Student Teacher: Lindsey Lampognana
Lesson Date: October 12, 2016

Grade Level: 4
Name of Lesson: Fakebook

Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand):

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character's thoughts, words, or actions).
Student Learning Objective(s)
What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
NOTE: use Bloom’s Taxonomy to assist this work. Are there students who will require an
accommodation or modification to meet this lesson’s objective?
Students will use the program “Fakebook” to
take on the role of a character in the book
Because of Winn Dixie and act as that character
through a minimum of 6 posts.
Rationale for Objective: How does this lesson support previous and subsequent learning?
This lesson supports the students’ previous learning of the third grade standard:

Distinguish their own point of view from that of the narrator or those of the characters.
This lesson supports the students’ subsequent learning of the fifth grade standards:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story
or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific
details in the text (e.g., how characters interact).

State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an accommodation
or modification to this lesson’s assessment?
Students will be assessed on the quality of the
posts: do the posts accurately represent the
character(s)? Are the posts creative in
portraying something the character would post
on his/her Facebook? Are there a minimum of 6
posts? Spelling, grammar, and mechanics are

Rev. 7/2015

also assessed.

Materials/Resources needed for this lesson

A computer for each student
Fakebook tutorial
Projector or SMARTboard

 Students with a disability pertaining to
their eyes will be given access to a
computer with an enlarged screen and

Cite how you will engage learners, activate prior learning and present the lesson’s objective.
Explaining: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning; C) Why it is important to their everyday lives.
To initiate the lesson, I will interest students by asking: “how many of you have heard of or used
Facebook?” (for students that have not, I will give a brief overview of what it is). I will then explain
that we will be creating Fakebooks that are pretend Facebooks for characters from our book. “We
will be able to add pictures, friends, and posts as though we are the characters from the book. You
can be as creative as you’d like as long as you stay true to the character’s personality and traits. If
you are unsure, think to yourself: is this something they would actually do or say?”

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and collect
formative data. Are there students who will require an accommodation or modification in order to
be active participants in this lesson?
1. Have students select a character of their
choice. (Encourage students to select a
range of characters, not all select the
same one.)
2. Play the Screencast tutorial of how to
create a Fakebook.
3. Send students to work on their own.
How will you question students in order to evaluate if the objective(s) was met? How will you help
students to connect this lesson to previous and subsequent lessons as well as connect to their own
lives? How will you help the students see the relevancy of the lesson by understanding the
purpose/importance of the learning?


Rev. 7/2015

After designated time is over or students begin to wrap up, have a few students share their work
over the projector. As each student shares, ask the class if the posts are accurately portraying the
characters. Explain. Have students who have done the same character to share and ask the class
“how can the posts differ yet still accurately portray the character? Did the students perceive the
character the same way? How and/or how not?”
To close, applaud the students on their creativity and how through this activity they were able to
build on their knowledge of the characters, setting, and problems in the book. Ask students to
reflect and share out on how this activity helped them to jump into the book and create a better
connection with the text.


Rev. 7/2015