Class: Mrs.

Chadwick’s 7th Grade ELA Class

Collaborative Teacher: Mrs. Chadwick
Practicum Teacher: Sara Farriba

Georgia Standard of Excellence:

ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their
own views and understanding.
ELAGSE7SL2: Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.

AASL Standards:
I. Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and
developing strategies for solving problems.
IV. Curate: Make meaning for oneself and others by collecting, organizing, and sharing
resources of
personal relevance.
V. Explore: Discover and innovate in a growth mindset developed through experience and
reflection.

Learning Targets:
● I can understand the meaning of words like censorship, ban, and challenge as it relates
to the process of banning books from school libraries.
● I can analyze texts to determine why they might be considered for banning.
● I can create a detailed product that defends a book of choice from the practice of
banning.

Day 1:
(30 minutes)

Opening: Mrs Chadwick and I will begin the lesson by showing the students a reading of “If I
Ran the Zoo” by Dr. Seuss (https://www.youtube.com/watch?v=CkcFclWDb-g). We will
open the discussion by asking the students if they have heard about any recent news
concerning several of Dr. Seuss’ books. If no one has a specific answer, Mrs. Chadwick will
bring up the fact that many Dr. Seuss books have recently been pulled from the shelves,
including “If I Ran the Zoo” because of controversial content. We will ask the students to try
to determine what is controversial about this story. They may briefly discuss with a seat
partner. After their discussion time, we will ask for any guesses. If no one correctly guesses
that the book contain allegedly insensitive depictions of non-white races, we will return to the
youtube video to show some of the called-into-question images. (15 minutes)

Work Time: Students will open the google slideshow linked in their google classroom
accounts. Each student will have their own copy of the slideshow so that they can flip
through at their own pace and record their own answers. We will begin on slide 1 with the
question: What does it mean to “ban” something? Students will think, pair, share with a
neighbor and verbally call out their answers until we have a basic understanding of the term.
Mrs. Chadwick will record the class descriptions on the board for reference. We will then
progress to slide 2 and ask the students to determine what they think each of the depicted
books has in common. (Books included are: The Giver, Bridge to Terabithia, Harry Potter,
Captain Underpants, and A Wrinkle in Time.) After a brief discussion we will move on to
slide 3 which informs the students that all of the depicted books have been banned. Using
their understanding of the word “ban”, students will be asked to think, pair, share reasons
why a book might be considered “bad” enough to censor. These answers will be shared
verbally. Students will then be told to look at slide 4 for a list of reasons why books have
been historically banned.

Closing Time: Students will flip to slide 5 and examine the five books from earlier. Using
their new understanding of why books are banned or censored, they will be asked to
determine why each book was likely banned. Mrs. Farriba will lead the discussion on reasons
why each book was challenged or banned in the United States.

Day 2:
(30 Minutes)
Opening: Students will view the youtube video linked on slide 6 concerning the history
behind censorship and the practice of banning books. (15 minutes)

Work Time: Students will open the link on slide 7 which contains several links to lists of
previously banned or challenged books and the reasons why. Students will be asked to list up
to three books they have read which appeared on the lists they viewed. They will be asked to
share how they feel about that particular book and if they felt anything was wrong with it at
the time they read it that would explain why it was banned. On slide 8, students will be asked
to share their opinion on the practice of banning books. (10 minutes)

Closing Time: Students with share their answers in their small groups. Mrs. Chadwick and
Mrs. Farriba will circulate the room to facilitate discussions when needed. (5 Minutes)

Day 3:
(45 Minutes)

Opening: Mrs. Farriba will lead students in a brainstorming session to talk about our favorite
books they have read this year. Students will be encouraged to choose one book that they
think has either already been banned or might be banned because of controversial content. (5
minutes)

Work Time: For a final project, Mrs. Chadwick will provide students with a single white
piece of paper and coloring materials so that each student or partnership (their choice) can
create a “one pager” book advertisement to showcase their book. The goal would be to
highlight why the book is worth reading and should not be banned. Things they need to
include are images that depict the best parts of the storyline, a brief summary without
spoilers, and information about the characters. (30 minutes)

Closing Time: Students will share their one pagers in small groups. Each student will
showcase their book, explain verbally why they loved it and think it deserves to be read. They
should also note reasons why think think the book would be challenged or banned. Student
products will be hung in the hallway and several will be selected to hang in the media center
after they complete it. Mrs. Farriba will close with a brief appeal to the students to continue
to share the books they lover with those around them so that they might defend those texts
from the prospect of being censored from other readers. (10 Minutes)