Lesson Topic: Fakebook for The Lightning Thief

Teacher: Jasmine Fernandez

Grade: 8 Date: 4/25/2017
Duration of the lesson: 45 minutes
Standards
a. Content standards
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of
character, or provoke a decision. (8.RL.3)
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas efficiently as well as to interact and collaborate with others. (8.W.6)
b. ELL Standards
● Listening and Speaking: The student will demonstrate understanding of oral communications by
sequencing events from information presented in read-alouds, presentations, and conversations.
(Standard 1: B-5)
● Reading: The student will demonstrate knowledge of reading comprehension by drawing conclusions
from information implied or inferred in a literary selection. (Standard 4: B-14)
● Writing: The student will integrate elements of effective writing to develop engaging and focused
text as demonstrated by writing text that incorporates details. (Standard 4: B-1)
● Language: The student will demonstrate knowledge of parts of speech by using sensory/personality
adjectives. (Standard 1: B-4)

Visuals/Materials/Resources:
Computers/Laptops/Tablets/Other (https://www.classtools.net/FB/home-page)
(https://www.classtools.net/FB/1774-ejwPkK)
Projector
Copies of The Lightning Thief by Rick Riordan
Key Vocabulary:
Process Vocabulary: Recreate, Sequence, Characterization, Profile, Authenticity
Text Vocabulary: Dyslexia, Pseudonym, Orientation, Impertinent, Temperamental, Mythology

● Recreate - to give new life or freshness

● Sequence - to put something in order
● Characterization - a description of the distinctive natures or features of someone or something
● Profile - a short article giving a description of a person or organization
● Authenticity - the quality of being genuine or real
● Dyslexia - a general term for disorders that involve difficulty in learning to read or interpret words,
letters, and other symbols, but that do not affect general intelligence
● Pseudonym - a fictitious name, especially one used by an author
● Orientation - a program of introduction to newcomers to an institution
● Impertinent - disrespectful, rude
● Temperamental - liable to unreasonable changes of mood
● Mythology - myths dealing with the gods, demigods, and legendary heroes of a particular people

Content and Language Objectives:

a. Content objectives:
By the end of the lesson, each student will be able to connect story-based evidence and personal
opinions through the construction of a Fakebook profile.

b. Language objectives:
● Listening and Speaking: By the end of the lesson, each student will be able to convey personal
responses and opinions about a text reading through discussion in groups.
 ● Reading: By the end of the lesson, each student will be able to demonstrate his/her understanding of
characters, setting, and events in a story through the construction of a Fakebook profile.
● Writing: By the end of the lesson, each student will be able to compose character profiles through the
use of creative and expository writing.
● Language: By the end of the lesson, each student will be able to describe a character and his/her
perspective on story events through application of sensory/personality adjectives.
Assessment (At least three assessments)
Individual: Student is able to draw upon 5-10 passages, key events, sentences, etc. in the story to create a
Fakebook profile that reflects understanding of his/her assigned character in context.

Group: Students’ responses to group discussion questions will be evaluated for their ability to clearly express
reasoning behind Fakebook profile content (i.e. posts’ sequence, writing style, tone/voice, etc.).

Written: Students’ Fakebook posts will be evaluated for chronological order, presentation of story-based
content (reference at least five key events, sentences, etc.), clarity of ideas, and creativity.

Lesson Sequence
Introduction: (How will you get students started as they enter the room? What will be the first task they must
engage into capture their interest? Or initiate their background knowledge or past learning?)
1. I will pull out my own copy of The Lightning Thief, which includes annotations covering 5-10
passages, key events, sentences, etc. pertaining to the character of my choosing.
2. I will have students pull out their own annotated copies of The Lightning Thief after they are settled in
their seats.
3. I will ask students about the material covered in the previous sessions (i.e. “Who can give some recap
on The Lightning Thief?” “What were we addressing in the character overview presentations (e.g.
personality, actions, role)?”)

Main Lesson:
I do: Introduction to new content (How will you express to students what the learning goals for the lesson
are?)
1. I will reinforce the purpose of the lesson: “We’ve met various characters in The Lightning Thief and
addressed some of their defining characteristics. I’ve also asked you to try watching the movie version
of the story to supplement your understanding of your character’s portrayal. Moving forward, we will
be using the evidence we’ve each gathered to help create Fakebook profiles that authentically reflect
our assigned characters. Using a combination of evidence and opinion, we will do this activity and
discuss our finished products to conclude this lesson.” I will also project key vocabulary.
2. I will number students off 1-5. They will meet in their respective small groups of differing English
proficiency and ability levels after individually constructing their profiles.

We do: Guided Practice (How will you show students what you want them to engage in?/ What will you
model in terms of learning content and target language?)
1. Using the computer and projector, I will show students how to access the Fakebook website, as well
as give a brief tutorial on how to use it.
2. I will show students an example of a Fakebook profile I constructed, paying special attention to
reference my own annotations as I explain such things as post content. Doing so will give them an
idea of what my expectations are for this activity.
3. Following this model, the students will review their annotations and finalize what they will write on in
their posts. I will allow up to 5 minutes for them to complete this task.
4. When they meet in their small groups, each of the students will orally present their ideas and discuss
 them for roughly 10 minutes. While they’re discussing, I’ll be going around the room, observing their
interactions.

You do: Independent practice

1. Students will open Fakebook on their electronic devices.
2. I will instruct students to develop their own Fakebook profiles for their assigned characters using the
annotations they’ve made. This exercise will take roughly 15-20 minutes to complete.
3. Students will email me the links to their Fakebook profiles for assessment after completing them.

Closing: (what will you do invite students to share back what they did or learned during the lesson?)
1. After the small group discussions, the class will come back together and express their overall
impressions from the discussions and their individual opinions about their Fakebook profiles.
2. I will wrap up the lesson, saying, “While these characters may be fictional, their unique personalities
and actions in the story invite us to dig deeper and identify with them. Each of us may perceive the
same characters, and text as a whole, differently. Ultimately, authenticity is the most important factor
when establishing identity.”

SIOP Features
Preparation
__x_Adaptation of Content; __x_Links to Background; _x__Links to Past learning; __x_Strategies
incorporated

Integration of Process
__x_Reading; __x_Writing; __x_Speaking; _x__Listening

Scaffolding
_x__Modeling; __x_Guided practice; _x__Independent practice; __x_Comprehensible input

Application
__x_Hands-on; ___Meaningful; _x__Linked to objectives; _x__Promotes engagement

Grouping Options
__x_Whole class; __x_Small groups; ___Partners; __x_Independent

Assessment
__x_Individual; _x__Group; __x_Written; ___Oral