A Case for Reading - Examining Challenged and Banned Books

This lesson introduces students to censorship and how challenges to books occur. They are then invited to read challenged or banned books from the American Library Association’s list of the 100 most frequently challenged books. Students decide for themselves what should be done with these books at their school by writing a persuasive essay explaining their perspectives. Students share their pieces with the rest of the class, and as an extension activity, can share their essays with teachers, librarians, and others in their school. (from site) In this lesson students are exposed to the issues of censorship, challenged, or banned books. (Note: Handout is provided that lists the Top 100 Banned/Challenged Books from 2000-2009.) Students then critically evaluate books based on relevancy, biases, and errors, so that they may be able to develop and support a position on a particular book by writing a persuasive essay about their chosen title.

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Standards & Objectives

Academic standards

CCSS.ELA-Literacy.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to...
CCSS.ELA-Literacy.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an...
CCSS.ELA-Literacy.RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning...
CCSS.ELA-Literacy.RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band...
CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of...
CCSS.ELA-Literacy.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative...
CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or...
CCSS.ELA-Literacy.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event...
CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CCSS.ELA-Literacy.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or...
CCSS.ELA-Literacy.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CLE 3001.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3001.3.1: Write in a variety of modes for different audiences and purposes.
CLE 3001.3.3: Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3001.3.4: Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in lo
CLE 3001.5.3: Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
CLE 3001.8.5: Know and use appropriate literary terms to derive meaning from various literary genres.
CLE 3002.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases
CLE 3002.3.1: Write in a variety of modes for different audiences and purposes.
CLE 3002.3.3: Organize ideas into an essay with a thesis statement in the introduction, wellconstructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3002.3.4: Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.
CLE 3002.8.5: Know and use appropriate literary terms to derive meaning from various literary genres.
CLE 3003.1.1: Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
CLE 3003.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3003.2.7: Participate in work teams and group discussions.
CLE 3003.3.1: Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.
CLE 3003.3.3: Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3003.6.1: Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3003.6.3: Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3003.8.5: Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
CLE 3005.1.1: Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
CLE 3005.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3005.2.7: Participate in work teams and group discussions.
CLE 3005.3.1: Write in a variety of modes for different purposes and audiences.
CLE 3005.3.3: Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3005.5.1: Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
CLE 3005.5.4: Analyze the logical features of an argument.
CLE 3005.6.1: Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3005.6.3: Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3005.8.5: Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
SPI 3001.1.12: Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3001.1.13: Select the appropriate word among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who, accept/except,...
SPI 3001.3.10: Identify the targeted audience for a selected passage.
SPI 3001.3.14: Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3001.3.3: Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3001.3.4: Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3002.1.13: Select the appropriate word from among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who,...
SPI 3002.1.14: Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3002.3.11: Identify the targeted audience for a selected passage.
SPI 3002.3.15: Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3002.3.3: Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3002.3.4: Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3003.1.1: Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions.
SPI 3003.1.8: Choose correctly or incorrectly spelled words.
SPI 3003.2.5: Identify the rhetorical devices used in a complex speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, simile,...
SPI 3003.3.13: Identify the targeted audience for a selected passage.
SPI 3003.3.8: Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3003.3.9: Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (comparison-contrast, chronological).
SPI 3003.4.3: Evaluate the reliability and credibility of sources for use in research.
SPI 3003.5.11: Identify the main claim, premise(s), evidence, or conclusion of a given argument.
SPI 3003.5.8: Determine whether a given argument employs deductive or inductive reasoning. (NOTE: NO Check for Understanding)
TSS.ELA.11-12.L.CSE.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; consider complex and contested matters of usage...
TSS.ELA.11-12.L.CSE.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing, use...
TSS.ELA.11-12.L.VAU.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret...
TSS.ELA.11-12.RI.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author...
TSS.ELA.11-12.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific...
TSS.ELA.11-12.SL.CC.1: Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th - 12th grade topics, texts, and...
TSS.ELA.11-12.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.11-12.W.PDW.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.11-12.W.RBPK.7: Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by...
TSS.ELA.11-12.W.RW.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.11-12.W.TTP.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.11-12.W.TTP.2: Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the...
TSS.ELA.11-12.W.TTP.3: Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
TSS.ELA.9-10.L.KL.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend ...
TSS.ELA.9-10.L.VAU.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-10 reading and content; interpret figures...
TSS.ELA.9-10.RI.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative...
TSS.ELA.9-10.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of...
TSS.ELA.9-10.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.9-10.W.PDW.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.9-10.W.RW.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.9-10.W.TTP.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.9-10.W.TTP.2: Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection...
TSS.ELA.9-10.W.TTP.3: Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

Students will:

be exposed to the issues of censorship, challenged, or banned books.
examine issues of censorship as it relates to a specific literature title.
critically evaluate books based on relevancy, biases, and errors.
develop and support a position on a particular book by writing a persuasive essay about their chosen title.

Lesson Variations

Blooms taxonomy level:

Applying

Extension suggestions:

If the students read their selected books in Literature Circles, the group members can take on the following roles:
- Concerned Parent: The concerned parent is interested in how controversial materials affect school children. The concerned parent wants to maintain a healthy learning environment for students.
- Classroom Teacher: The Classroom Teacher needs to select books that will both match the interests of the students and also meet the requirements of the curriculum. The Classroom Teacher needs to listen to the parents, and also follow the rules of the school.
- School Library Media Specialist: The School Library Media Specialist selects library materials based on the curriculum and reading interests the students in the school.
- School Lawyer: The School Lawyer is concerned about how the students’ civil liberties would be affected if the School Board decided to ban books.
Students can elicit responses and reactions from peers, teachers, administrators, librarians, the author, and parents in regards to the particular book they are researching. Ask students to focus on the appropriateness of the book in reference to an elementary school collection.
Discuss Board of Education, Island Trees Union Free School District v. Pico and how after the decision from that court case public school districts around the country developed policies concerning book challenges in elementary, middle, and high school libraries.
Students can play the role of the librarian and decide where a challenged/banned book should be shelved. For example, the challenged book may be a picture book, but the “librarian” might decide that the book should instead be shelved in the Teacher Resource Section of the library. An alternative for Sessions Three and Four for this lesson plan is to ask students to write persuasive essays explaining where the book should be shelved and why it should be shelved there.

Helpful Hints

Materials:

Selected books as examples (from the most frequently challenge books list)

Printouts:

Example Family Letter
T-Chart
Persuasion Map
Book Challege Investigation Bookmarks
Persuasive Writing Rubric

References

Contributors:

David Sneed

Originator:

Ayers Institute for Learning & Innovation