Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 40242
Characterization and Social Media
This lesson guides students as they analyze character development in the literature they have read, and then develop a Facebook page based on
one of the characters.
Subject(s): English Language Arts
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Interactive Whiteboard, Microsoft
Office
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: character, inference, Facebook, text evidence, social media
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Character collection chart.docx
Facebook Assignment.docx
Facebook Template.docx
Sample Facebook Page Cinderella.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
locate details in literature which develop character.
make inferences about the character based on details from the text.
write a paragraph explaining the inferences they have made and pointing to specific text evidence that supports their reasoning.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with the fairy tale Cinderella prior to beginning this lesson. If students are not familiar with this story, a version can be found at
http://www.speakaboos.com/full-text/cinderella/ and students could be given the assignment to read the story either in class or for homework.
Students should also understand how an author creates character. Prior practice with characters from short stories can be helpful, but may not be necessary
depending on ability of your students. Students will be looking for details about:
Physical description
What characters think
What characters say
What characters do
page 1 of 3 What other characters in the story say to or about them
Guiding Questions: What are the guiding questions for this lesson?
How do writers show us what characters are like in their literature without telling us directly?
What can we infer about a character based on the clues given to us by the author?
Based on our inferences, how would this character participate in modern social media?
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher should pass out the first set of blank Character Collection Charts to students (or have double-sided copies made).
2. Individually or in groups, students should fill out this chart using the character Cinderella from the well-known fairy tale.
Note: The teacher may want to have students read a version of this story prior to this lesson, as recommended in the Prior Knowledge section, and students
can also use the Disney movie version to fill in more details.
3. If students completed this activity individually, they could compare with others prior to group discussion. If they completed it in groups, they could compare answers
with another group.
4. The teacher should then conduct a class discussion about student answers, filling in a sample chart using an interactive whiteboard or document camera as he/she
goes along.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Students should choose a short story they have read this year that they want to work with for the rest of this lesson. Within that story, they should choose one
character to focus on.
2. The teacher should pass out the second set of blank Character Collection Charts to students (or have students use the back of the double-sided copies).
3. While rereading the story, students will complete the chart on the character they chose.
Many students will need encouragement to reread the story instead of going from memory.
Students may need to be reminded that authors may not include all of the categories of the chart on each character. What they look like, think, etc. may be
missing for some characters.
4. Students could also share their charts with a partner once they are completed. As long as all students have read all of the stories, they can provide feedback for
each other on erroneous or missing details even if they are not focusing on the same character for this activity.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. The teacher should pass out a blank copy of the Facebook Template and the Facebook Assignment Sheet to each student.
2. The teacher should show the sample Cinderella Facebook page to students as a model.
3. Using their Character Collection Charts and the Assignment Sheet, students should work independently to fill in the Facebook Template for their character.
Note: Students should first fill out the status updates, "About" section, and other written pieces of the page, then indicate (in writing) what pictures they hope to
add later. They should not spend time gathering pictures at this stage.
4. Following the directions on the Assignment Sheet, students should write a paragraph explaining each of their Facebook page choices using text evidence.
5. Students should create a final draft of their character's Facebook page including artwork. If technology is available, students could use the template electronically to
publish their Facebook pages on the computer.
This is where students would add their artwork; they can draw their own pictures, use clip art, take their own photos, or even cut pictures from magazines.
Note: Significant technology skills are needed to organize both photos and text correctly within the boxes. Students may be able to type their pages but may
need to glue on photos after printing.
6. Students should grade themselves using the rubric on the back of the assignment sheet prior to turning it in.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher can show some of the best student Facebook pages to the class as a closure activity.
Students can conduct presentations that highlight the unique qualities of the character chosen and explain the rational for their character choice with supporting text
evidence.
Students can further demonstrate how they have made inferences using the text to create the different parts of their page.
Summative Assessment
The final Facebook page is the summative assessment. All directions and rubric are included on the Assignment Sheet.
Formative Assessment
Cinderella Character Collection Chart
The teacher will circulate during this activity to determine if students are understanding how to fill in the chart correctly.
Short Story Character Collection Chart
The teacher will circulate during this activity to determine whether students are gathering appropriate information from the stories and making logical inferences as
to character development.
The teacher may also choose to collect charts before students use them to create their Facebook page.
Facebook Template
The teacher will circulate as students fill out their template to be sure that they are transforming their character chart into the Facebook format effectively.
Feedback to Students
Cinderella Character Collection Chart
The teacher will give students immediate oral feedback on their responses.
During group discussion, the teacher will also provide the correct answers so that students can compare their own answers to the correct answers and also use
them as a model for their next activity.
Short Story Character Collection Chart
The teacher will circulate and provide feedback to students on details they are collecting from the story as well as the inferences they are making.
If the teacher collects charts, he/she should provide written feedback on any character traits that the student missed while gathering details and/or illogical
inferences that the student made.
page 2 of 3 Teachers should also give students immediate feedback on their choice of character. Students who have chosen minor characters who may not support this depth
of analysis should be encouraged to choose a character that is more developed.
Facebook Template
The teacher should give students immediate verbal feedback on the choices they are making as they fill out their template.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students who struggle can be guided to choose characters that have a lot of character development so they can have an easier time collecting text evidence.
Depending on the abilities of students, they could be allowed to work in partners or small groups with others who are focusing on the same character while
gathering details.
Direct students to work together with others who have chosen characters from the same short story.
Provide frequent feedback to students and grant students opportunities to continue working.
Extensions: Students can write a paragraph explaining why they would (or would not) friend their character on Facebook.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, Microsoft Office
Special Materials Needed:
If technology is not available, students could use 12 x 18 paper, glue, markers, pencils, crayons, and magazines to create their pages.
Additional Information/Instructions
By Author/Submitter
This lesson would be appropriate near the end of the year, when students could draw upon a variety of literature they have read.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.7.RL.1.1:
LAFS.7.RL.1.3:
LAFS.7.W.4.10:
Description
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
page 3 of 3