K.

Smith
Challenged Books 4th grade Lesson Plan
(Advanced Content Setting)

Standards ELAGSE4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
AASL Standards:
Think:
Activating learners’ prior and background knowledge as context for constructing new meaning
Embedding the inquiry process within grade bands and within disciplines
Create:
6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and
group settings.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to
innovate and solve problems.
Share:
7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology
c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
Grow:
1. Continually seeking knowledge.
2. Engaging in sustained inquiry
Establishing and supporting a learning environment that builds critical-thinking and inquiry dispositions for all
learners.

Resources -Bridge to Terabithia

-Harry Potter
-Captain Underpants
-Chromebooks

Success I will use details and examples from the text to support challenging the book.
Criteria I will use details and examples from the text to support NOT challenging the book.
I will use details and examples from the text to support my opinion of the challenged book.

I will use the context and my background knowledge to infer different points of view based on the challenged
 book.

Our group will use a web 2.0 tool to present our argument of the challenged book to the class.

Activator Use the Google form to poll students on familiarity with the following titles:
https://forms.gle/mFY9kPeqEQWsNMeg8

In FaceTime pairs have students brainstorm what the books have in common.

After discussion, tell students they are all challenged books…

Today, we will examine why these books have been challenged.

Teaching Prior knowledge (all of these students have either read Harry Potter, Bridge to Terabithia or Captain Underpants)
TW explain the objective of the lesson using the above success criteria. TW also explain: In groups, SW, be
expected to analyze one of the three books. They will analyze both viewpoints (potential reason for banning books
vs. not banning the book), then give their point of view.

SW review the Canva presentation to refamiliarize themselves with the book and aid in discussion with their group
members before deciding on which book to evaluate. The last slide of the presentation will be an example outline
for how to evaluate the topic
https://www.canva.com/design/DAFP-ng--N4/T4_7f9ZchUEyVVnkJxrz7Q/edit?utm_content=DAFP-ng--N4&utm_c
ampaign=designshare&utm_medium=link2&utm_source=sharebutton

SW jot down on a jamboard the book they are evaluating and the names of their group members
JamBoard
Groups will use a Web 2.0 tool to present their argument to the class (canva, glogster, jamboard, google slides
etc.)

SW begin evaluations as a group using the web 2.0 tool and the book

Closing Groups will share their WEb 2.0 presentation with another group for comments and opinions

Assessment TW assess evaluation of discovery using web 2.0 presentations

 References

Fink, L. S. (n.d.). A case for reading - examining challenged and banned books. A Case for Reading - Examining Challenged
and Banned Books | Read Write Think. Retrieved October 25, 2022, from
https://www.readwritethink.org/classroom-resources/lesson-plans/case-reading-examining-challenged

Get ready to celebrate banned books week! Get ready to celebrate Banned Books Week! | Read Write Think. (2021,
September 18). Retrieved October 25, 2022, from
https://www.readwritethink.org/classroom-resources/calendar-activities/ready-celebrate-banned-books