The Awakening Character Fakebook I.

Fred Gingell

Benchmark/Standard: CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. ISTE.NETS-T.1.a. Promote, support, and model creative and innovative thinking and inventiveness.

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Behavioral Objective: Students will express their ability to synthesize textual information and creatively reconstruct this information by creating a fake Facebook profile (a Fakebook) from the perspective of one of the characters from the story The Awakening. Student profiles will earn a minimum overall rating of 'proficient' on a scoring rubric. Anticipatory Set: I will invite students into the computer lab and ask them to please find a seat. I will instruct students NOT TO LOG IN TO THEIR COMPUTERS YET. First, I would like to take students through a brief tutorial. This will include the showing of a short video tutorial provided by the website and will be followed by a quick modeling session of how to navigate the Fakebook website led by myself for the students on an overhead projection screen. Objective/Purpose: The goals for the day are to: (a) provide students with a brief tutorial session regarding the use of this Fakebook website, (b) allow students to begin playing with the different tools and features of the website to gain comfort during use, (c) have students begin creation of their own character profiles. Input: A. Task Analysis: - To begin, I will invite students into the computer lab, ask them to take a seat and to NOT LOG INTO THEIR COMPUTERS. I will then walk students through a brief tutorial of how to use the Fakebook website. After the tutorial, I will allow students to log into their computers and begin to play around with the website. I will be circling the lab during this time to answer any questions and to help students get a feel for the website. If there are any questions that are recurring, or if a student points out an important point that I failed to cover, I will again call attention to the front of the lab and will walk through this

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issue on the projector. After students have gained a level of comfort with the website, they are free to begin their character profiles. I will continue to circle the lab in case of any questions. B. Thinking Levels: - This lesson taps into levels 4 and 5 of Blooms Taxonomy (Analysis and Synthesis). Students will be asked to examine and analyze a specific character within a text regarding his/her actions, reactions, feelings, behavior, and motives as they relate to the other characters as well as the series of events found in the plot of the storyline. Students will then be asked to create a Fakebook profile from the perspective of this character, including the many elements that they have examined about the character. C. Learning Styles and/or Accommodations: - Students will be provided with a visual/auditory tutorial session in which I will be modeling the use of the website. I will also be showing a brief video provided by the website that demonstrates the features and tools of the website for students. This Fakebook website is set up to be very userfriendly and easy to use. Navigating the website will not be a problem for students who are familiar with Facebook, Myspace, or any other social networking site that they may have used. The tutorial is intended predominantly for those students who may not be as familiar with these websites. D. Method and Materials: - This lesson will begin with a teacher-centered modeling session regarding the use and navigation of the website. This will be followed by a student-centered exploration period in which students will be able to test and play with the functions and features of the website on their own. Materials will include: multiple desktop computers, internet access, and an overhead projector that is connected to a primary desktop monitor. VI. Checking for Understanding: During the hour I will be circling the computer lab continually. My attention will be particularly focused on those students who are not entirely familiar with Facebook and other social networking sites. A nice thing about this assignment is that, for those students who are in fact familiar with Facebook (which I can rightfully assume is many of them), using this website should be a breeze. It takes all the elements of managing a profile and simplifies them, making them even easier to use. That being said, I expect to be able to give extra focus to students who will require my assistance more frequently.

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Guided Practice: I will be modeling use of the website as well as circulating the room in order to guide students and answer any questions they may have. Independent Practice: In addition to today, students will have the following day to work in the computer lab as well. Students will then have two days after this until the assignment is due (so three days from today). If students do not get done tomorrow during class time in the computer lab, I expect that they will be able to finish the project on their own at home. If students do not have internet access or a computer at home, they will be able to use the school computers in the library before or after school. If we have a large amount of students who will need to come before or stay after school, I will be willing to set up a time that we can all meet in a computer lab. I will reserve the lab and serve as the supervisor. Closure: At the end of the hour I will ask students to please save their specific URLs in a file that they can easily access (it would not be a bad idea to write these down somewhere as well. This URL is the only way to gain access their Fakebooks). I will then ask students to log off of their computers. I will remind them that they will be back in the lab tomorrow to continue working on their profiles. I will tell students that if anybody thinks already that they will need to use the school computers to work on their projects after tomorrow, to please notify me so that I can begin to get an idea if I need to reserve a lab before or after school. I will then ask students to push in their chairs, they are free to leave.

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