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| Learning Experience/Unit |
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| Facebook for a Character from Literature | | | | |
Learning Context/ Introduction:
Being an eleventh grade English teacher, my students generally write a critical lens when they complete a novel for class. Toward the end of the semester, to give them a break, I have them create a Facebook or MySpace page for one of the main characters in the book. You may use any book, but it is best to avoid books that have been subsequently made into movies. Students should have completed the book when they begin this project. They must all have computers available with PowerPoint and Internet. Prior experience with PowerPoint and the Internet is necessary to complete this project within four seventy-minute blocks and present it. It is also assumed that students have done character analysis on numerous occasions and discussed the main characters in this book in class.
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Essential Question:
What traits does this character possess? |
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Assessment:
see attachedBoot Camp Rubric.doc
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Student Work based on the novel Boot Camp:
see attachedLow
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Procedure:
Choose a book with main characters about the same age as your students.
When students have completed the book and any activities you do in class related to the book, you will be ready to have them start their Facebook or My Space pages.
Make sure all of your students have a Facebook or MySpace account or at least have seen what they look like. If you are using a filtered network in school, as I am, you will need to print some pages from these sites at home to let students who are totally unfamiliar with them see what they look like. To be successful your students will have to have prior experience with the Internet, PowerPoint, importing documents, pictures, and music.
I. Have each student choose one of the main characters from the book.
II. Using PowerPoint, students will create a simulated Facebook or MySpace account
for the character.
III. Give students a list of minimum requirements for their presentations:
- Character's Name
- Vital Statistics
- Picture of Character
- Friends
- Family
- Favorite Music
- Favorite Movie
- Favorite Actor/Actress
- Hobbies
- Favorite Place
IV. Students can download music from home or use any account your school
may have. They do not have to download it. They may wish to simply include the
titles and artists.
V. When they have finished, students should present their projects to the class.
The slides should be accompanied by an oral presentation which effectively justifies
the content and offers evidence of analysis of the characters.
Facebook guidelines for students.doc
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Related Resource:
- PowerPoint
- Internet
- Mobile or Stationary Computer Lab
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Instructional/Environment Modifications:
Students not familiar with the page layouts need to see samples.
Special needs students may need additional time on the computer.
This can be provided during academic support periods or study halls.
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Duration:
Four seventy-minute blocks to prepare the presentation and one block to present |
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Reflections and Feedback:
This project allows students to do something they enjoy, while still completing a very thorough analysis of the book through the character they choose. Very meaningful discussions emerge amongst the students as they talk about the book and ask each other questions as they work. Many of the things on the list of minimum requirements will not be in the book. This forces each student to think about the way that character views life, other characters, and their surroundings. Having to explain why the character would make the choices they have made really pushes students to analyze the character and how that character is developed in relation to the other characters and the plot. |
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Vocabulary:
Facebook
MySpace
PowerPoint |
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| | Related Standards: | | | |  | | ELA2.11.RE1.01 | | Students read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres:
- build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written
| | | | ELA2.11.RE1.02 | | Students read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives:
- monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance overall comprehension
| | | | ELA2.11.RE1.07 | | Students recognize and analyze the relevance of literature to contemporary and/or personal events and situation.
| | | | ELA2.C.SW2D | | Students use standard English skillfully and with an individual style.
| | | | ELA3.C.SW2A | | Students present orally and in writing well-developed analyses of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms speeches, debates, thesis/support papers, literary critiques, and issues analyses.
| | | | MST2.C.IS1B | | Students prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software,
etc.)
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| | | Submitted By: | Donna Gookins, Educator
| | St. Lawrence-Lewis BOCES |
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