Analyzing "real" characters with a "Fakebook" Day 2 of 2

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SWBAT analyze similarities and differences between characters in different texts by creating a Venn diagram in preparation for future essay writing; SWBAT analyze a character's development by finishing up their Fakebook page

Big Idea

Analyzing complex characters: from Venn diagrams to Fakebooks -- the possibilities are endless

Do Now

5 minutes

Today's lesson is abbreviated due to a two hour early dismissal before the Thanksgiving holiday. We only have 45 minutes today, but I'll be using every single minute.

As students enter the room, their "Do Now" for the day is to draw a Venn Diagram and select two sets of characters from "The Gift of the Magi" and "The Necklace:" Mathilde and Della OR Jim and Monsieur Loisel. I am asking them to complete this diagram because it is the first step in planning  ideas for the comparison contrast essay (CCSS.ELA-Literacy.W.9-10.5) that we will draft in pieces over the next few weeks. I chose to have them compare these sets of characters because they had already begun to discuss some of the similarities in the characters as we were reading the stories.  We had already discussed similarities in the characters' perceptions, circumstances, and actions, so perhaps they can use some of these ideas in their essays.

After about 5 minutes of diagramming, I will ask them to share their diagrams with a partner who selected the same two characters to compare/contrast. I am asking them to share with a partner because they can gather additional information that they may have forgotten or might want to include in their own diagrams.

Note: Since writing isn't the primary focus of this lesson, I will share student samples of the Venn diagrams in a future lesson when we focus more on writing.


Building Knowledge: Reminders for the Fakebook page

10 minutes

As a quick reminder, I will tell my students that they must be sure to do four things today in the computer lab:

1) Make sure they have the link for their Fakebook page saved (It should include a unique number at the end).

2) Make sure that posts are not events in the story. Each post should be a description of the character and their development throughout the text (CCSS.ELA-Literacy.RL.9-10.3).

3) Each post must have at least one comment. Each comment should be a piece of textual evidence based on the statement made in the post AND an explanation of how that evidence supports the description identified in the post (CCSS.ELA-Literacy.RL.9-10.1). For example, if I say that Esperanza is determined (in my post), my comment must provide a piece of evidence that shows Esperanza's determination and explanation explaining how it does so.

4) Use VIMEO to find videos for the Fakebook page or create you own video. Youtube videos will not show up in our network.


30 minutes

Students will use the reminder of the period to work on analyzing character development (CCSS.ELA-Literacy.RL.9-10.3) and citing and explaining evidence of that development (CCSS.ELA-Literacy.RL.9-10.1) on their Fakebook pages today. This is day 2 of the lesson, so check out the resources in Day 1 for the Fakebook project. The resources for Day 1 include directions and a rubric. Also, check out this video of a student providing a rational for using a particular video on his Fakebook page. Here's another clip of a student discussing his choice of video.


3 minutes

As we quickly wrap up this shortened period today, I will do a quick check to see how many students still need to add to their Fakebook pages. I will also remind them that next class, they simply need to bring me the links to their pages so that I can grade them. The can print them out of they want, but there is no need because I can simply grade them online. I will also remind them that I may have some students share their pages with the class in upcoming class sessions. I would like for them to share because I want them to get excited about reading books independently and proficiently, (CCSS.ELA-Literacy.RL.9-10.10) and hearing about these books will hopefully make them want to read them.