Argument Writing - Book Rationale for Banned Books

Grade Levels
7th - 10th
Formats Included
  • PDF
16 pages
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  1. This bundle of lessons and activities makes teaching argumentative writing and rhetorical analysis easy! Use bell ringers, paired passages, graphic organizers, task cards, research activities, and Trashketball in these varied lessons to differentiate instruction and meet the needs of individual stud
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In this engaging lesson, students use argumentative writing to provide a rationale for the study of banned or challenged books. Students participate in a short research activity to discover the charges against the books, then use a note catcher graphic organizer to help them identify text examples that demonstrate the educational value of their books. They annotate for life lessons, character connections, pathways to understanding, and real-world relationships. After gathering their text evidence, students are guided through the writing process with a series of handouts, eventually completing an argumentative essay. This resource also includes a fun bookmark extension activity.

The following handouts are included in the 15-page file:

-teacher instructions

-anticipation guide

-graphic organizers

-writing prompt

-peer review handout

-proofreading handout



This can be used as a culminating activity at the end of a novel study or as a stand-alone lesson for Banned Books Week.

Are you interested in other resources for reading instruction? Please consider these:

Reading Strategies for Any Text

Choosing Novels for SSR

Literature Tableau for Any Text

Discussion Tools for Any Text

Short Story Analysis & Close Reading

Poetry Analysis & Close Reading

Meaningful and Memorable English Language Arts by © OCBeachTeacher ™

All rights reserved by author.

Limited to use by purchaser only.

Group licenses available.

Not for public display.

Total Pages
16 pages
Answer Key
Rubric only
Teaching Duration
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to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


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