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“Don’t Ban Me!” Monologue
Allow students to celebrate characters from banned books in creative ways. Students might write a monologue as
their chosen character that they perform (in costume) describing who they are and why they shouldn’t be
banned. Other creative options include:
• host a banned books party, in which students attend as their banned book character (they can dress as the
character, introduce themselves in character, etc.)
• students write and/or perform a song they think represents a banned book character or as the character
himself/herself
• students create a piece of art from the perspective of their banned character, etc.
Host a Banned Books Parade
In partners or groups, have students create a float representing a banned book and/or related themes or topics of
First Amendment rights, freedom to read, censorship, intellectual freedom, etc. Students will then educate others
on their book/topic by presenting their float in a class or school parade. Students will need to research their
book/topic then design a float that is:
(a) visually appealing (decorated and creative) and contains appropriate information about the book/topic. It is
recommended that students think of a symbol or artistic structure for their float that will make it memorable.
(Facilitate students in considering floats they have seen in parades as a starting point. Memorable inclusions
might be a person in costume, an artistic recreation of a scene in a challenged/banned book, an abstract structure
that illustrates the theme, etc.)
(b) moveable, so that students can present it along the parade route on its due date. Encourage creativity –
students might use vehicle toys, wagons, tricycles, skate boards, etc. (Teachers can also assign this as a smaller-
scale project, and instruct students to create shoe-box sized floats.)
Teachers can also add on additional components to the assignment, such as instructing students to create a short
jingle or rap that teaches parade onlookers about the float topic/theme as they pass, marketing material to hand
out during the parade (something small and “catchy” that represents the float’s topic that will make onlookers
remember the float), and/or a designer’s statement, in which students summarize the topic/theme and describe
the reasoning behind the design of the float. Schools may also want to consider hosting a contest in which the
school and/or community votes on the best floats in various categories, offering a prize for the top choices.
You’ve Been Hired by Carolina Advertising!
Students will assume the roles of advertising professionals who have been hired by the prestigious firm, Carolina
Advertising, to launch an awareness campaign about Banned Books Week and related themes. Project options for
students to be assigned include:
• Billboard - should be informational and educational. It must contain relevant artwork, descriptive text, and a
tag line (a catchphrase, or small amount of eye catching/interesting text). It should also be artistic and
creative.
• Radio spot - should be approximately 1-2 minutes when performed and should also educate and inform
listeners regarding the assigned topic. Listeners should be so interested by what is shared that they are
convinced to participate (i.e., read a banned book, celebrate Banned Books week themselves, etc.) Radio
spots can make use of creative techniques such as humor, dramatic voices, song/music, reenactment, etc., as
long as it contains accurate information about the assigned topic.
• Television commercial – should be a 2-3 minute performed commercial that summarizes the important
information about the assigned book/topic. It can utilize acting, music/singing, dance, and any other creative
techniques chosen. Teachers may consider filming the commercials and airing them (i.e., at a Banned Books
event or during televised announcements) throughout Banned Books Week.
The “Living” Museum of Banned Books
In partners or groups of 3-4, students will create a “living” museum exhibit that illustrates or explores a particular
challenged or banned book. Instruct students that final exhibits should include: