READING COLLABORATIVE UNIT

FRIT 7734

Media Specialist Name: Lauren Caslen

Classroom Teacher: H. Garrido
Grade: 5th Grade

Content Topic/Theme:
Banned Books

Standards for the 21st-Century Learner:

Standard 1: Inquire, think critically, and gain knowledge.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.

Local or State Standards:

ELAGSE4RL1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions).
ELAGSE4RL10: By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.
ISTE NETS-S2: Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.

Reading Comprehension Strategy:

Inferring/Making Connections to text

Lesson Objectives:
Overview of the Lesson:
Students in a fifth grade classroom will participate in book rotations in the media center. To begin, they
will learn exactly what Banned Book Week is by watching a video and listening to a PowerPoint
Presentation. Once this is completed, students will begin their rotation to various tables set up. In each of
these rotations will be books – several that are banned and a few that aren’t - that they can choose from
to complete assignments and participate in guided reading instruction. Students will have to choose a
book from the rotation that is considered a “banned” book. Students will partner up to discuss the book
they chose and complete various assignments/activities for that book with the culminating activity being
to create an infographic on their banned book using the web 2.0 tool, Piktochart.

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 INSTRUCTIONAL PLAN:

Estimated lesson time:

45 minutes for the lesson, discussion, & activities
30 minutes a day to complete the infographic

Resources:
 Web sites:
YouTube - https://www.youtube.com/watch?v=eLprbWMd8mM;
List of challenged books - http://www.ala.org/advocacy/bbooks/frequentlychallengedbooks;
Infographic – www.piktochart.com
 Books: Various books from the banned/frequently challenged book list
 Technology: Chrome books, Projector
 Other: https://slideplayer.com/slide/12223359/ (PowerPoint)

Instruction/activities:
 Direct instruction: Several books will be placed on different tables in the media center. Each of these
books will be from the banned or challenged book list and will be age appropriate for fifth grade
readers. After students visit each table rotation and have had a chance to look through the various
books, students will be asked to choose one of the books they were drawn to the most. The media
specialist will lead a discussion about what the students think these books have in common. After
listening to the student responses, students will be told that all of the books have either been banned
or challenged.
Students will be asked what they think “banned or challenged” means and what their definition of
intellectual freedom is. A PowerPoint presentation will be shown
(https://slideplayer.com/slide/12223359/), explained, and discussed, as well as a YouTube video on
Censorship and Banned Book Week (https://www.youtube.com/watch?v=eLprbWMd8mM).
Students will also be shown a list of other banned or challenged books from the American Library
Association (http://www.ala.org/advocacy/bbooks/frequentlychallengedbooks).
At the culmination of the class discussion, students will then find a partner and discuss each of their
books in detail – why do they think that particular book is banned, Are there any controversial parts
to the book? What would make the book not so controversial or considered as one of the banned
books?, etc. Students will also complete a T-Chart on their book (included on the bottom of this
lesson) explaining why they think their book was banned and what changes could be made to get it
off that list.
 Modeling and guided practice: The media specialist will guide the students in their discussions
regarding the banned books and will demonstrate what an infographic looks like, giving a few
examples. A discussion will be held about their T-Charts and the information they wrote down.
 Independent practice: Students will participate in a discussion with their partner about their
individual books. They will also complete the t-chart on their book, answering the questions
provided. Students will be given ample time to work on and create their infographic on their
individual books they chose from the table rotations.
 Sharing and reflecting: After each student has submitted his/her infographic by sharing the link on
our Google Classroom page, a brief class discussion will be held by the teacher about each book
and the students will take a vote as to which book they want her to read. Students will share whether
or not they think each students’ reasoning for the banned book is accurate or not.
 Strategies for Differentiation: The media specialist and classroom teacher will assist with the t-
chart and infographic when needed. Students will also be able to partner up for their discussions and
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 complete the t-chart together or individually. If students need extended time on the infographic, they
will be given time before school during homeroom.

Assessment:
 Student Product: Students will create a Web 2.0 presentation/infographic to present information
about their banned book. Information should include:
-The students definition of intellectual freedom and banned books
-The title of the book
-A summary of the book
-Why they think the book is banned/challenged
-What part(s) of the book could be changed to get it off the banned book list
-A picture of the book
-Any other important information
**Students’ infographic will be assessed based on the following rubric:

Score: 100 90 80 70 60 50
All Information Most Some Little Information
information is detailed, information information information lacks detail,
given is accurate, & is detailed, is detailed, is detailed, is not
detailed, relevant. accurate, & accurate, & accurate, & accurate, or
accurate, & The layout relevant. relevant. relevant. relevant.
Criteria: relevant. is clear and The layout The layout The layout The layout
The layout appropriate. is generally is somewhat is unclear, is confusing,
is pleasing clear and clear and confusing, messy, or
to the eye, appropriate. appropriate. or not not
colorful, appropriate. appropriate.
and
appropriate.

 Process: The media specialist and teacher will listen to partner discussions about his/her books.
The students will work on creating their infographics over several days.
 Student self-questioning: Do I have any questions about Banned Book Week, Intellectual Freedom,
or Censorship? Did I do my part when discussing my chosen book with my partner? Have I included
all the necessary information in my infographic?

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Title of Book: __________________________________________

Why was this book banned? Why do you think this book should not
have been banned?