A collaborative lesson created for Banned Books Week in my FRIT7332

1. Ashley Miller
Banned Books Week
GRADE: FIFTH GRADE
LIBRARY CONTEXT:
 Fixed  Flexible  Combination  Individualized Instruction
 Stand-alone lesson  Lesson in a unit  Multiple lessons in a unit
COLLABORATION CONTINUUM:
 None  Limited  Moderate  Intensive
CONTENT TOPIC: Celebrating Characters for Banned Books Week
STANDARDS FOR THE 21ST
-CENTURY LEARNER GOALS
Standard:
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.
Skills Indicator(s):
2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world
situations, and further investigations.
3.1.4. Use technology and other information tools to organize and display knowledge and understanding in ways
that others can view, use, and assess.
Benchmark(s):
Share what is known about a topic, problem, or question.
Dispositions Indicator(s):
2.2.4. Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s):
2.3.2. Consider diverse and global perspectives in drawing conclusions.
2.3.3. Use valid information and reasoned conclusions to make ethical decisions.
3.3.7. Respect the principles of intellectual freedom.
Self-Assessment Strategies Indicator(s):
2.4.1. Determine how to act on information (accept, reject, modify).
3.4.2. Assess the quality and effectiveness of the learning product.
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2. SCENARIO:
As part of Banned Books Week the school media specialist wants to promote banned books within the school
community. She has collaborated with fifth grade reading and language arts teachers to create lessons to
encourage reading, teach students about their First Amendment, and banned books. This lesson is the final lesson
that promotes or displays Banned Books Week using a Web2.0 tool.
The Classroom teacher will be responsible for the following:
• Use a graphic organizer with the five different freedoms of the First Amendment.
• Will provide students with the list of Banned Books for Children.
• Will assist students that have difficulties with creating their project on the decided Web 2.0 tool.
• Will create a rubric with the media specialist that concerns reading and writing aspects.
The Media Specialist will be responsible for the following:
• Finding/Creating a list of Banned Books for Children.
• Help students choose a book, if needed.
• Will guide the students in the creation of their Glogster presentation by presenting step-by-step
instructions.
• Will create a rubric with the classroom teacher that concerns technical aspects.
• Create a link that compiles the students’ works and display them on the school webpage.
CONNECTION TO LOCAL OR STATE STANDARDS
ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in
a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
b. Provide logically ordered reasons that are supported by facts and details.
READING COMPREHENSION STRATEGY:
• Metacognition
• Answering Questions
LESSON OBJECTIVES:
OVERVIEW:
In this lesson, students will research and create an interactive online poster to promote a Banned Book.
FINAL PRODUCT:
Students will be able to create a technology project that will display a Banned Book of their choice. Students will
include the following information in the Glogster technology project:
• Title of the Book
• Description of the character(s) that is being challenged
• Why are they being challenged
• Why they shouldn’t be banned (recommendations)
• A picture of the book
• A picture of the characters
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3. LIBRARY LESSON(S):
Students will
• Be introduced to the Web2.0 tool Glogster.
o How to use the tool
o An example of a final product
• Research the book of their choice for why it is banned
o Ask themselves questions to complete product
o Complete a graphic organizer on the book of their choice
• Create a Glogster poster using the information they have found on the book.
ESTIMATED LESSON TIME:
50-60 minutes
ASSESSMENT
• Product
The school media specialist and teacher will use the rubric to assess the Glogster poster
• Process
The school media specialist and teacher will observe the students working on the technology project and
research
• Student self-questioning
Did I understand the tasks?
Why do I feel this information is important?
How do I feel about the book and information I gathered?
Did I use the information I gathered to create a successful product?
INSTRUCTIONAL PLAN
• Resources students will use:
Web site
• www.glogster.edu
Books (Banned Books List)
Graphic Organizer of First Amendment
• https://1forallnet.files.wordpress.com/2010/06/exercise_fa.pdf
Computer
Smartboard
Projector
• Instruction/activities
(Provide explicit details for the lesson including the activities for both the teacher and the library media
specialist.)
o Direct instruction:
 The teacher will engage students by introducing a banned book through a read aloud and
discussion.
 The media specialist will engage students by introducing the Glogster tool on the
Smartboard, and show students features of the tool, a completed product, and the rubric
in which the students will be graded on.
o Modeling and guided practice:
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4.  The teacher will explain the graphic organizer and model how to use it by displaying the
graphic organizer on the Smartboard.
 The media specialist will provide assistance, if needed, to any students in the selection of
information for the banned book the students choose. He/She will also help students with
the Glogster tool.
o Independent practice:
 Students will show what they have learned by completing the graphic organizer and use
some of the information to create their final product.
o Sharing and reflecting:
 Students will share and present their Glogster project.
• Strategies for Differentiation
The teacher and media specialist collaborated together before the lessons to discuss student learning abilities.
Before the project is to begin, students will be assigned a peer to work with as a helper/reviewer this would
encourage students to provide feedback or assistance to others. The students with learning abilities can ask
their partner questions and not feel alienated that they are the only ones needing help. All students can
complete the steps of the project when they have an understanding of the tasks.
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