FakeBook Project

Instructor: Marah Alexandrou

Lesson Plan Title: Fakebook Project
Unit: Rumble Fish
Subject: English Language Arts
Cycle/Level: 1/2
Date: Wednesday, November 23rd 2016
Time: 63 minutes

Learning Objectives Through the Fakebook platform, students will connect and
empathize with a character from the novel by putting themselves
in that characters shoes, and writing journal posts on behalf of
that character.
Through the oral presentation portion of this project, students
will experience and practice public speaking
Through the demonstration using a pop culture reference,
students will understand how to use Fakebook
Through the use of pair work, students will help each other build
their ideas, and add onto each others journals and posts through
collaborative learning.

Competency 1: Writes a variety of genres for personal and social

Subject- Specific purposes
Competencies Competency 3: Represents her/his literacy in different media
Competency 4: Uses language/talk to communicate and to learn

Other /General Communicates effectively

Competencies
Uses information
Achieves her/his potential
Uses creativity

Media Literacy
Broad Areas of
Learning
Materials Teacher:
Video:
https://www.youtube.com/watch?v=GX7z-2ajez8
Copies of Journal Post Template for students
Ipad or Laptop and Smartboard
http://www.classtools.net/FB/home-page

Students:
Silent Reading Book
English Binder
About Me page
Journal Posts template
Context of Lesson Context of Project:
Students will create a Facebook account for a fictional character in the
novel that we just finished reading, Rumble Fish, using an online
platform called Fakebook. This project will ask students to identify and
connect with the character of their choice from the novel, and will ask
them to dig deeper into that characters psyche and emotional state, and
to write on behalf of said character.

This platform is a replica of Facebook, but is meant for educational

purposes to create Facebook profiles for historical characters, and/or
characters from novels.

The reason why I chose to use this platform is so that students can
engage in this lesson using a medium that they understand: social media.
I am also using Google Classroom for this lesson so that students can
access their Fakebook profiles through the link that they will save to a
Google Document available on Google Classroom. Therefore, students
will be able to work on this project at home, at school in the library, or
even from their phones if need be, as well as in class as I will be giving
them opportunities, once their posts are done, to go to the computer lab
to begin working on the Fakebook platform.

The reason that we are not going to the computer lab to work on this
right away is because there are many steps to this project, and on
Fakebook, the profile you create will only save once you have a
minimum of five posts. Therefore, I want to make sure that students are
done their posts so that once they get to the lab, they will just recopy
their posts before they work on the aesthetics, and the other little things
about their pages.

This is a project that students will work on in class, brainstorming with

their peers, and in the computer lab. Students will also have to present
their characters Fakebook profile to the class, but not before the project
is completed, and not before they have practiced their presentation with
 a peer.
Context of Todays Lesson:
We will begin the lesson by watching a short video on the effects of
social media for teenagers so that students can understand the positive
aspects and the negative aspects of social media. The reason that I want
to show this to my students is tied to the project itself. I want them to
realize that social media is not necessarily just a place for them to chat
with their friends, but it can also be used as a tool to communicate ones
feelings with the world, which is what many bloggers and people who
use social media do. This is exactly what they will be doing for their
characters.

Before we begin working on the journal posts, we will build a fictional

Fakebook profile so that students can see how to use Fakebook, and to
practice creating it for next week when we will be in the computer lab
doing exactly that. In order to include some popular culture reference
into the lesson, the demonstration will be a profile for the future
president of the United States, Donald Trump. Students are always
talking about Donald Trump and so I think that they will want to engage
with this portion of the lesson.

Students will have started brainstorming what they want to write for
their journal posts last class. Therefore, since they have at least an idea
of what they want to write, students will have the option to work with a
partner and to discuss their character and their ideas for their three posts.
Through discussion with a peer, students will get inspired about what to
write, and will get feedback on their ideas. Therefore, they will be
learning collaboratively and will be creating meaning off of each others
ideas. I will pair students up according to who they sit next to in order to
ensure that students do not feel left out.

Differentiation This lesson is differentiated for different types of learners.

The video will allow my visual and auditory learners to engage and
understand the effects of social media.

Through the demonstration and the creation of a Fakebook profile as a

class, I am engaging and involving all of my students in the learning.
Therefore, my visual, auditory, interpersonal, and kinesthetic learners
are benefitting from this part of the lesson.

Through discussion and brainstorming with their peers, intrapersonal

learners are going to help each other by providing feedback and building
each others understanding of the text and the characters that students
have chosen.

Because I am giving students the 10-15 minutes to discuss with a peer,

and time for individual work, I am allowing my interpersonal learners,
and intrapersonal learners to work comfortably and to get as much out of
 the time.

The graphic organizer creates a visual of the amount of posts that

students have to write. This serves as a reminder, and as a guide for
students with learning difficulties.

In addition, on the graphic organizer, students will be allowed to

brainstorm in point form and/or a word web, which will make it easier
for them to develop their ideas before writing their rough drafts in class
tomorrow. The guiding questions will also help my students by guiding
them in the right direction. This will help students who have a hard time
getting started on writing, which some of them do.

Individual Differentiation:
In this class, I have three students with learning difficulties. The graphic
organizers will help these students remember how many posts are asked
of them, as well as to help them stay organized.

Two of these students will also benefit from pair brainstorming because I
know that they enjoy working with their friends, and this will thus
motivate them to do the work asked of them when they ordinarily have a
harder time getting started on tasks.

The other student does not like to work with others, and tends to rush
through his work. By breaking up the project into smaller parts, this
student is benefitting because of the allotted time given to each
assignment. He will not be able to rush through the entire project, but
will work at the same pace as his peers. We also have a resource teacher
who spends a lot of class time working with this student, and helps him
develop his ideas and writing.

Time Process

3 minutes Greetings I will greet my students as I always do, asking them how
they are doing.
15 minutes Set Induction Silent Reading + Log This is part of the ELA
(Hook) / curriculum at LaurenHill Academy. Students will spend ten
Introduction minutes reading silently and will then have five minutes to
write their reading logs, which is just a brief summary of
what they read that day.
45 minutes Lesson Video The Effect of Social Media on Teenagers:
Development https://www.youtube.com/watch?v=GX7z-2ajez8
1:30 + Discuss the benefits of social media with
students and how this applies to the project 5
minutes
Demonstration of Fakebook 10-15 minutes
Once this demonstration is over, students will have
 ten minutes to discuss their choice of character,
choice of posts, as well as to discuss what to write
with a partner. 10 minutes
Students will then be asked to return to their
individual seats so that they can spend the
remainder of the class organizing their ideas on a
graphic organizer sheet for each individual post. I
will post on the Smartboard guiding questions that I
want them to answer as they fill in the organizer
either in point form or through a word web.

Evaluation The FakeBook profiles will be evaluated once they are

completed on the following:

Format (if the student has included all of the

information required)
/5
Organization (all of the posts and information
have been dated and organized properly)
/5
Content (the amount of information that the
student has included, as well as the care taken in
developing his/her ideas)
/ 10
Creativity (the amount of creativity and effort put
into this project)

/ 10
Grammar & Sentence Structure
/5

/ 35
2 minutes Closing I will ask that students finish their posts for next
class.

HOMEWORK:
Finish writing rough draft of posts for next class.

Appendix A:
(FAKEBOOK Project Assignment Outline
 Rumble Fish: Fakebook Project & Oral Presentation
Written Part (Competency 3):
For this assignment, you will be creating a Fakebook page for a character from Rumble
Fish that you found interesting. Imagine that this character really existed today, where
most teenagers use social media as a means of communication, and as a pass-time.
What would this character have on their page? What are some of their interests, hobbies,
music, friends, etc.?
Essentially, you are bringing this character to life by imagining what this person would
be interested in, how they would speak, what they would write.
What your Fakebook Page will include:
1) The name of the character you chose, a Profile Picture, and a Cover Photo.
2) An About Me section (mini biography in which you will include the characters
birthday, family members, education, jobs, interests and hobbies, etc.)
3) Friends: On Fakebook, you are able to create friends as well, by typing their
names in. You can later make posts on your characters page by using a friends
name as if that friend were posting something on your Facebook wall.
4) Posts:
a. Journal Entries (minimum three): You will write a minimum of three
journal posts in which you are speaking as the character, and you are
discussing that characters life, hardships, etc. These journal entries
should be posted on different dates
= approximately 100 words each post

b. Music videos or YouTube videos: (minimum two): Post at least one song
that you think this person would listen to.
c. Posts from friends: (minimum two): What would this characters friends
be posting to him/her (music videos, messages, reminders, etc.)
Evaluation:
For the written part of the assignment (competency 3), you will be evaluated on:
Format /5
Organization /5
Content / 10
Creativity / 10
Grammar & Sentence Structure /5
/ 35
 Oral Part (Competency 1)
You will be presenting your Fakebook Page to the class.
For the oral component, you are expected to:
Present your Fakebook Page by introducing your character, and the About Me
section
Present the journal posts that you have written for your character and discuss why
you thought this character would write this/feel that way.
Present the videos (music and other) that you thought this character would like if
they were real. Why would they listen to this type of music, or watch this type of
video?
Discuss the posts from your friends that you have added to the Fakebook page.
Why you chose that person to write to your character, why they would post what
you posted for them, etc.?
Evalutation:
Presentation and Audience Appeal /5
Tone of Voice /5
Discussion of Posts / 10
/35
Due: