Lesson Plan Action Template Kristan Price

Media Specialist Name: Kristan Price

Teacher Name: Jill Foreand, AP English10
Grade: 10 (Only 10th Honors students read The Kite Runner)
Library Context:
Fixed
Flexible

X Combination

Stand-alone lesson

Lesson in a unit

Collaboration Continuum:
None
Limited

Moderate

Individualized Instruction
X Multiple lessons in a unit

X Intensive

Content Topic: Finding Real-World Value in Banned Books

Standards for the 21st-Century Learner:
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.
2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis,
evaluation, organization) to information and knowledge in order to construct new understandings, draw
conclusions, and create new knowledge.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real
world situations, and further investigations.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that
express new understandings.
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.
Local or State Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content
ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
1

ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
Reading Comprehension Strategy: Synthesizing
Lesson Objectives: Identify major themes in book
Overview of the Lesson: Students will read The Kite Runner while simultaneously collaborating about
central themes and controversial content. Students will learn to connect book content to real life and
make arguments for the necessity of learning and the teaching of these themes to real life and healthy
development. In the process, students will gain a deeper understanding of the book by analyzing it from
different angles than just a standard individual reading of the book.
INSTRUCTIONAL PLAN:
Estimated lesson time: 3 weeks
Resources:
Web sites:
o www.newsela.com
o www.prezi.com
o http://www.tolerance.org/blog/modern-look-banned-books
o http://www.cnn.com/studentnews
o http://www.nytimes.com/2008/01/15/world/asia/15iht-15kite.9242668.html
Books:
o The Kite Runner
Software and/or Apps: Google Docs
Technology: Laptops, tablets, Mobile apps for Google
Other:
Instruction/activities:
Day 1: ACTIVATE and RESEARCH in first day of unit
Students will begin the Kite Runner unit with a visit to the media center to use iPads and open space.
The teacher and the media specialist can both circulate to help students research and record ideas. The
objective is to identify 10 booked that are commonly banned or highly challenged in a high school
setting. 10 groups will identify a different book and reasons why it would be considered inappropriate
for their age group, create a thinking map of their choice (such as a bubble map or circle map) to
represent their findings. Each group will give a brief presentation what they learned about each book. If
a group actually picked The Kite Runner, then it will be revisited for elaboration by the teacher. If not
picked, the class will do a quick search, find, and brainstorm. The class will make a list of movies,
current events, historical references, etc they have heard of which contain the same themes.
This activity is an activating strategy to help students engage with the upcoming concepts in the book
which they will be reading about over the course of the unit.

Direct instruction: Review of reasons why books are banned

2

Modeling and guided practice: Helping students brainstorm from their research
Independent practice: Students research and identify controversial concepts
Sharing and reflecting: Group presentations and class discussion
Strategies for Differentiation: Student groups may be strategically chosen for balance or
scaffolding. Students have opportunity to choose which book and which visual method they will use
to represent their findings.

Continuation during the unit As students read the novel, they will keep a journal with their group in
Google Docs (via tablet use in classroom) where they will record concepts (daily or weekly as directed
by the classroom teacher) they believe could be deemed controversial in the real world. Students will
post and comment on each idea. This Google Doc will be shared between members and serve as a base
for the Prezi they will create at the end of the unit.
Day 2, 3, 4, 5: MAKE CONNECTIONS thru RESEARCH and COLLABORATION
week during the unit, the teacher will bring the students to the media center to break out into groups and
conduct more research about current events related to the controversial themes they have been
identifying in the book. Both the teacher and the media specialist will be available for guidance and
instruction. Possible themes include: bullying, homosexuality, child abuse, child labor, American
entitlement, cultural change in Afghanistan, cultural impact and belief systems of regimes (such as
Taliban, ISIS, etc) in Afghanistan and surrounding nations, offensive language, and post-911
xenophobia. Each week, groups will pick a different controversial theme to research. Their job is to find
as many articles, movies, YouTube videos, etc that students consider mainstream or just not censored in
everyday life. Student websites often contain articles and information about the same themes, yet they
are not banned. Students are trying to make connections between the book and real life as though they
are creating an argument against banning The Kite Runner because there is nothing in there that is not
already in their face in everyday life or that they need to learn to appreciate in order to grow into wellrounded learners and citizens. Their findings will be cataloged in their shared Google Doc for later use
and further collaboration. Students must keep a log of web resources to later be used as a works cited.

Direct instruction: Review of controversial themes as the central themes of the book are discussed
in class
Modeling and guided practice: Helping students brainstorm from their research
Independent practice: Students research and identify controversial concepts
Sharing and reflecting: Group research and discussion
Strategies for Differentiation: Student groups may be strategically chosen for balance or
scaffolding. Students have opportunity to choose which themes and which visual/verbal method they
will use to represent their findings.

Day 6: SYNTHESIZE the RESEARCH (2 days)

Students again visit the media center for space and technology use. Both the teacher and the media
specialist will be available for guidance and instruction. Students will review the research they have
conducted and recorded in their Google Doc. Their task now is to create a Prezi about The Kite Runner
and 4 (four) controversial themes they identified in their research. Within each theme, there will be links
to articles, quotes, and a summary of the information found in each resource as well as reasons why it is
important to learn about these topics for real life application. Each presentation will be different, but
students are encouraged to include articles, videos of informational videos as well as news clips of
related events. Their Prezi should communicate the following message: Look at all of these school
appropriate resources we found. How can you justify banning The Kite Runner? This is real life and we
are better for having learned about it.
3

Direct instruction: Prezi tutorials and individual assistance with creation of product,
troubleshooting
Modeling and guided practice: Helping students decide how best to organize their work and ideas
to create a Prezi with aesthetic appeal and maximum effectiveness
Independent practice: Students research and identify controversial concepts
Sharing and reflecting: Groups will work collaboratively to create finished product and then
present it to the class
Strategies for Differentiation: Student groups may be strategically chosen for balance or
scaffolding. Students have opportunity to choose which themes and which visual/verbal method they
will use to represent their findings.

Assessment:
Student Product
o Collaborative Google Doc of journals and discussion between group members throughout
the unit
o Prezi to represent the controversial themes in the book
o Teacher and media specialist will work together to create a rubric for the Prezi. Students
may also present in the media center and be assessed by the media specialist and the
classroom teacher.
Process
o Long-term journaling
o Segmented research based on book content in process of reading
o Class and group discussion
o Group collaboration of project representing synthesis of multiple sources of information
Student self-questioning
o What is a controversial topic?
o What causes a book to be banned?
o Where do I see the book themes in mainstream news and outlets available to me at all
times at school?
o How can I compare/contrast the book themes to real life events/problems?
o What do I need to know about these real life problems in order to be a more productive
global citizen?