This lesson plan was created for Georgia Southern University's FRIT 7332. This lesson was created to celebrate Banned Books Week.

1. Lesson Plan Action Example Template
Media Specialist Name: Michelle E. Colquitt
Teacher Name: Mrs. Elaine Evans (Literature) and Mrs. Amy Roberts (History)
Grade: 11th
United States History (Roberts) and 11th
Grade United States Literature (Evans)
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 in Action: A Historical View of Censorship and Banned Books Week
Standards for the 21st-Century Learner:
Learners Use Skills, Resources, and Tools to:
1. Inquire, think critically, and gain knowledge.
1.1. Skills
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-
world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness
for needs, importance, and social and cultural context.
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.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2. Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the
collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of
resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when
necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3. Responsibilities
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2. 1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4. Self-Assessment Strategies
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
knowledge.
2.1. 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.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-
world situations, and further investigations.
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.
2.2. Dispositions in Action
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific
resource and by seeking additional resources when clear conclusions cannot be drawn.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence
leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3. Responsibilities
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.4. Self-Assessment Strategies
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
3. Share knowledge and participate ethically and productively as members of our democratic
society.
3.1. Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the
learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
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.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly
3.2. Dispositions in Action
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal
situations.
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.
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3. 3.3. Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others,
and participating as a member of the community.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
3.4. Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more
effectively in the future.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership,
and demonstrations of respect for other viewpoints.
4. Pursue personal and aesthetic growth
4.1. Skills
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.1.7 Use social networks and information tools to gather and share information.
4.2. Dispositions in Action
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 requirements.
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.
4.3. Responsibilities
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
4.4. Self-Assessment Strategies
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
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.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests
and needs.
Local or State Standards:
Common Core English Standards Crosswalk
(adapted from:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/commoncorecrosswalk/pd
f/CrosswalkEnglishStandardAll1-4.pdf).
CC.11-12.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding
to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic
or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
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4. Common Core History Standards Crosswalk
(adapted from:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/commoncorecrosswalk/pd
f/ReadinginHistoryAllStandards.pdf).
CC11-12RH/SS6 Evaluate authors' differing points of view on the same historical event or issue by
assessing the authors' claims, reasoning, and evidence.
CC11-12RH/SS7 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.
CC11-12RH/SS8 Evaluate an author's premises, claims, and evidence by corroborating or challenging
them with other information.
CC11-12RH/SS9 Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.
Georgia English/Literature Standards
(from: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-11-12-American-
Literature-Standards.pdf).
ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-
one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure
a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
Georgia History Standards
(from: https://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/United-
States-History.pdf).
SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United
States.
d. Describe the Vietnam War, the Tet Offensive, and growing opposition to the war.
SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970
SSUSH23 The student will describe and assess the impact of political developments between 1945 and
1970.
SSUSH24 The student will analyze the impact of social change movements and organizations of the
1960s.
c. Analyze the anti-Vietnam War movement
Reading Comprehension Strategy:
The teachers of this lesson set are aware of several differing reading comprehension strategies and will
employ multiple strategies to best serve their students. The reading comprehension strategies utilized
will be:
Activating Prior Knowledge—students will learn about both novels in Mrs. Evans’ class earlier in the
year. They will also learn about the eras in which each work takes place during Mrs. Roberts’ United
States History class. The discussion will continue when students attend a session in the Media Center to
discuss Banned Books Week. Mrs. Colquitt will facilitate a discussion of banned or challenged books
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5. with both Mrs. Evans and Mrs. Roberts. This discussion will task students with activating their prior
knowledge to expand their understanding of banned/challenged materials.
Using Sensory Images—students will utilize different media to complete this banned books week
lesson. Students will be tasked with completing two Padlet entries (one for each book) outlining
passages that might have led to challenges/banning. Students will also create a Smore poster to outline
any book they have read that could possibly be challenged by today’s morals and values.
Questioning—students will be tasked with questioning the rationale for banning/challenging materials.
Students will be tasked with crafting reflection questions autonomously to determine the rationale and
background for challenging materials.
Making Predictions and Inferences—students are asked to predict any materials that they believe
could possibly be challenged or banned. Students are asked to demonstrate critical thinking skills by
assessing materials for any potential challenges.
Synthesizing—students are tasked with synthesizing materials learned in both English and History class
to make informed, well-thought-out decisions about materials that could possibly be challenged in the
future.
Lesson Objectives:
To enable students in determining why given works were censored or banned. Students will be asked to
think critically about the historical context both in regards to when the item was written (or what it was
written in response to) and when it was banned or censored.
Overview of the Lesson:
This will be a collaborative lesson between 11th
grade American Literature teacher Mrs. Elaine Evans,
11th
grade United States History teacher Mrs. Amy Roberts, and Media Specialist Mrs. Michelle
Colquitt. Mrs. Evans will teach a unit about controversial texts, to include information about To Kill a
Mockingbird, and Fallen Angels. Mrs. Roberts will echo with information about each given time period
(e.g. TKAM the Civil Rights Era, and Fallen Angels and the Vietnam War). Mrs. Colquitt will meet with
the combined classes later in the semester after they have read each text and discussed each time period.
Mrs. Colquitt will lead a discussion about how that each era could possibly have shaped or driven
censorship. Students will be prompted to think critically about current events and determine if there are
any possible texts that could possibly be censored or banned because of current world/US events.
INSTRUCTIONAL PLAN:
(This is the where you will provide all the details for teaching the lesson)
Estimated lesson time:
2 50 minute class periods or 1 90 minute block class
Resources: (List the names of the resources next to each relevant type.)
• Online subscription database(s): GALILEO databases
• Web sites:Mrs. Colquitt’s Symbaloo Banned Book Week Webmix and Mrs. Colquitt’s Banned
Book Week Padlet
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6. • Books: To Kill a Mockingbird, and Fallen Angels (both previously taught during this semester by
Mrs. Evans in 11th
grade literature). 11th
grade United States History textbook.
• Nonprint: Symbaloo resources
• Software and/or Apps: Padlet and Smore
• Technology: Students can complete their assignment either on their school assigned device, on a
computer in the Media Center Computer Lab, or at home/in an outside setting.
• Other: UDL should be utilized if need be. If UDL principles are utilized Mrs. Colquitt and Mrs.
Roberts will collaborate to document the UDL measures utilized.
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: Students will previously learn about To Kill a Mockingbird, Fallen Angels, and
topics within their history class (the Civil Rights Era and the Vietnam War). Students will arrive at
the Media Center ready to activate prior knowledge and learn about challenges to materials. Mrs.
Colquitt will provide a brief overview of banning/challenging materials. Mrs. Colquitt will then
specifically speak about the rationale behind challenging both TKAM and FA. Mrs. Colquitt will
then lead a discussion to ask students about any materials that they might have found controversial
or thought could have potentially been challenged.
• Modeling and guided practice: Mrs. Colquitt will lead the discussion about challenged/banned
materials as part of a modeling and guided practice session. Students will be asked to make 2 posts
to the class Padlet reflecting on why each work was challenged separately. Students will be
encouraged to follow all rules of Netiquette.
• Independent practice: For independent practice students will be asked to complete a Smore poster
on the topic of banned/challenged books. Students will be asked to assess books that they have read
that could possibly be challenged/banned. Students will concisely summarize the book and then have
a section about potential challenges to the book. Finally, students will outline their opinions about
reading the book, specifically to indicate whether or not they believe someone their age or younger
should read the book.
• Sharing and reflecting: Students will turn their Smore in to classroom teacher Mrs. Roberts. Mrs.
Roberts will share the Smore with Mrs. Colquitt. Students will be informed that links to their Smores
will possibly be featured on the Media Center and/or Mrs. Roberts’ classroom website, and shared
via social media platforms (Twitter, Facebook, Tumblr, Instagram, etc.).
• Strategies for Differentiation: Universal Design for Learning will be utilized in order to make this
lesson inclusive to all learners present. Students will possibly have a longer time period to complete
their Smore (standard due date will be one week). Students could also be paired up to complete the
Smore. Mrs. Colquitt will provide assistance through one-on-one means in the Media Center
Computer Lab in order to accommodate users, if necessary. Mrs. Colquitt, Mrs. Evans, and Mrs.
Roberts are all focused on their students having equitable access to learning, and will strive to ensure
that all students are able to complete the required lesson/assignment.
Assessment:
• Student Product: Students will complete 2 required posts on the Padlet and a Smore poster.
Students will be assigned a numerical grade based on a rubric provided to each student.
• Process: Students will complete the Padlet requirement as part of guided independent practice.
Padlet submission is to ensure that students comprehend the material and any potential challenges
the material might have generated. Students will complete the Smore as part of a critical thinking
activity about items they have previously read. Students will be asked to generate the Smore in
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7. response to the lesson presented by Mrs. Colquitt and based on their previously acquired knowledge
of American History and American Literature. Students will be asked to create this product
independently unless the UDL principles are employed. Students will utilize technology to complete
this process. Further, students have the opportunity to have their work spotlighted through various
channels. Student submissions will be graded according to a rubric provided to each student. This
will count toward the given student’s United States History grade.
• Student self-questioning: Students are asked to reflect on their prior reading history in order to
complete this task. Students are also asked to use critical thinking in order to ask and answer
questions about the rationale behind banning/challenging Media Center materials. It is the goal of
the Media Specialist and collaborating teachers that students be empowered to learn and think
critically about literature and current events.
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