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Fictional Character Social Media Page
1 Attention Getter
Bring students together for a discussion about the most recent book read as a class. Questions for the discussion will include:
- Who was their favorite character and why?
- Did they understand the themes of the book?
- What part or character did they relate most to?
Then, allow a short time for students to discuss expansion questions in small groups (i.e., how the characters' lives continued after the book ended).
To introduce the language of social media and type of thinking involved in figuring out various social media sites, the students will be given this license plate quiz. Then, when prompted, students will discuss how that language is similar to hashtags, and which hashtags they use most often on their own personal social media.
3 Guided Practice
4 Guided Practice
Students will independently design a Twitter or Instagram account for their chosen character. The teacher will create an email and password for the entire class to use when creating the account. The page must include:
- An original username/handle
- A picture icon
- A short biography
- At least three original posts
The students must also:
- Follow all other students in the class via the fake account*
- Like or retweet at least five posts made by other students*
- Tag at least two other students in their original posts*
Students will be given time in class to work on their sites, but must also work at home. If any student does not have access to Internet at home, adjustments will be made.
*If there are not enough students using one of the social media site options, all students must use the site the majority would like to use, so that students have the opportunity to interact with each other.
5 Independent Practice/Presentation
Students will then present their account to the class, pointing out the required features and why the student made them they way they made them. Students will explain why their original posts relate to their character/story, and will be grade on the quality of their account, requirements filled, and the volume/content of their presentation.
Key Standards Supported
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).
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Describe how a narrator’s or speaker’s point of view influences how events are described.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
(Not applicable to literature)
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.