Documente Academic
Documente Profesional
Documente Cultură
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
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.
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