Lesson Title: The Banned Book Project: Glogging about Censorship Teacher Name: Jenell Carapella Subject: English

Grade Level: 11 Time Required (days; time/day) One instructional class period (40 minutes) Topic: Evaluating if books should be banned from schools/libraries Essential Question: Does censorship breach our first amendment right? Pre-requisites (Prior Knowledge): Content of his/her banned/challenged book, history of the banning of that book, what protects us under the first amendment, use of glogster.com, use of fur.ly, how to upload audio and video to glog, how to create an engaging, visually appealing glog, how to write a formal email. STAGE 1 - DESIRED RESULTS A. Content Area Standard(s): ELA Standards

Standard 1: Students will read and listen for information and understanding. Standard 3: Students will read and listen for critical analysis and evaluation.
B. Intended Learning Outcome Define what students will know and be able to do and at what level of mastery they should be able to do it. NOTE: Add/subtract rows from below each column heading, Student will know… Student will be able to… Students will know the accurate history behind the banning/challenging of their chosen book by researching the history of the banning. Students will be able to showcase their learning through the creation of a glog that synthesizes the book’s content and evaluates the legitimacy of the banning of the book. To reach mastery, students will create engaging, visually appealing, accurate glogs that incorporate multimedia. STAGE 2 - ASSESSMENT EVIDENCE Students will demonstrate their learning/understanding in the following way(s): 1) Creating a banned book-specific glog 2) Choosing a glog that best answers the essential question: Does censorship breach our first amendment right? A. Teacher-Created Assessments: A checklist will be used to assess students’ knowledge and implementation of the assignment. (See Glog Checklist) Pre-test: Post-test: Students will read a summary of their chosen Within a glog, students will use (multimedia) book and predict who, where and why the audio, video, images and text to defend or book was banned or challenged. refute the banning of the book. B. Performance Assessments: (See Glog Checklist) C. Other Assessments (e.g., Peer, Self): Peers will assess the effectiveness of each glog and chose one to nominate for the semi-finalist round by effectively using the Glog Checklist D. Assessment Adaptations: Students who struggle with the use of technology will be assessed on their participation and willingness to come in for additional assistance. (See final question on Glog Checklist) STAGE 3 - LEARNING PLAN A. Learning Activities: Glogster.com, fur.ly.com, online “gallery walk” 1. Instructional Strategies/Learning Activities:

(e.g., demonstration, discussion, small groups, role play, etc.) -Students will participate in co-intentional learning by posting their glog URL to the class fur.ly and by sharing their projects with one another. -Students will assess their peers glogs for: aesthetics, use of multimedia, and their ability to answer the question as it refers to their banned book, “Does censorship breach our first amendment right?” by completing and emailing the Glog Checklist to the Teacher. 2. Introducing the Lesson: (capturing students’ attention, activating students’ prior knowledge). You have all been reading, researching and creating unique glogs that represent the content and your evaluation of the banning of your book. Now it is time to see everyone’s final project and determine which glogs will be shared with the School Board. Each section of English 11 will choose one glog. I will create a fur.ly for the five glogs that will be sent to the School Board. The Board will then identify the glog that best answers the question “Does censorship breach our first amendment right?” Before I give you the fur.ly address, let us answer some questions that will help you with today’s assignment. What is censorship? How does the first amendment protect us? What would you find in a glog that does a good job answering the question, “Does censorship breach our first amendment right?” How do you attach a document to an email? 3. Instructional Sequence: (representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.) Complete the following two columns, showing teacher activity in correspondence with student activity. Add/subtract rows as needed. Teacher activity (The teacher is doing….) The teacher is circulating the computer lab as students evaluate other classmates’ glogs. Student activity (The student is doing…) The student is actively assessing the glogs for: aesthetics, use of multimedia, and their ability to answer the question as it refers to their banned book, “Does censorship breach our first amendment right?” Students send their nominations via Glog Checklist to the appropriate email address using formal email procedure. Students will use the remaining minutes to view other students’ glogs.

Teacher posts email address to which students will send their Glog Checklist. Teacher writes fur.ly for other classes on the board once majority of all students have emailed their nomination.

B. Adaptations to the Instructional Sequence to Differentiate: 1) Students had after school computer lab time for additional assess to the technology and for face-to-face project instruction. 2) Hard copies of the glogs will be posted in the classroom for those students who need more than one class period to choose one semi-finalist. C. Discussion and Assessment of Learning: (Pointing out to students how what they are

learning is related to the driving question; assessing students’ learning as a result of the lesson) 1) The website www.criticalthinking.org defines that term as: “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” 2) When have you been asked to use critical thinking skills in the past? In school? Out of school? At work? At home? 3) Why is it important to read banned books and evaluate the legitimacy of their banning? 4) Why is it important for our school board to participate in the evaluation of your work as it relates to the reading of banned books? D. Closure: 1. Overall Closure Plans: Please email me the Glog Checklist nominating one glog to advance to the semifinalist round. 2. Extensions for Early Finishers: Once students have emailed me their submission, students will be given the fur.ly to additional classes. 3. Alternate strategies for struggling students or those who learn differently: Students who are unable to create a glog due to learning disability may create a scrapbook page without the multimedia extensions. E. Procedures: (both already established procedures to be used, and procedures to be taught for this lesson) Procedure 1.Housekeeping (2 minutes) -Attendance -Post fur.ly address on the computer lab whiteboard 2. Anticipatory Set (2-3 minute) -See Introducing the lesson 3. Online “Gallery Walk” (30 minutes) -Students will view all glogs in their class before emailing their Glog Checklist submission to the teacher. -Students will follow formal email procedures using gaggle account. -Students may not “surf the web” and must follow all school rules regarding the use of technology. -Students will identify the glogster name being nominated and complete the Glog Checklist -Once students have emailed their submission, they may view the glogs created by other classes. 4.Closure (5 minute) -See closure LESSON DEVELOPMENT RESOURCES A. Technology Tools and Materials: (classroom set-up, preparations, resources, etc.) Tools: Glogster.com, gaggle email, fur.ly, Glog Checklist posted on Teacher Webpage Set-up: Each class needs a fur.ly created prior to the online “gallery walk” Preparations: A computer lab that has enough computers for each student must be reserved prior to the online “gallery walk” and all students must have an active gaggle account. B. Parent/Community Resources: Resources: Dialog with the School Board must be initiated prior to the online “gallery walk” if board members are to be involved in the project assessment.

C. Contact Information: Jenell Carapella, English 11 Teacher Cassadaga Valley High School 5935 Route 60 Sinclairville, NY 14782 (716) 962-5155 jcarapella@cvcs.wnyric.org

Student work sample: http://amylynnxo.glogster.com/fahrenheit451bookreport/