Creating a Facebook page for a Character in To Kill a Mockingbird

Unit Title or Big Idea/Concept/Skill: To Kill a Mockingbird

Lesson Title or focusing skill and/or concept: Character study using social media and
technology
Critical Learning Objectives being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1 The students will know their assigned characters personality, physical traits, and other
characteristics
Affective (feel/value) and/or Non-Cognitive:
2 The student will value peer feedback, suggestions, and input while working
collaboratively with a peer
3 The student will develop effective communication skills (both oral and written)
Performance (do):
4 The students will be able to create a fictional Facebook page for a character from the
novel, To Kill a Mockingbird
5 The students will be able to work collaboratively with one other peer
6 The student will engage in critical thinking in deciding how to best arrange and organize
their Facebook page
7 The student will think creatively in creating a fictional Facebook page
SOLs:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
a) Assume responsibility for specific group tasks.
d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
f) Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
10.8 The student will collect, evaluate, organize, and present information to create a research
product.
a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate
information.
CCSs:
CCSS.ELA-LITERACY.WHST.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.

Methods of Assessment:
Monitoring partner work: In monitoring the students working in pairs I can assess how
well the students are working in an authentic setting with a peer.
Facebook page final project: In assessing the students Facebook pages I can assess how
well the student understands the character from To Kill a Mockingbird and their
relationships with other characters in the novel
Self-evaluation: In reviewing the students self-evaluations about what they completed
for the project, what their partner completed, and how well they worked together, I can
assess how well the student was able to work collaboratively and how effective was the
pairs communication
Procedures/Instructional Strategies
Beginning Room Arrangement: Students in their usual seating arrangements, in rows, facing
the front of the class
1 Bridge/Hook/Opening to lesson:
The students have read about half of the novel so far. I explain that we have met a lot of
characters and that each of the characters is quite different and also quite significant. I explain I
want the students to go into a deeper analysis of one of the characters- and they will be doing so
by creating a fictional Facebook page for one of the characters.
2 Discussion on common parts of a Facebook page
As a class we brainstorm what is normally included on a Facebook profile page:
Name, age, date of birth, picture, hometown, interests, hobbies, relatives, job, statuses, messages
posted to their wall, shared links, list of friends, etc.
3 Discussion on my requirements for the project
I outline what I will require of the students to include on their Facebook page (see PowerPoint in
materials appendix). I then let the students choose their partner, but make it clear that part of
their final grade is also dependent on how well I see the students working as pairs and I suggest
they choose someone they know they can work well with and with whom they wont get
distracted.
4 Time to start project
Students give the remainder of class time to work on their Facebook page.

Materials Appendix:
Instructions/Teacher Example:

Student Example
http://www.classtools.net/FB/1184-dA3XGq

Jean Louise (Scout) Finch on 'Fakebook'