Hope Smalls Banned Books Week Lesson Plan

Lesson Plan Action Example Template
Media Specialist Name: (Hope Smalls)
Teacher Name: (Ms. Deborah Hawkins, Literature teacher, and Mrs. Barbara Walker, History Teacher)
Grade: 11th
grade
Library Context:
 Fixed  Flexible x Combination  Individualized Instruction
 Stand-alone lesson  Lesson in a unit  x Multiple lessons in a unit
Collaboration Continuum:
 None  Limited  Moderate x Intensive
Content Topic: Censorship awareness: A complete analysis of censorship and banned books
Standards for the 21st-Century Learner: Retrieved from:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/bldnglvl/Benchmarks-
Cutable_Format.pdf
Inquire, think critically, and gain knowledge.
Skills 1.1.2. Use prior and background knowledge as context for new learning.
Skills 1.1.3. Develop and refine a range of questions to frame the search for new understanding.
Skills 1.1.4. Find, evaluate, and select appropriate sources to answer questions.
Skills 1.1.5. Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
Dispositions in Action
1.2.5. Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies
when necessary to achieve success.
1.2.6. Read, view, and listen for information presented in any format (e.g., textual, visual, media,
digital) in order to make inferences and gather meaning.
1.2.7. Display persistence by continuing to pursue information to gain a broad perspective.
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Responsibilities 1.3.1. Respect copyright/ intellectual property rights of creators and producers.
Responsibilities 1.3.2. Seek divergent perspectives during information gathering and assessment.
Responsibilities 1.3.3. Follow ethical and legal guidelines in gathering and using information.
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
knowledge.
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
understandings, draw conclusions, and create new knowledge.
Skills 2.1.2. Organize knowledge so that it is useful.
Skills 2.1.4. Use technology and other information tools to analyze and organize information.
knowledge.
2.2.2. Use both divergent and convergent thinking to formulate alternative conclusions and test
them against the evidence.
knowledge.
2.2.3. Employ a critical stance in drawing conclusions by demonstrating that the pattern of
evidence leads to a decision or conclusion.
knowledge.
2.2.4. Demonstrate personal productivity by completing products to express learning.
knowledge.
Responsibilities 2.3.1. Connect understanding to the real world.
knowledge.
Responsibilities 2.3.2. Consider diverse and global perspectives in drawing conclusions.
knowledge.
2

Responsibilities 2.3.3. Use valid information and reasoned conclusions to make ethical decisions.
knowledge.
Self‐Assessment Strategies
2.4.1. Determine how to act on information (accept, reject, modify).
Share knowledge and participate ethically and productively as members of our democratic
society.
Skills 3.1.2. Participate and collaborate as members of a social and intellectual network of learners.
society.
Skills 3.1.3. Use writing and speaking skills to communicate new understandings effectively.
society.
3.2.2. Show social responsibility by participating actively with others in learning situations and by
contributing questions and ideas during group discussions.
society.
Responsibilities 3.3.1. Solicit and respect diverse perspectives while searching for information,
collaborating with others, and participating as a member of the community.
Pursue personal and aesthetic growth.
Skills 4.1.1. Read, view, and listen for pleasure and personal growth.
Skills 4.1.2. Read widely and fluently to make connections with self, the world, and previous reading.
Skills 4.1.3. Respond to literature and creative expressions of ideas in various formats and genres.
Skills 4.1.4. Seek information for personal learning in a variety of formats and genres.
4.2.1. Display curiosity by pursuing interests through multiple resources.
4.2.2. Demonstrate motivation by seeking information to answer personal questions and interests,
trying a variety of formats and genres, and displaying a willingness to go beyond academic
3

requirements. Pursue personal and aesthetic growth.
4.2.3. Maintain openness to new ideas by considering divergent opinions, changing opinions or
conclusions when evidence supports the change, and seeking information about new ideas
encountered through academic or personal experiences.
4.2.4. Show an appreciation for literature by electing to read for pleasure and expressing an
interest in various literary genres.
4.4.1. Identify own areas of interest.
4.4.2. Recognize the limits of own personal knowledge.
4.4.3. Recognize how to focus efforts in personal learning.
4.4.4. Interpret new information based on cultural and social context.
4.4.5. Develop personal criteria for gauging how effectively own ideas are expressed.
4

Local or State Standards:
English Language Arts Standards » Reading: Literature » Grade 11-12
Retrieved from :
http://www.corestandards.org/ELA-Literacy/RL/11-12/
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
Craft and Structure:
Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or beautiful
Integration of Knowledge and Ideas:
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play
or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one
play by Shakespeare and one play by an American dramatist.)
History/Social Studies » Grade 11-12 Retrieved from: http://www.corestandards.org/ELA-
Literacy/RH/11-12/
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights
gained from specific details to an understanding of the text as a whole.
Craft and Structure:
Determine the meaning of words and phrases as they are used in a text, including analyzing how an
author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors'
claims, reasoning, and evidence
Integration of Knowledge and Ideas:
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, as well as in words) in order to address a question or solve a problem.
5

Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other
information.
CY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding
of an idea or event, noting discrepancies among sources.
Reading Comprehension Strategy:
The teachers teaching this lesson is well informed of the necessary reading comprehension strategies
students must be proficient in by the end of their high school career. To ensure students are successful,
teachers will engage students with numerous strategies to best fit the needs of all learners. The below
reading strategies is what students will partake in:
Activating background knowledge- Students will talk amonst their peers and explore their ideas and
thoughts as they read through novels in in Ms. Hawkins literature class and discuss the era each novel
took place in while in Mrs. Walker’s history class. In history students will use what they know today and
state the differences from things taking place in different era’s of time. The media specialist will host a
learning session in the media center discussing the process of banning books, with both classes. Students
will play a game that will ask students to use what they know already and what they learned from the
orientation to answer questions from the game.
Questioning- Students will be asked to complete a task that involves answering a question and to give an
explanation as to why or why not one should be able to ban books and then have students ponder over
what they have learned about challenging material and come up with reasons the banning of books can
be achieved and when it is necessary.
Analyzing text structure- Students will be asked to use Piktochart to input lists, graphs, labels, tables,
and highlight subheadings, as they read to gain a better understanding of the material.
Visualization.- Students should be encouraged to visually picture images in their head as they read the
text, and visualize the importance behind challenges, banned, books, and censorship. Students will
complete activity called visualizing reading response. Students will tasked with completing a response
log that tells the teacher the title of the book, the author, the amount of minutes spent reading the book
outside of class and during the 1st
fifteen minutes of the class, the pages read, the pages and sentences on
pages where visualizing data was easily to interpret, the significance of the visualized sentences, and
demonstration of the sentences chose. For challenges and banned book, students will draw out pictures
that come in their head of reactions people have about reading books that should be challenged and
banned.
Summarizing- Students will summarize the material in both classes. Students will each write a
paragraph on what was learned in google docs or evernote. Students will also complete an infographic
using smore to summarize banned and challenged books, by answering and displaying information as to
where do most challenges of books take place, why books are challenged, and who initiates challenges
material, and the definitions of banned and challenged books.
Lesson Objectives:
Students will be able to identify how books are banned, discuss the reasons behind the action, and
examine the outcomes of speaking out against censorship.
Overview of the Lesson:
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Ms. Deborah Hawkins, Literature teacher, and Mrs. Barbara Walker, History Teacher will
collaboratively work with the media specialist to come up with approaches to get students actively
involved in learning. Ms. Deborah Hawkins, Literature teacher will teach students about controversial
texts that shape why certain books are disliked. Books that will be examined are Their Eyes Were
Watching God, and Adventures of Huckleberry Finn. Mrs. Barbara Walker, History Teacher will discuss
with her class information such as the time era of the Harlem Renaissance, a movement in post-World
War I showcased in the book Their Eyes Were Watching God, and the anti-slavery message
demonstrated in the novel Adventures Of Huckleberry Finn. The media specialist, Ms. Hope Smalls will
meet with both classes and discuss any sensitive things and actions occurring in both time era’s and how
each matter appears to raise issues and concerns that can justify reasons for banning the books. Students
will be urged to use their knowledge of school standards that encourage students to read texts that
promote admiration for different cultures and establish knowledge of earlier American literature, to view
how texts from the same and different periods treat similar themes or topics. After doing so, students
will think about texts read in school that could possibly be banned or censored due to school
expectations for reading complexity and the growth of comprehension.
INSTRUCTIONAL PLAN:
(This is the where you will provide all the details for teaching the lesson)
Estimated lesson time: 1hour and 30 minutes per block class
Resources: (List the names of the resources next to each relevant type.)
• Online subscription database(s): GALILEO databases
• Web sites: Ms. Hope Smalls (media specialist) pearltress curation tool Banned Book Week
• Books: Their Eyes Were Watching God, and Adventures of Huckleberry Finn
• Nonprint: Peartress resources
• Software and/or Apps: Piktochart, Smore,
• Technology: School laptopS, desktop computers or Ipad’s
• Other: Flexible working spaces, digital and audio text, and teacher feedback
Instruction/activities:
(Provide step by step details describing how the lesson will be taught. If this is a collaborative lesson
specify who will lead each of the instructional activities--the teacher or the library media specialist.)
• Direct instruction: The teacher Ms. Deborah Hawkins, Literature teacher will provides clear
explanations, descriptions, and examples of the language such as imagery, and symbolism used in
the books Their Eyes Were Waching, and Adventures of Huckle Berry Finn. After the teacher
lectures, students will use what they learned and explain to the media specialist during orientation
some of the things that happened and was stated in the books, The media specialist will play video
on challenges and banning books to help students understand the rationale behind the process.
Students will be given independent practice assignments to reinforce learning and comprehension
without teacher assistance on determining the banning of books and sentences in texts that may
possibly lead to challenges
• Modeling and guided practice: The teacher Mrs. Barbara Walker, History Teacher will provide step
by step instructions for banning books. Students will listen to the teacher model strategies and then
research any additional strategies for how to Bann books.
• Independent practice: Students will be asked to locate 4 books in the media center or books they
have read in the past to give brief critique. Students will independently give their views on the books
7

and use blogger to discuss why or why not the books should be banned or challenged students will
comments on the books of their peers and the teacher will review to give credit for participation.
• Sharing and reflecting: Students who completed work via a web tool will make their work public so
that students, teachers, and the media specialist can view and comment.
• Strategies for Differentiation: To provide differentiation, students will learn via watching a video,
having the option to create artwork, complete independent research work , listen to teacher and
media specialist lecture, use different technology devices, have one on one time with the teacher,
work in groups, and listen via audio.
Assessment:
• Student Product- Students will complete paragraph to summarize what they have learned using
evernote or google docs. Students will share work with the teacher and the teacher will use checklist
to assign students a grade based on rather or not each section has been touched on, by using the
scoring rubric. Rubric will also be used to score students infographic.
• Process- Students will complete Response Logs as formative assessment during the learning process.
Submission of logs is to ensure students are able to personally respond, to ask questions, to predict,
to reflect, to collect vocabulary and to compose their thoughts about text to gain a better
understanding.
• Student self-questioning – Students are asked to complete a task that involves answering a question
and to give an explanation as to why or why not one should be able to ban books. This engagement
will help students improve in their reading comprehension. The teachers and media specialist will
work together ensuring that while students ponder over what they have learned about challenging
material clarity can be achieved on the reasons behind banning of books and censorship. Feedback
will be given by the teacher and media specialist on any lingering questions and concerns.
8

Hope Smalls Banned Books Week Lesson Plan

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