Face to Face Reading Collaborative Unit Lesson Plan

Heather Hagood

Media Specialist Name: Heather Hagood

Teacher Name: Mr. David Crumbley and Mrs. Diedre Mirand

Grade: 6th ELA (Mirand) and 6 th Social Studies (Crumbley)

Library Context:
 Fixed  Flexible [x] Combination  Individualized Instruction

 Stand-alone lesson  Lesson in a unit [x] Multiple lessons in a unit

Collaboration Continuum:
 None  Limited [x] Moderate  Intensive

Content Topic:

Censorship in Action: Banned Books Week

Standards for the 21st-Century Learner:

1. Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and
developing strategies for solving problems.
A. 1. Formulating questions about a personal interest or a curricular topic.
A. 2. Recalling prior and background knowledge as context for new meaning.
B. 1 Using evidence to investigate questions.
B 2. Devising and implementing a plan to fill knowledge gaps.
B 3. Generating products that illustrate learning
C 1. Interacting with content presented by others.
C 2. Providing constructive feedback.
C 3. Acting on feedback to improve.
C 4. Sharing products with an authentic audience.
D 1. Continually seeking knowledge.
D 2. Engaging in sustained inquiry.
D 3. Enacting new understanding through real-world connections.
D 4. Using reflection to guide informed decisions.
2. Include: Demonstrate an understanding of and commitment to inclusiveness and respect for
diversity in the learning community.
A 1. Articulating an awareness of the contributions of a range of learners.
A 2. Adopting a discerning stance toward points of view and opinions expressed in
information resources and learning products.
 A 3. Describing their understanding of cultural relevancy and placement within the global
learning community.
B 1. Interacting with learners who reflect a range of perspectives.
B 2. Evaluating a variety of perspectives during learning activities.
B 3. Representing diverse perspectives during learning activities.
C 1. Engaging in informed conversation and active debate.
C 2. Contributing to discussions in which multiple viewpoints on a topic are expressed.
3. Collaborate: Work effectively with others to broaden perspectives and work toward common
goals.
A 1. Demonstrating their desire to broaden and deepen understandings.
A 2. Developing new understandings through engagement in a learning group.
A 3. Deciding to solve problems informed by group interaction.
B 1. Using a variety of communication tools and resources.
B 2. Establishing connections with other learners to build on their own prior knowledge
and create new knowledge.
C 1. Actively contributing to group discussions.
2. Recognizing learning as a social responsibility.

Local or State Standards:

6th Grade GA Social Studies

SS6H2 Describe Quebec’s independence movement.

SS6G5 Explain the impact of location, climate, distribution of natural resources, and population
distribution on Canada.
a. Describe how Canada’s location, climate, and natural resources impact trade and affect where
people live.

SS6H3 Explain conflict and change in Europe.

a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the
rise of Nazism, and worldwide depression.
b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events
which resulted in the Holocaust.
c. Explain how German reunification contributed to the collapse of the Soviet Union and led to
the end of the Cold War.

6th-Grade ELA GA Standards:

ELAGSE6W1: Write argumentsto support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
ELAGSE6W2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation
presented.

ELAGSE6W3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey
experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events

ELAGSE6W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

ELAGSE6W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ELAGSE6W6: Use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others

Reading Comprehension Strategy:

Activating Prior Knowledge—students will learn about The Call of the Wild and Summer of
My German Soldier in Mrs. Mirand's 6th-grade ELA class earlier in the semester. They will also
learn about Canada's history and WW2, in which each work occurs during Mr. Crumbley'
6th-grade history class. The discussion will be extended during a session in the Media Center to
discuss Banned Books Week. Mrs. Hagood will facilitate a discussion of banned or challenged
books along with Mrs. Mirand and Mr. Crumbley. This discussion has students expand their prior
knowledge and increase their understanding of banned and challenged books.

Using Sensory Images, students will utilize Padlet and Adobe Spark to complete the Banned
Books Week lesson assignments. Students will complete two Padlet entries (one for each book),
listing reasons that might have led to challenges/banning. Students will also create an infographic
on Adobe Spark to summarize a book they have read and parts of the book that today's morals
and values could challenge.

Questioning—students will be tasked with questioning the rationale for banning/challenging

materials. Students will be tasked with crafting reflection questions autonomously to determine
the motivation and background for challenging materials.

Making Predictions and Inferences—students are asked to predict books they believe could be
challenged or banned. Students demonstrate critical thinking skills by assessing materials for any
potential challenges.

Synthesizing—students have to combine and utilize content learned in both ELA and Social
Studies classes to make informed decisions about books that could be challenged in the future.

Lesson Objectives:

To help students understand why given works were censored or banned. Students will be asked
to think critically, connecting the historical context regarding when the item was written and
relating it to when and why it was banned or censored.

Overview of the Lesson:

This will be a collaborative lesson between 6th-grade ELA teacher Mrs. Diedre Mirand, 6 th-grade
Social Studies teacher Mr. David Crumbley, and Media Specialist Mrs. Heather Hagood. Mrs.
Mirand will teach a unit about controversial texts to include information about The Call of the
Wild and Summer of My German Soldier. Mr. Crumbley will expand with details about the time
period, including Canada's history and WW2. Mrs. Hagood will meet with the combined classes
later in the semester after reading both texts and discussing the time periods. Mrs. Hagood will
lead a discussion about how the eras could have contributed to the books' censorship. Students
will review current sentiments and determine if any possible texts could be censored or banned
because of recent world/US events.

INSTRUCTIONAL PLAN:

Estimated lesson time: One 90-minute block class

Resources:
● Online subscription database(s): GALILEO database
● Web sites: Mrs. Hagood's Banned Book Week Padlet
● Books: The Call of the Wild, Summer of My German Soldier, HMH World History Book
● Nonprint: None
● Software and/or Apps: Padlet and Adobe Spark
● Technology: School-issued Chromebook.
● Other: None
Instruction/activities:

● Direct instruction: Students will learn about The Call of the Wild, Summer of My German
Soldier, and topics within their history class (The Great Depression, WW1, and WW2) with
Mrs. Mirand and Mr. Crumbley before Banned Book Week. Students will arrive at the Media
Center with prior knowledge of the books and time period and learn about the materials'
challenges during the following lesson. Mrs. Hagood will provide a brief overview of
banning/challenging materials and speak about the motivation behind challenging both The
Call of the Wild and Summer of My German Soldier. Part of the discussion will include
reading parts of the book aloud and then having students discuss what they feel about
specific passages. Mrs. Hagood will then lead a discussion to ask students about any books
they found controversial or thought could have potentially been challenged.
● Modeling and guided practice: Mrs. Hagood will discuss challenged/banned materials as
part of the instructional session, with guided practice integrated throughout the lesson.
Students will be asked to make a separate post for each book on the class Padlet collaboration
board to reflect on why each work was challenged.
● Independent practice: Students will create an infographic on Adobe Spark on
banned/challenged books for independent practice. They will analyze the books they have
read and discuss their potential challenges. Finally, students will provide and defend their
opinions on whether someone their age or younger should read the book.
● Sharing and reflecting: Students will turn their Adobe Spark infographics into their
classroom SS teacher Mrs. Mirand. Mrs. Mirand will share the infographics with Mrs.
Hagood. Student infographics will be featured on the school and district websites.
● Strategies for Differentiation: Students will have more extended time to complete their
infographic on Adobe Spark beyond the given one week if needed. Students can also choose
to be paired up to create the infographic on Adobe Spark. Mrs. Hagood will assist in
one-on-one means in the Media Center if necessary.

Assessment:
● Student Product: Students will complete two required posts on the Padlet and Adobe Spark
infographics. Students will receive a numerical grade based on a rubric provided to each
student for Mrs. Jone's class.
● Process: Students will complete the Padlet discussion posts as part of guided independent
practice. Padlet discussion posts demonstrate that students comprehend the material and any
potential challenges generated by the books. Students will complete the infographic on
Adobe Spark as part of a critical thinking activity about the previously read novels. Students
will be asked to create the infographic in Adobe Spark after the lesson presented by Mrs.
Hagood and based on their previously acquired knowledge of Canada's history, WW2, and 6th
grade ELA. Students will work independently unless otherwise necessary. Students will
utilize Padlet and Adobe Spark to complete this process. Students will have their work shared
with the community. Student work will be graded according to a rubric provided to each
student for their 6th Grade Social Studies grade.
● Student self-questioning: Students will need to reflect on their prior knowledge of the
novels and history to complete this task. Students also use critical thinking to ask questions
about the rationale behind banning/challenging Media Center materials and develop reasons
independently for why they think a book may be challenged. The Media Specialist and
collaborating teachers' goal is to have students learn and think critically about literature and
the influence of current events.