I will be doing a short lesson on Banned Books Week and intellectual freedom soon. These students have just finished reading The Giver, a frequently challenged book. Before the lesson begins, I might ask students to write a paragraph summarizing their takeaway from the book. What did they learn, and why do they think that lesson is important? Why might this book be part of their curriculum? Students should write in complete sentences in OneNote. I will have access to these paragraph via their OneNote class notebooks.
Close to the conclusion of the lesson, I will ask students to write one sentence that articulates why intellectual freedom is important within an educational context. a. The objective of this lesson would involve articulating what intellectual freedom is, how it ties into the First Amendment, and why it's especially important within schools. The Art of the Sentence moment would fulfill the latter part of my objective. b. At this point in the lesson, students will have demonstrated their knowledge of intellectual freedom using several other techniques. Hopefully they will feel prepared to write about its importance within the classroom. c. Think ratio is more important here. I will give students time to think and prepare their answers before writing. d. An exemplar might look like the following: "Despite frequent historical challenges to books in schools, fighting for intellectual freedom within educational contexts remains important because it ensures that all viewpoints are heard, considered, and defended." For revision, I would look for complex syntax and strong reasoning.
After I give students about five minutes, I will do a Show Call to review students' writing. a. A "good to great" case study will be the focus of my Show Call. We will revise the sentence together as a class. b. I will narrate the take by saying, "I'd like to review a sentence with some really strong elements." I will showcase a students work without asking but keep it anonymous. c. Students will look for complex syntax and strong reasoning in their analysis. Has the student adequately addressed the prompt? Is their logic clear? Is there strong evidence? Students will then look for the same elements in their own answer when revising.