myers
7. Captain Underpants (series), by Dav Pilkey
8. The Adventures of Huckleberry Finn, by Mark Twain
9. The Color Purple, by Alice Walker
10. Catcher in the Rye, by J.D. Salinger
11. To Kill A Mockingbird, by Harper Lee
12. The Giver, by Lois Lowry
13. Killing Mr. Griffen, by Lois Duncan
14. My Brother Sam Is Dead, by James Lincoln Collier
15. Bridge To Terabithia, by Katherine Paterson
16. The Face on the Milk Carton, by Caroline B. Cooney
17. Speak, by Laurie Halse Anderson
18. Roll of Thunder, Hear My Cry, by Mildred Taylor
19. A Time to Kill, by John Grisham
20. Fahrenheit 451, by Ray Bradbury
21. Junie B. Jones (series), by Barbara Park
22. The Lovely Bones, by Alice Sebold
23. A Day No Pigs Would Die, by Robert Newton Peck
24. Goosebumps (series), by R.L. Stine
25. Are You There, God? Its Me, Margaret, by Judy Blume

Software and/or Apps: Google Classroom, Google Form, and Flip grid
Technology: Computers, Chromebook or smart phones
Other: articles that are printed for student use
Voting Forms
Academic 1- voting Form-https://goo.gl/forms/Hl3UbniyHz8Qzlto2
Academic 2- voting Form-https://goo.gl/forms/CA8WPZC5frN8a1vf1
Academic 3- Voting Form-https://goo.gl/forms/kL3r9Hu8XrFm4eAW2
Academic 4- Voting Form-https://goo.gl/forms/R8hcbc9lb4bquUkJ3
Flip Grid for Banned Book Project
Student(s): __________________________________________________Period ____
Evaluation Rubric
The feelings of others are respected, people are treated with dignity, language, and visuals are
appropriate for a middle school audience and the subject is appropriate for a middle school
audience.
Subject (Excellent) 5...4...3...2...1...(Poor)
is interesting 5 4 3 2 1
is educational 5 4 3 2 1
is relevant to middle school audience 5 4 3 2 1
provides insight into topic and discussed thoroughly 5 4 3 2 1
is entertaining 5 4 3 2 1
Content (Excellent) 5...4...3...2...1...(Poor)
Presents interesting information 5 4 3 2 1
Language is used properly and effectively 5 4 3 2 1
Images and/ or graphics relate well to content 5 4 3 2 1
Student(s) behave professionally on camera 5 4 3 2 1
Student(s) demonstrate thoughtful approach to subject 5 4 3 2 1
Technical Aspects (Excellent) 5...4...3...2...1...(Poor)
Camera is stable, smooth movements and pans 5 4 3 2 1
Subject is framed well, images are well composed 5 4 3 2 1
Subject is lit and clearly visible 5 4 3 2 1
Sound is clear and understandable 5 4 3 2 1
Video is edited effectively, flows well 5 4 3 2 1
Titles are used effectively 5 4 3 2 1
Transitions are used effectively 5 4 3 2 1
Project was completed in a timely manner 5 4 3 2 1
Total Score ______
Project Grade ______
A+ = 100 - 96, A = 95 - 91, A- = 90 - 86, B+ = 85 - 81, B = 80 - 76, B- = 75 - 71
C+ = 70 - 66, C = 65 - 61, C- = 60 - 56, F = 55 or below