Lauren Caslen

Digital Citizenship Collaborative Unit

FRIT 7739

Grade Level: 5th Grade

Collaborating Teacher: H. Garrido
Unit Topic: Banned Book Week & Digital Citizenship

ISTE Standards

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living,

learning and working in an interconnected digital world, and they act and model in ways that are

safe, legal and ethical.

● 2b - Students engage in positive, safe, legal and ethical behavior when using technology,

including social interactions online or when using networked devices.

Instructional Goals

● Students will be able to define and identify banned book week.

● Students will be able to define and identify digital citizenship.
● Students will be able to identify books on the banned book list.
● Students will be able to identify why a book was placed on the book list.
● Students will be able to follow digital citizenship rules when creating an infographic
about a book.

Identification of Learning Problem

Ms. Garrido is a fifth grade teacher who loves to use technology in her classroom. When

speaking to her about a lesson to do with her class, she said the choice was easy. Even though

Banned Book Week is over, Ms. Garrido’s students did not have the opportunity to learn about

banned books due to COVID and not being able to enter the media center. Because of this,

banned books are the focus of our lesson for her students. Her students have always had a

difficult time knowing which books they could and could not check out in the media center, so

Ms. Garrido wanted this to be the focus of the lesson so – hopefully – her students would gain a
better understanding of exactly why some books were not allowed to be checked out. Along

those same lines, since her students are getting older and exploring more on the internet, we also

focused on digital citizenship for their culminating activity, because Ms. Garrido also expressed

concern about students using information from the internet incorrectly. I allowed Ms. Garrido to

choose the basis for the lesson and we worked together from there.

Learner Analysis

The target audience for this banned books/digital citizenship lesson is 15 fifth grade students.

The students range from 11-12 years of age. The class contains a group of diverse learners,

ranging from ADHD, ESOL, and regular education students. There are 9 males and 6 females in

Ms. Garrido’s class. Although Ms. Garrido has 7 virtual students, we decided to just complete

the lesson with her face-to-face students since the beginning of the lesson will be taught from the

media center. Ms. Garrido is a regular education teacher, with an ESOL teacher coming in for a

portion of Math and Language Arts.

Task Analysis

Students in a fifth grade classroom will participate in a 2-day unit where they will each take part

in book rotations in the media center. The main focus will be to learn and understand exactly

what Banned Book Week, Digital Citizenship, and Censorship is and what they can do about it. I

will be the subject matter expert, acting as the media specialist for this particular unit and will be

collaborating with the classroom teacher. To begin, the students will take a pre-assessment on

exactly what they think banned books are, what they think digital citizenship means and is, and

what they think censorship means and is. Once the pre-assessment is complete, the SME will
introduce the topic by watching a video and listening to a PowerPoint Presentation. Once this is

completed, students will begin their rotation to the various tables set up in the media center. 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. It is their job to

try to distinguish which books are banned and which ones aren’t. Students will partner up to

discuss the book they chose. The next lesson will begin by the partners coming back together and

completing a t-chart on a chosen book from the table. They will have to discuss why the book

was placed on the banned book list and why they think it could be changed to come off the list.

Once the partners complete the t-chart, they will go back to their individual desks and take the

post-assessment and turn in for a grade. The final, culminating activity will be to create an

infographic on their banned book using the web 2.0 tool, Piktochart. The SME will explain that

the students will be required to gather more information about their book and include it in their

infographic, reflecting on what they learned about digital citizenship throughout the unit.

Task Analysis Outline

1. Hook - https://www.youtube.com/watch?v=8wmvTQ6B3YE

2. Pre-assessment (Quizziz on Google Classroom link)

3. Several books will be placed on several different tables in the media center.

4. Each book will be from the banned or challenged book list and will be age appropriate for

fifth grade students.

5. 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.
6. The media specialist will lead a discussion about what the student’s think these books

have in common.

7. After listening to the student responses, students will be told that all of the books have

either been banned or challenged.

8. Students will be asked what they think “banned or challenged” means and what their

definition of intellectual freedom is.

9. Students will go back to the classroom where 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).

10. 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).

11. 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.

12. Students will also complete a T-Chart on their book explaining why they think their book

was banned and what changes could be made to get it off that list.

13. Once banned book week and the assignment is understood by students, they will watch

another YouTube video on Digital Citizenship and censorship.

14. Students will be shown another YouTube video on Digital Citizenship.

(https://www.youtube.com/watch?v=ju9aOc2MLyo)
 15. Students will be shown a video on Censorship.

(https://www.youtube.com/watch?v=5cSzTCl7voo)

16. A discussion will be held with the students about the videos they just watched.

17. Post-assessment (Quizziz on Google Classroom link)

18. Students will be informed about the infographic they will use at the culmination of the

lesson and that they will have to refer to the video and discussion regarding digital

citizenship.

Modeling and Guided Practice:

1. The SME will guide the students in their discussions regarding the banned books and

digital citizenship.

2. The SME will demonstrate what an infographic looks like, giving a few examples and

walking through students a tutorial and working one on one with students as needed.

3. A discussion will be held about their T-Charts and the information they wrote down.

Independent Practice & Assessment:

1. Students will participate in a discussion with their partner about their individual books.

2. Students will take a pre-assessment to determine prior knowledge about banned book week

and digital citizenship. (Appendix A)

3. They will also complete the t-chart on their book, answering the questions provided.

(Appendix B)

4. A post-assessment will be given after the lesson to determine if students were successful

within the unit and have successfully learned the objectives. (Appendix C)
5. Students will be given ample time to work on and create their infographic on their individual

books they chose from the table rotations. In their infographic, students will be instructed to

get more information about their book from the internet and will be required to reflect on

what they learned about digital citizenship.

6. 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.

7. Students will be assessed on his/her Infographic using a rubric. (Appendix D)

8. Students will share whether or not they think each students’ reasoning for the banned book is

accurate or not.

Instructional Design Summary:

Our 2-day unit began with the SME opening up with a video on Banned Book Week. The

students were very curious as to what exactly the video was about and why the little girl in the

video was discussing how certain books weren’t allowed in schools. Once the video was finished

playing, we took a walk to the media center where the students saw several books placed faced

down on the tables. The SME began discussing with the students about what they had watched

on the video, what they thought the books on the table had in common, why they thought certain

books were banned, and allowed the students to begin searching through the books on the tables,

and skimming through them. The SME played a video for the students, as well as a PowerPoint

lesson. The students then chose a book that they thought would be on the “list” of banned books.

After several minutes of discussion with their classmates about what most of these books have in

common and why they were each placed on the banned book list, we came back together as a

whole group and had another brief discussion. The next lesson began by the partners getting back

together with their books and the SME and classroom teacher passing out a t-chart to the
students. The students completed the chart on why their particular books were placed on the list

and what could be changed to have the book come off the list. The students watched a video on

digital citizenship and censorship and had an in depth discussion with the SME and their

classroom teacher until they understood. Finally, the students took the posttest assessment to

ensure understanding of the unit. Once this was complete, students created a Piktochart on a

banned book of their choice. They were assessed using a rubric, ensuring they had certain

information on their book and ensuring they understood digital citizenship.

Program Evaluation:

Data collected from the unit, lessons, and assessments will be used to help better prepare and

revise this unit for future use. The SME and classroom teacher will use the pre-assessment to

show what the students knew before the unit was taught; they will use the post-assessment to

show what content was learned and understood after the unit was taught and what areas need

further instruction. The students really seemed to enjoy the unit and had no idea that there even

was such a thing as “banned books” and that digital citizenship was so important.

Self-Evaluation and Reflection:

This unit brought me out of my comfort zone by working with a fifth grade teacher and with fifth

grade students. I was already comfortable teaching digital citizenship, but teaching about banned

books and the questions about the “how’s” and “why’s” was a little uncomfortable at times. It

was a learning experience to say the least, but I learned a lot along the way – about my teaching

and about the learning process. Speaking of the learning process, when it comes to web 2.0 tools

and teaching those to the younger generation and elementary aged students, patience goes a long
way. Next time a lesson is taught and students are expected to learn how to use and create an

assignment using a web 2.0 tool, I would suggest that the SME be available to be more hands on

and create a “how-to” video for the students to watch and refer back to while creating their

product. The SME also needs to take every students into consideration. For example, the ESOL

students receive extra services inside the classroom; however, the ESOL teacher was not present

during these assignments, so these students did not receive as much help as they normally would

have.

All in all, I believe the students enjoyed the assignment and the focus of the lessons. The

collaborating teacher was very thankful for the lessons that were put together, and neither of us

could believe the amount of students who had never heard the word “digital citizenship” before.

That showed us the importance of continuing to teach the importance of exactly what digital

citizenship is and why it should be followed. I will most definitely keep this lesson handy and

use it for years to come – with a few necessary changes, of course.

Appendix A & Appendix C: Pre-Test & Post-Test
Appendix B: T-Chart for Banned Book Week Assignment:

Title of Book:__________________________

Why was this book banned? Why do you think this book should not
have been banned?
Appendix D: Rubric for Infographic Assignment:

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,
accurate, & The layout relevant. relevant. relevant. or relevant.
Criteria relevant. is clear and The layout The layout The layout The layout
: The layout appropriate is generally is is unclear, is
is pleasing . clear and somewhat confusing, confusing,
to the eye, appropriate clear and or not messy, or
colorful, . appropriate appropriate not
and . . appropriate
appropriate .
.