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LESSON PLANS

Theme: Censorship ENGLISH 4800

WMU Instructor: Karen Vocke Grade level: 12

Date: March 03, 2012

By

Maria Angela Sackett Trisha Stevens Leonard Zongo Tamra Lunford

Raquel L. Rodriguez-Vega

Pre-Intern: Raquel L. Rodriguez-Vega Subject: Censorship/English

Lesson Number: 1

Benchmarks: Michigan Curriculum Framework Benchmarks And/or district curriculum benchmarks

1.1 Understand and practice writing as a recursive process. 1.4 Develop and use the tools and practices of inquiry and research -generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report. 2.1 Develop critical reading, listening, and viewing strategies. 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading. 3.4 Examine mass media, film, series fiction, and other texts from popular

Objective & Purpose: What do you want the students to learn and be able to do as a result of your instruction?

Students will define censorship in their own words. Students will explore the different genres affected by censorship (literature, film, music, television, etc.) They will choose a particular genre of interest and research the origin of censorship in that genre. Students will explore their own beliefs about the importance of censorship and state Why/why not censorship should be applied to their chosen genre.

Students will explore censorship from a personal stand point and discover ways it personally affects them and in turn how it also affects society.

Materials: What materials, supplies, books, handouts, etc., do you need to complete the lesson?

“Personal Thoughts on Censorship" worksheet, “censorship in Genres” Worksheet, computers with internet access.

Anticipatory Set Activity: How will you tap prior knowledge, motivate student interest, set the context for the lesson?

Students will be asked in what areas they have personally experienced censorship and there will be a class discussion. They will also fill out the "Personal Thoughts on Censorship" worksheet."

Input Activities: What will you be teaching – what information are you presenting? How will you model the skills/concepts you are teaching?

I will be introducing students to the general idea of censorship. I will teach students the many areas affected by censorship and they will gain a broad understanding of how it affects society and what their personal beliefs on it are.

Students will engage in research and personal response/opinion worksheets in order to learn the broad societal and personal concept of censorship.

Activities integrated with other disciplines: Identify subject area – MATH: SCIENCE: LANGUAGE ARTS: SOCIAL STUDIES: UNIFIED ARTS:

Social Studies and History- censorship genre exploration

Guided Practice Activity: How will you guide students in their practice of the skills/concepts you are teaching?

There will be guided discussion about the different thoughts on censorship. The most significant guided activity will be the group discussions on the ..Personal Thoughts on Censorship" worksheet.

Independent Practice Activity: What will students work on independently?

Students will explore a genre of interest that has been affected by censorship and write about the origin of censorship in their specific genre. Students will find pieces/examples of censored material in their genre and state why it has been

censored and whether they agree or diagree with the material being censored. To get started on their research they will fill out the "Censorship in Genres" worksheet.

Closure Activity: How will you draw the lesson to a close and review objective of the lesson?

Students will share their personal thoughts about the censored material they encountered in their research through an essay and focus will be put on explaining

Assessment Activity: What and how will you assess what they learn?

Students will write a 2-3 page informative/opinion paper on their censorship genre and what their views on censorship are.

Accommodations: What modifications are needed for my students with exceptionalities? How will you accommodate those who do not master the objective?

Students who cannot work with computers, will be supplied with textual information on their genre and can access the library for research.

Teacher/Aide/Volunteer: What do you want the Aide and/or Volunteer to do to support the lesson?

The Aide/volunteer will follow the instructions in the lesson plan, give students the prepared worksheets, and facilitate discussion, while assisting students with any questions they have. They will also guide the students in their research.

Pre-Intern: Leonard Zongo Subject: _Censorship/Freedom to read

Lesson Number: 2 & 9


1.1 Understand and practice writing as a recursive process. 1.4 Develop and use the tools and practices of inquiry and research — generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report. Understand and use the English language effectively in a variety of contexts and settings.


The objective of this lesson is to expose students to discussion, research and writing opportunities that deal with issues related to book censorship and the freedom to read. The purpose is to encourage opposing viewpoints in classroom debate so that all students understand that their views count as far as censorship is concerned. Understanding the philosophies around cencorship will allow students to grow intellectually and will promote critical thinking.


-The First Amendment of the U.S. Constitution. -The district’s Board Policy Manual. -Computers -Handouts


The notion of freedom will be tackled before delving into the heart of the issue. The First Amendment of the U.S. Constitution will set the tone for a well-informed and more productive discussion. Students will be encouraged to independently explore the First Amendment in relation of what it means to be really free.


Most of the classroom activities will revolve around discussion, writing and research activities. Therefore, there will not be a time for formal instruction. The teacher will play the role of a facilatator or mentor.


SOCIAL STUDIES + LANGUAGE ARTS


Each set of activities will be fully developed and explained so students know exactly what the expectations are as far as completing the activities is concerned.


Students will be given opportunities to write independently. They will have a list of topics to choose from and this will give them a sense of ownership.


The information that the research projects will yield will help determine how deeply students have thought about the topic. The discussion and writing assignments will also reveal students’ strengths and areas that need improvement.


The writing assignments will help the teacher assess how successfully students have been able to learn and develop new ideas based on classroom and research activities.

Accommodations: What modifications are needed for

my students with exceptionalities? How will you accommodate those who do not master the objective?

The teacher will have a one on one session with students who did not measure up to the expectations and offer additional help.


The aid or volunteer will move around the classroom when students are doing group work. If some students have questions, the aid can help. Or if there are students with special needs, the aid will help them as well.

Pre-Intern: Trisha Stevens Subject: English-Censorship in History_



CE 1.4.1: Identify, explore, and refine topics and questions appropriate for research. CE 1.4.4: Interpret, synthesize, and evaluate information/findings in various print sources and media to draw conclusions and implications. CE 2.3.4: Critically interpret primary and secondary research-related documents (e.g., historical and government documents, newspapers, critical and technical articles, and subject-specific books). CE 3.1.7: Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts.


Students will: Critically read and view various sources of print and non-print sources of historical information. Analize various texts with a critical lens in order to identify the dominant perspective presented. Learn to question dominant perspectives by identifying the missing voice or viewpoint. Make connections between written texts.


1. DVD- Christopher Columbus (1949) Frederick March 2. Copies of Movie Response handout 3. Text Set (list supplied in attached lesson plans) 4. Access to media center and computers with internet access


Prior knowledge will be assessed through journal responses and discussions which preclude each lesson. Journal writing and class discussions will allow students to express their prior knowledge on the given topic and to share that knowledge with others through spoken and written communication.


See attached lesson plans for detailed descriptions of activities. Students will be taught how to critically analyze a historical source for accuracy and authenticity. Teacher will model method using the Christopher Columbus story.


Social Studies: Discussion and research of historical events.


Teacher will first model skill/concept. Then, students will participate in a guided discussion, modeling the various strategies required to critically analyze a print and/or non print text or piece of information. The teacher will also monitor and guide students' research.


Students will work independently on the journal responses (1 for each day) and the movie response handout.

Closure Activity: How will you draw the lesson to a

The lesson will close with a class discussion on the effects of censorship in history. What are the greater societal implications, or possibly, the dangers of censorship.

close and review objective of the lesson?

(i.e. inaccurate depictions of historical events, racial or cultural stereotyping). Students will be asked to make connections to anchor text (Fahenheit 451).


Students and teacher will assess student work during discussion time. Teacher will assess student work during presentations.


Partners are chosen by the teacher whose prior knowledge of student ability is taken into account. Allowing students to choose their topic allows them to select a topic which interests them and is within their ability level. Teacher will offer assistance to those who need help meeting objectives.


Aide/Volunteer will walk around the classroom, closely monitoring student group work. Aid/Volunteer will also monitor and assist students during research time.

Pre-Intern: Maria Angela Sackett Subject: Censorship/ELA



1.1 Understand and practice writing as a recursive process. 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose. 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading. 3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genre representing many time periods and authors. 3.4 Examine mass media, film, series fiction, and other texts from popular culture. 4.2 Understand how language variety reflects and shapes experience.

Big Questions: What responsibility do I have to society at large? How do I resolve my responsibilities to myself?

Essential Questions: How does censorship demonstrate responsibility? How does rebelling against censorship demonstrate responsibility? What values is censorship trying to protect? Does the release of censored material enlighten or empower its readers? Why is it important to explore texts that deal with controversial or sensitive topics?


Objective Day 5: Students will explore and analyze non-fiction, and expository texts related to censorship. Students will examine critical viewpoints during the time that The Pentagon Papers was banned. Students will use writing process when writing answers to the questions about the text on the worksheet. Objective Day 6: Students will write thoughtful responses to their readings. Students will write for a purpose and an audience. Students will orally present their writing to the class.

Purpose: Students will learn why censorship has occurred, why the government has banned the text. Students will experience what it may have felt like being the uninformed (GI's), and the rest of American society. Students will then compare multiple viewpoints of censorship and book banning.


Text Set: Pentagon Papers, Fahrenheit 451, Vietnam Veterans, YouTube clip (need computer and internet, projector or television) Worksheet: What does it say? What does it mean? What does it matter?


Read Fahrenheit 451 passages Read information about The Pentagon Papers. Show YouTube clip. Explain when and why they may have been censored. Ask students to share what they may know about the Vietnam Era (key figures, the draft, reasons for involvement)


Skills taught: personal growth, purpose and audience, reading and response, text analysis, the writing process, communication skills I will model an example of the worksheet on day 5. I will model a letter to a GI from a person on the homefront. I will write the letter and show it on the overhead. I will also read the letter I wrote in advance.


Social Studies/U.S. Military History


I will be continuously moving around the room to check for student comprehension. I will ask students to share their worksheet with me; they will be asked to back their answers with evidence. The modeling of the worksheet and the writing activity will be on the overhead. This will be a guide to students by example.


Worksheet: What does it say? What does it mean? What does it matter?


State the "big and essential questions," again. Have the students write answers to three of the questions on an exit ticket. They may also write questions or concerns for the teacher on the exit ticket.


Worksheet will demonstrate that the students analyzed the texts. Writing activity will demonstrate that the students learned the multiple viewpoints behind censorship.


The worksheet works for all students. The text set will accommodate many reading levels. The writing assignment can be altered to fit the needs of the students.


N/A

Pre-Intern: Tamra Lunford Subject: Racially offensive censorship

Lesson Number: 7


1.2 Use writing, speaking, and visual expression for personal understanding and growth. 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level. 4.2 Understand how language variety reflects and shapes experience.


Define censorship and know who censors Identify and discuss the issues surrounding the banning or challenging of texts Read and examine a specific banned or challenged book Effectively convey perspective through writing


Fahrenheit 451 (anchor text) Uncle Tom's Cabin Banned book list Journal


Essential questions will start the day's discussion about the forthcoming material they will learn. These questions will be relevant to their daily lives and generate conversation about what they know thus far about the topic.


I will talk about why both these texts have been censored and who is doing the censoring. Students will be pushed to think critically about their stance on the issue.



I will simply serve as a guide for discussion and lead with prompts or questions to engage them in the discussion.


Students will write a persuasive letter to the superintendent of the district defending their stance on censorship of literature in the classroom.


Students will voluntarily share their perspective on texts being banned in the secondary classroom, and justify it with valid points.


The discussion and writing activity will serve as the assessment as well. Based on the dialogue and points made in the letter, I will know who has the concept and who is struggling.

Accommodations: What modifications are needed for my students with exceptionalities?

Pre-Intern: Tamra Lunford Subject: Racially offensive censorship

Lesson Number: 8


1.2 Use writing, speaking, and visual expression for personal understanding and growth 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, fiction, and creative nonfiction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories). 2.2 Use a variety of reading, listening, and viewing strategies to construct

meaning beyond the literal level.


Identify the effects (positive/negative) of censorship in literature Understand the implications (socially, mentally, economically etc.) of censorship on literature Be able to make direct correlations between censoring literature and other genres Convey the idea of censorship creatively


Adventures of Huckleberry Finn Uncle Tom's Cabin I know Why the Caged Bird Sings Worksheets Costumes Scripts Movie


Students will watch a short clip of Fahrenheit 451 to get a visual of what censoring looks like. This is a loaded scene and will serve as the basis for a candid discussion.


Students will learn how to express their understanding by speaking and visual expression.



I will serve as the director of several mini skits performed by the students. They will be given short passages they will have to read while in full costume, taking on the persona of a character from the banned book of their choice.


Students will be given a worksheet with different scenarios of censorship. They will then identify what is going on in the picture and give a short reaction/response.

Closure Activity: A short discussion will follow the worksheet to discuss their thoughts about the

How will you draw the lesson to a close and review objective of the lesson?

scenarios.


The worksheet and discussion together will serve as the assessment of their leaning.



How will you accommodate those who do not master the objective?


Pre-Intern: Raquel L. Rodriguez-Vega Subject: Censorship/ELA

Lesson Number: 10


1.1 Understand and practice writing as a recursive process. 1.2 Use writing, speaking, and visual expression for personal understanding and growth. 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose. 1.4 Develop and use the tools and practices of inquiry and research -generating, exploring, and refining important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report. 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work. 2.1 Develop critical reading, listening, and viewing strategies. 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading.


Students will explore the different views on censorship and the importance of books in Fahrenheit 451 through character analysis. Each student will choose a character from the book and do a final project and essay on the views of that character and what their views have been influenced by.


Fahrenheit 451, short film "Ray Bradbury: Fahrenheit 451," character handout, short film handout, magazines, poster boards, art materials (glue, colored pencils, etc.), computers with internet access.


Students will watch the short film "Ray Bradbury: Fahrenheit 451" in class and fill out a handout about the film.. We will then discuss as a class the variety of. written responses.


I will be presenting students with information about characters that will help them build their own thoughts and ideas about censorship. Students will be able to build their own beliefs about censorship and identify when they believe censorship is appropriate. Students will also be learning about the importance of books and exploring what part books play in their lives and the influence books have on society. Students will refine their writing skills by supporting their beliefs through written responses, essays, and a creative assignment. They will also practice researching and critical thinking.


Social Studies: What influences do books have on society? Unified Arts: Collage/Written Response project.


I will guide students in their character analysis research, helping them look for quotes that represent their characters and their own opinions.


Students will work on their collage/written response project independently. Most of the research for the character analysis will also be done independently, unless students have questions about where to find information.

Closure Activity: Student's artwork will be displayed around the classroom.

How will you draw the lesson to a close and review objective of the lesson?


I will assess the written portion of their final project as well as the collage. Essays will be graded based on the student's ability to state the beliefs of the character • and how they connect or differ from their own beliefs on censorship and the importance of books. I will also assess their use of research and specific quotes from the text in their essay.


Students who cannot work with computers, will be supplied with character information from the book and outside resources.

Those who do not master the objective can engage in a creative project of choice that is approved by the teacher.


The AideNolunteer will follow the instructions in the lesson plan, give students the prepared worksheets, and facilitate discussion, while assisting students with any questions they have. They will also guide the students in their research.

Day 1

Instructor: Raquel L. Rodriguez-Vega

Class will be started by asking students to define censorship in their own words. This will be done through class wide discussion. (10 min.)

Students will be introduced to the general idea of censorship. Censorship in various genres will be discussed. (5 min.)

The instructor will hand out the “Personal Thoughts on Censorship” worksheet. Students will work individually on this worksheet. (10 min.)

Students will engage in a class wide discussion to share their answers to the worksheet (15 min.)

Students will be introduced to their research project and given the “Censorship in Genres” worksheet. (10 Min.)

Students will be given time to fill out the “Censorship in Genre” form and research their genre of choice. (35 min.)

The instructor will reconvene the class and explain that the “Censorship in Genre” research paper is due in the next two days. (5 min.)

End of class!

'

Sample work

Name:--------------------------------------------------------

Date: ---------------------------------------------------------

Personal Thoughts on Censorship Answer the following questions from a personal point of view. State your personal opinion and then share your thoughts with your group.

1.) What is censorship?

2.) Why do you think censorship exists in our society?

3.) What values is censorship trying to protect? 4.) Does censorship lead to the loss of critical thinking?

5.) Does censorship threaten or destroy culture

6.) Consider the following quotes about censorship by Ray Bradbury:

“You don't have to burn books to destroy a culture. Just get people to stop reading them.”

“There is more than one way to burn a book. humans running about with lit matches.”

Based on these quotes, is censorship something that is strictly imposed

on people or can we ourselves bring it about? How do we personally

“censor” ourselves by refusing to read? What are the "lit matches" Bradbury is thinking about? Could technology be one of them?

How does technology censor our lives?

Name:------------------------------------------------------------

Date: -----------------------------------------------------------

Censorship in Genres

You will choose a specific genre in which you have personally noticed or experienced censorship. You can choose to write about censorship in books, music, television, radio or any other genre that truly interests you. If you choose a genre which I have not mentioned, please talk to me to receive approval for your genre of choice.

To get started on your research and facilitate your writing process, answer the following questions:

1.) What genre did you choose to research?

2.) What interests you about your genre? How has censorship in your genre personally affected you?

3.) Do you believe it is appropriate to completely dismiss censorship in your genre or do you think it is necessary at times?

4.) What effects would complete dismissal of censorship in your genre have on society?

5.) What is censorship in your genre trying to protect? Any specific values?

Research questions:

1.) When did censorship in your genre begin?

2.) Where did censorship in your genre originate? Is there a specific state?

3.) What organizations were involved and are still involved in censoring your genre?

4.) What role has the government played in censoring your genre?

5.) Who could you contact if you wanted to voice your opinions on censorship that works directly with censoring your genre? Any organizations?

Day 2 Instructor: Leonard Zongo

The teacher will briefly introduce the topic to students. A definition of

censorship and how it relates to books will be given to students.(5 min)

Group forming for classroom discussions and research projects: Numbers

will be put on individual slips of paper and will be placed in a box. Students

will draw a number from the box indicating which group number they belong

to. (5 min)

The First Amendment of the Constitution will be handed to students in each

group. The teacher will read the amendment aloud and ask students to

discuss how this amendment applies to their personal lives. (20 min)

Students will be engaged in a classroom discussion about the relationship

between free speech and the freedom to read. ( 15)

Students will be given a few quotes from Fahrenheit 451 and other books,

and will be asked to write an interpretation of one of the quotes. ( 30 min)

-“Every burned book enlightens the world.” —Ralph Waldo Emerson

-“Fear of ideas makes us impotent and ineffective.” —William O. Douglas

-“ A Book is a loaded weapon.”—Ray Bradbury

Students will receive handouts for research projects. The teacher will read

each research topic aloud and offer guidance if students have questions.

(15 min)

End of class!

Day 3

Instructor: Trisha Stevens GRADE LEVEL: 12 SUBJECT & TOPIC: English/Censorship The following includes two lesson plans (two 90-minute class periods) addressing censorship in historical events. OBJECTIVES:

• Critically analyze both written and non-written forms of historical fiction and non-fiction to identify dominant perspectives.

• Question dominant perspectives by identifying the absent voice or viewpoint.

• Make connections between texts, both nonfiction and fiction. MICHIGAN STANDARDS: CE 1.4.1: Identify, explore, and refine topics and questions appropriate for research. CE 1.4.4: Interpret, synthesize, and evaluate information/findings in various print sources and media to draw conclusions and implications. CE 2.3.4: Critically interpret primary and secondary research-related documents (e.g., historical and government documents, newspapers, critical and technical articles, and subject-specific books). CE 3.1.7: Analyze and evaluate the portrayal of various groups, societies, and cultures in literature and other texts. MATERIALS:

• DVD Christopher Columbus (1949) starring Frederic March • Copies of movie response handout • Text set for group activity • Copies of assignment sheet • Access to computers with internet capability • Access to media center/library

LESSON:

1) Journal Writing (5 minutes) Prompt: How has history been censored? In other words, how have important opinions, experiences, or facts been left out of the history books, and why?

2) Class Discussion (5 minutes) Give students an opportunity to share their journal responses and/or other thoughts.

3) Introduce the Christopher Columbus story as one example of a historical event which has been censored over time. Distribute movie questionnaire which students should complete during or after the movie clip is shown.

4) Show movie clips from Christopher Columbus (1949) starring Frederic March (chapters 17, 18, & 19). Set up the scene: chapter 17 begins when Christopher Columbus and his men, after sailing for many hard days and nights, finally reach “the new world.” (15 minutes)

5) Allow students a few minutes to finish movie response handout. Students will hold on to completed handout to be referenced later. Group Activity (20 minutes): Divide students into 5 groups and distribute text set which consists of five texts provided by the teacher. (Bibliographical information listed below; one text per group.)

Text Set: • De Kay, T. James. Meet Christopher Columbus.2001. • Peterson, Bob & Bigelow, Bill. Rethinking Columbus: The Next 500

Years.1998. • Rhodes, Bennie. Christopher Columbus: Adventurer of Faith and

Courage.1976. • Young, Filson. Christopher Columbus. 2011 • Young, Filson. Christopher Columbus and the New World of His Discovery.

2006. As a group, students will find and read sections of text devoted to the Christopher Columbus story. Then, they will write a brief depiction of the events as they are described in the text (one written paragraph per group). Paragraph should have information about the following elements:

1. Brief description of events. 2. Dominant perspective or voice present in text (whose side is being

told?) 3. Whose story or voice is left out? 4. If there is an absent voice, why do you think that is? In other words,

who benefits from the story being told this way? 6) Presentations (10-15 minutes): Each group will share their findings with the

class. Allow an opportunity for other students to respond or share a thought/comment.

7) Assign partners. Explain that the students will work in pairs and conduct research in order to find their own historical event or story which has been censored throughout history. Write the following examples on the board: Thanksgiving story Acquisition of Hawaii The Louisiana Purchase (Hint: where did the Native Americans go?) The Vietnam War or any battle or war in America (Is the whole story

there?) Acquisition of Alaska Colonization of America

These are just a few examples. Students may choose their own topic per teacher approval.

8) Start research in library or media center for the remainder of class.

Sample work Name:____________________________ As you watch the following scenes from the classic 1949 production of Christopher Columbus, directed by David MacDonald, please respond to to the following: How does the music change as the camera pans back and forth from Columbus and his men to the native peoples? Whose perspective is being presented? (Or, who is being given all or most of the speaking lines?) Are the native (indigenous) peoples portrayed negatively? Positively? In what ways? Are Christopher Columbus and his men portrayed negatively? Positively? In what ways?

Day 4

Instructor: Trisha Stevens

1) Journal Writing (5 minutes) Prompt: In the novel Fahrenheit 451, how is the censorship of history explained or justified? Are there specific examples (events, people, etc.) mentioned?

2) Resume research in library or media center. (If computers are not located in media center, plan to spend time in computer lab for additional research, or if allowed, send 1 or 2 groups of students at a time. (50-60 minutes)

3) Presentations (30-40 minutes): Each partner pair should: • Present their story/event as it has been told or censored throughout

time • Describe whose voice/perspective is dominant and whose is omitted • Tell the story as it actually occurred • Offer an explanation as to why the story has been censored

4) Wrap-Up (Remaining time): Concluding thoughts from teacher and students about how censorship is and has been present in history. Discuss any links to Fahrenheit 451. Allow students an opportunity to share journal entries from the day. Reinforce the need for students to read history books or any historical account with a critical eye, noting whose perspective is being presented and whose has been omitted for what purpose.

Criteria for Grading Student Presentations

(Lessons 3 & 4) Information /20 Group provides the following pieces of information (5 points each)

• Present their story/event as it has been told or censored throughout time

• Describe whose voice/perspective is dominant and whose is omitted • Tell the story as it actually occurred • Offer an explanation as to why the story has been censored

Participation /10 Each person in group demonstrates equal and active participation in both presenting and researching. Effort /10 During the research process, each group is putting forth effort in finding appropriate resources and information

Day 5 Instructor: Maria Angela Sackett

Inform class about further exploration into censorship. Introduce Fahrenheit 451 quotes, which are pertinent to political censorship. (10 min.)

Discussion/ questions and comments (5 min.) Introduce the text set, and discuss the significance of The Pentagon Papers

being banned, discuss the time period when the U.S. waged war in Vietnam Show clip of how, why, and when The Pentagon Papers leaked into the public: The Pentagon Papers: A Primer for Top Secret at New York Theatre Workshop http://www.youtube.com/watch?v=Pf22x5r16Zo (15 min.)

Discussion/ questions and comments (assess students’ prior knowledge about Vietnam Era) (5-10 min.)

Introduce, give directions, and model worksheet to class (5 min.) SSR (sustained silent reading) for students, students will choose a text, or

multiple texts to read, from the text set, students will keep in mind worksheet, and may choose to start answering questions on worksheet or wait until they have completed reading (25 min.)

Students will be instructed to break up into groups of three to discuss their responses to the reading and worksheet (15 min.)

Have students write down essential questions, tell students to consider these questions for homework, and have them answer 3 of the 5 questions for the next day (5 min.)

End of class!

http://www.youtube.com/watch?v=Pf22x5r16Zo

Day 6 Instructor: Maria Angela Sackett

Start class by having students turn in their homework

Have students revisit what they learned on day 5, have students read

sections of The Pentagon Papers and primary documents (memoirs) aloud

(5-10 min.)

Discussion/ questions and comments on the worksheet activity (10-15min.)

Explain to students the activity of the day: small groups will be assigned,

and students will write a journal entry, a letter, a speech, a memo, or (pro-

censorship or anti-censorship) in a genre of their choice, students will

become the character in the text they are reading, they will write in the voice

of that person, and they will write to a specific audience for a purpose (10

min.)

Explain grading criteria/ rubric, give an example piece of writing (letter) this

will model how it could be done, show on overhead, and also read it aloud

to the class (10 min.)

Students will be assigned groups of three, and collaboratively they will

create a genre of writing, they may each choose to take a paragraph, or

they may collectively incorporate their thoughts into the writing (15-20 min.)

Student groups will share by reading their writing to the class (15 min.)

Student discussion facilitated by the teacher about their response to

political, governmental censorship (10 min)

Closure activity: exit ticket on note card with further comments of questions

(5 min.)

End of class!

Student: Date _

Text: _

WHAT DOES WHAT DOES WHAT DOES

IT SAY? IT MEAN? IT MATTER?

Sample Work

The following is only an example of a letter (your genre writing will be more extensive).

This letter is written to an American soldier in Vietnam, by his mother on the home front.

Dear Paul,

I miss you dearly! I pray each and every day for your well-being and protection.

The family is good, thanks be to God. We are counting the days before you come

home. I want you to know that you are a man of the highest integrity. I know

circumstances cannot be easy for you over there. I know that you are doing what you

know to be right.

The protests and anti-war sentiment are increasing everywhere. People are in

an uproar! There has been a release of government documents that were kept a secret.

The Pentagon Papers have been leaked to the press. Government officials are saying

that we are fighting a losing battle. It sounds like the Vietnamese communist forces

are not going to except defeat. I am afraid for you; I am afraid for our country.

How can they keep drafting our men, knowing that victory is not probable…? I know

this must be really hard for you to hear, but I want you to be informed. I don’t

understand how our nation kept us in the dark?

Assignment Grading Criteria and Works Cited Instructor : María Angela Sackett

Genre Writing/Censorship:

1) Assessment for the genre assignment will be graded based on: purpose and

audience (were these both clearly stated and is the text relative to both)

2) Ability to read and response (it should be clear that the text was read, and should

contain a thoughtful, rich, response)

3) Text analysis (was the text examined and questioned, the genre writing should

directly relate to the text read)

4) Writing process (relate the worksheet to the genre writing)

5) Communication Skills (presentation to class)

Works Cited

Bradbury, Ray. Farenheit 451. New York: Ballantine Books, 1953. Print.

Herring, George ed. The Pentagon Papers: Abridged Edition. New York: McGraw-Hill,

Inc., 1993. Print.

Ybarra, Lea. Vietnam Veteranos: Chicanos Recall the War. Austin, Texas: University of

Texas Press, 2004. Print.

New York Theatre Workshop. "The Pentagon Papers: A Primer for Top Secret at New

York Theatre Workshop " 23 February 2010. Online video clip. YouTube.

Accessed on 28 February 2012. http://www.youtube.com/watch?v=Pf22x5r16Zo

Day 7

Instructor: Tamra Lunford Shortened review over the previous lesson (5 min) Engage students in a shortened, oral KWL (5-10 min) Define censorship, and discuss who is censoring/challenging texts in the school and why (10

min) Introduce passages- to be read aloud- from Uncle Tom’s Cabin, and discuss the significance

of it being banned. Essential questions will serve as another basis of discussion. Students will be pushed to think critically about the deeper meaning behind the censorship (40 min). Q 1. Why would people want to censor the word “nigger” in a text? Q 2. What does this mean for you as students when words/phrases are edited out of the reading material? Q 3. Is censoring ever a good thing? When?

Give directions for the writing assignment: students must compose a persuasive letter to the superintendent of the district about why they feel literature in the classroom should/should not be censored (20 min).

Students will voluntarily share their letters or perspectives on censoring books in the school setting (10 min)

Day 8

Instructor: Tamra Lunford

The day will start with a short clip from the movie Fahrenheit 451 which will serve as a catalyst

for a short discussion (20 min)

After dissecting the scene, and what that means in the context we’re discussing, students will

be given several short passages (uncensored) from Adventures of Huckleberry Fin and Uncle

Tom’s Cabin. They will get into full costume and take on the persona of the character they’re

reading (40 min)

Students will receive instructions about the worksheet they will do and turn in. The worksheet

will have different possibilities of censorship scenarios, and they will have to identify if it’s

censorship and how (15 min)

Students will give feedback about the skits by answering a few questions. How it made them

feel? If that were really your story, would you want it to be censored, or told how it really was?

What are some implications of censoring text? (15 min)

Day 9

Instructor: Leonard Zongo

Presentations + discussion

-Group 1 : Interview a school curriculum specialist or librarian and find out some of the

academic freedom issues in school today.(15 min)

-Group 2 : Use the district’s Board Policy Manual and find out the school district’s policies

regarding issues related to questionable books and materials. (15 min)

-Group 3 : Interview parents about how books dealing with controversial themes can help

adults and teenagers enter into conversation about such issues. How is not talking about those

issues serious than talking about them? (15 min)

-Group 4 : Search the internet for your favorite writers and find out how many of them refer to

censorship on their sites. Ask them questions about book censorship if they receive emails

from fans or have a place to post questions. (15 min)

Writing : Each student will write a reaction paper and state what touched them personally or

captivated their attention during this research project. ( 30 min)

End of class!

Day 10 Instructor: Raquel L. Rodriguez-Vega

Class will start with the viewing of the short film “Ray Bradbury: Fahrenheit 451” (10 min).

The instructor will hand out the film questions worksheet which students will work on individually (15 min.)

The class will discuss the various answers to the worksheet (10)

Students will be introduced to their Character Analysis Collage/Written Response project. (10 min.)

The instructor will hand out the “Character Analysis” worksheet and students will fill it out individually. (15min)

Students will work on the Collage portion of the Character Analysis project (30 min.)

End of class!

Name:

Date:

"Ray Bradbury: Fahrenheit 451" Film Questions

Answer the following questions (in complete sentences) after viewing the short film "Ray Bradbury: Fahrenheit 451." We will have a class discussion where each student will participate in sharing their answers.

1.) What is the title of the first book you remember reading or a book that had great impact on you? What was special about the book to you?

2.) Do you have a favorite author? If you don't, what author would you like to explore more and why?

3.) Ray Bradbury says that "Libraries are people. People are waiting in there, thousands of people who wrote the books." What do you think he means by that? Do you agree with him? Why or why not?

4.) Do you agree with Ray's statement: "You go into a library and discover yourself." What do books helps us find out about ourselves?

5.) Ray Bradbury speaks about the dangers of book burning, stating that "If you don't have books or the ability to read, you can't be part of any civilization; you can't be part of a democracy." What is being taken away from society when books are burned, banned, or censored? Think of your personal rights, knowledge, and freedom when answering this question.

6.) Have we learned not to repeat Hitler's history of book burning here in the United States, or is book burning alive in subtler ways? Do you consider censorship to be a type of "book burning?" Think about the quote at the beginning of the film: "You don't have to burn books to destroy a culture. Just get people to stop reading them."

7.) How does reading help you contribute to society and be able to function in a democracy? When answering this question consider Bradbury's quote: "Books are smart and brilliant and wise."

Name:

Date:

Fahrenheit 451 Character Analysis

In order to find out about the views your character holds on censorship/ book banning, you will need to analyze your character's words. For your character analysis, you will choose a person from the book who interests you the most and find quotes in the text that accurately portray their views. This worksheet will help you complete your final project and give you writing ideas for your essay portion.

Answer the following questions:

1.) What is the name of the character you have chosen? Why have you chosen this character?

2.) Is your character for or against book burning?

3.) How old is your character? Do you think this has an influence on his/her views on book burning?

4.) What does your character represent in the text?

5.) Do your character’s views represent your personal views on censorship?

6.) Choose three quotes that represent your character and record the page number for them as well.

Quote:

(p. )

Quote:

(p. )

Quote:

(p. )

Works Cited

Bigelow, Bill, and Bob Peterson. Rethinking Columbus: the Next 500 years. 2nd ed. Milwaukee, WI:

Rethinking Schools, 1998. Print.

Bradbury, Ray. Farenheit 451. New York: Ballantine Books, 1953. Print.

Herring, George ed. The Pentagon Papers: Abridged Edition. New York: McGraw-Hill, Inc., 1993.

Print.

Kay, James T., and Victor Mays. Meet Christopher Columbus,. New York: Random House, 1968.

Print.

"Random House for High School Teachers | Teacher's Guides | Censorship." Random House -

Bringing you the Best in Fiction, Nonfiction, and Children's Books.. N.p., n.d. Web. 2 Mar.

2012. <http://www.randomhouse.com/highschool/resources/guides3/censorship.html>.

Rhodes, Bennie, and A. G. Smith. Christopher Columbus, Adventurer of Faith and courage. Milford,

Mich.: Mott Media, 1977. Print.

Stowe, Harriet B.. Uncle Tom's Cabin. New York:: P.S. Eriksson, 1964. Print.

"The Big Read | Fahrenheit 451." The Big Read | National Endowment for the Arts. N.p., n.d. Web. 2

Mar. 2012. <http://www.neabigread.org/books/fahrenheit451/filmguide.php>.

"The Pentagon Papers: A Primer for Top Secret at New York Theatre Workshop ." YouTube -

Broadcast Yourself . N.p., 23 Feb. 2010. Web. 28 Feb. 2012.

<http://www.youtube.com/watch?v=Pf22x5r16Zo>.

Twain, Mark. The Adventures of Huckleberry Finn. New York: Harper and Brothers, 1986. Print.

Ybarra, Lea. Vietnam Veteranos: Chicanos Recall the War. Austin, Texas: University of Texas Press,

2004. Print.

Young, Filson. Christopher Columbus. London: Grant Richard, 1906. Print.

Young, Filson, and Windham Thomas Wyndham Dunraven. Christopher Columbus and the New

World of His Discovery: A Narrative. 3d. ed. London: G. Richards, 1911. Print.

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