West_Lesson

First Amendment and Intellectual Freedom

Banned Books Week
GRADE: 5TH
LIBRARY CONTEXT:
Fixed
Flexible
Stand-alone lesson

Combination
Lesson in a unit

COLLABORATION CONTINUUM:
None
Limited

Individualized Instruction

Multiple lessons in a unit

Moderate

Intensive

CONTENT TOPIC: Understanding Differences

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
AASL Standard(s):
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of view or bias.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world
connection for using this process in own life.

Georgia Standard(s):
CC.5.R.I.3 Key Ideas and Details: Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CC.5.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.

Skills Indicator(s):
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways
that others can view, use, and assess.

Benchmark(s): Students will share what they have learned from the information presented.
Dispositions Indicator(s): 1.2.3 Demonstrate creativity by using multiple resources and formats.
Responsibilities Indicator(s): 2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real world situations, and further investigations.

Self-Assessment Strategies Indicator(s): 4.2.3 Maintain openness to new ideas by considering divergent
opinions, changing opinions or conclusions when evidence supports the change, and seeking information about
new ideas encountered through academic or personal experiences.

Scenario: The fifth grade students have not been given the opportunity to learn about the first
amendment and its correlation with banned books. The media specialist, in collaboration with the fifth
grade teachers, will introduce the first amendment to the students and explain what it means to have
intellectual freedom. This will be done through a web 2.0 presentation on the First Amendment and
books (that are currently housed in our media center) that have been challenged based on something in
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their content. Here is the URL: http://prezi.com/6lwqzabd9xun/?

utm_campaign=share&utm_medium=copy
The students will be split into two teams for a debate in the media center - one side will be in support of
reading all books and making their own decisions while the other side will argue why books should be
screened and approved by parents and the school board.
The media specialist will work with the teams to help research information for both teams through
appropriate websites. There will also be a display of books set up in the media center for check out and
discussion. The media specialist will also help the teams collaborate and prepare Web 2.0 presentations,
such as Prezi, that will allow them to make a more valid point for their team. This will be done through
scheduled visits to the media center and computer lab over a 4 week period.
Media Specialist - Julie West
Classroom Teachers - Brenda Farmer and Kimberly Williams
Computer Lab Teacher Vicki Goodson
Mrs. Farmer and Mrs. Williams both have two reading classes each. The two classes for each teacher
will be given a position on intellectual freedom and banned books and asked to research it. The teachers
will collaborate with Mrs. West on times for planning in the media center to work with each class. Mrs.
Goodson will also collaborate with all parties and schedule times in the lab for research, planning and
implementation of Web 2.0 presentations.
CONNECTION TO LOCAL OR STATE STANDARDS
CC.5.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

READING COMPREHENSION STRATEGY: CC.5.SL.1.a Comprehension and Collaboration: Come to

discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.

LESSON OBJECTIVES: Collaborate with others, research, debate, and respect opinions of others,
define intellectual freedom

Overview: In this lesson, students will:

understand what intellectual freedom means
understand the First Amendment and how it relates to banned books
review books that have been challenged or banned from other places
begin thinking how they would defend their position on intellectual freedom

The essential questions are:

What is the First Amendment?
What does the First Amendment have to do with intellectual freedom?
How does intellectual freedom affect you in the media center and the books you read?
FINAL PRODUCT:

Students will work together collaboratively to create a Web 2.0 presentation that will be used to debate
their position on intellectual freedom and banned books. Their final product should give:
their position on intellectual freedom
a picture of a book that has been banned and why they feel it should or should not be banned
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 a rap of the five freedoms that are protected under the First Amendment

LIBRARY LESSON(S):
Students will use a curated source of sites on Symbaloo created by the media specialist that will enable their
research on intellectual freedom. Some of the sites included on the source are: kids, know your rights! ,
GALILEO for Kids, The Constitution for Kids (4th-7th Grade), Banned Books.
Students will collaborate with their team to create a Web 2.0 presentation presenting their side.
EACH ESTIMATED LESSON TIME: 45-50 MINUTES
ASSESSMENT
Product - The students will create a Web 2.0 presentation to present in support of their position on banned books.
The teacher and media specialist will grade it based on collaboration and creativity with examples to support their
position.
Process - The students will research the First Amendment and banned books week. They will work in
collaborative teams to create a Web 2.0 presentation tool to be used to debate the other team.
Student self-questioning - Do I understand what I am being asked to do? Do I know enough about the First
Amendment to answer the questions? Do I understand what banned/challenged book week is? Can I
defend my position on the topic?
INSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below)
Online subscription database(s) Web sites
Books
Reference
Nonprint
Periodicals/newspapers
Other (list):

Instruction/activities
(Provide explicit details for the lesson including the activities for both the teacher and the library media
specialist.)
The teachers will explain that they are introducing a topic on Intellectual Freedom and the First Amendment.
They will inform the students that this lesson will be carried out in the media center as well as in the
classroom. The students will be shown books and asked to read several of them. Examples of young
childrens literature could include: Sylvester and the Magic Pebble; Goodnight Moon; The Giving Tree; and
Charlottes Web. Teachers will also decide which classes will be given each topic.
The media specialist will pull books for a display in the media center of banned/ challenged books. Classes
will be scheduled to come to the media center for the presentation on the First Amendment and Intellectual
Freedom. The media specialist will also schedule lab time with the lab teacher so that students may work on
their presentations.
The lab teacher will work with individual classes/ groups to teach them how to create a presentation using a
Web 2.0 tool such as Prezi or Google Slides.

Direct instruction: Teachers will introduce the topic of the First Amendment and Intellectual Freedom. Media
Specialist will show the Prezi or Google Slide reinforcing the introduction of the topic of intellectual freedom and
how it relates to challenged/ banned books. The students will be assigned groups to work in. The media
specialist will then help the students research their topics and schedule times to meet with them in the media
center. The lab teacher will help in guiding students to create a Web 2.0 presentation to showcase what they have
learned and to help them in their debate on the topic.
Modeling and guided practice: The media specialist will guide the students in research on banned books and
the First Amendment. She will also work with the lab teacher in showing students the websites that students need
to use in order to create presentations. The students will be given step-by-step instructions on how to create the
presentations.

Independent practice: Students will be given ample time to work on their presentations collaboratively both in
the classroom and in the computer lab.
o Sharing and reflecting: Students will give their presentations when they are debating the topic of the First
Amendment and banned/ challenged books.
Strategies for Differentiation
When planning for the groups, all teachers will meet to make sure that students are in groups with varying
abilities so that all students can work together. Each student will be given an opportunity to participate in the
presentation and the debate.